They Say Cyber-Assignment: Chapter 5 "And Yet"
This week we are wrapping up They Say with Chapters 5, 6, 7. For next week, we will complete Chapter 8 for October 7, 2013, Nine for October 8 and ten for October 9.
For each chapter students will reflect on an essay from 50 Essays and write a response (250 words with examples from the professional essay). Cite the essay in a works cited section of the post.
That said, for today reflect on Chapter 5, "And Yet" (68).
What is the importance in distinguishing what "they say" from what "you say"? How does Julie Charlip do this? How do you?
What of importance resonated with you about this chapter and how does inclusion of these strategies make your writing stronger?
In the revision, choose a few paragraphs to revise to include varying perspectives. Use templates in the revision. Bring to class as well and post here: pre and post with the narrative. You might need to post in two parts or three depending on how long the three paragraphs are.
Cite the your essay.
For each chapter students will reflect on an essay from 50 Essays and write a response (250 words with examples from the professional essay). Cite the essay in a works cited section of the post.
That said, for today reflect on Chapter 5, "And Yet" (68).
What is the importance in distinguishing what "they say" from what "you say"? How does Julie Charlip do this? How do you?
What of importance resonated with you about this chapter and how does inclusion of these strategies make your writing stronger?
In the revision, choose a few paragraphs to revise to include varying perspectives. Use templates in the revision. Bring to class as well and post here: pre and post with the narrative. You might need to post in two parts or three depending on how long the three paragraphs are.
Cite the your essay.
posted by Professor Wanda's Posse at 8:48 AM
27 Comments:
Huy Vo
Professor Wanda
English 1A, 11-11:50 pm
August, 2013
They Say I Say
Chapter 5
In chapter 5 the authors discusses “distinguishing what you say from what they say”. In an example of a past writer who exemplify the skill, Gregory Moantsios, uses voice markers to have multiply voices within his essays. In the opening sentence the phrase “We are all middle-class” tells the reader it is not his own voice. In the end of the first paragraph, Moantsios, ends with “class differences are muted” and “our collective character is homogenized”. Readers get a understanding of his true actual true views are. Paying attention to voice makers is an important aspect of reading comprehension say the authors. Moantsios acts as a ventriloquist rather than directly expressing what he is thinking. In the next section, the authors writes about the word “I” believe it is a good word to use, even though the norm is to avoid the word. The flaw of “I” is its subjectiveness and self-indulgent opinions. The believes a well-written easy in a well-grounded argument. In the last sections, the authors suggest not to use be so overt about different voices, but rather, to be subtle. For an example, “Liberals believe that cultural differences need to be respected. I have a problem with this view, however.” The author suggest changing it to “I have a problems with what liberals call cultural differences.” Or “There is a major problem with the liberal doctrine of so-called cultural differences.”
Samantha Gober
Professor Sabir
English 1A 8-8:50
1 October 2013
Chapter 5 Summary: They Say
In Chapter five of They Say/I Say, the author stresses the importance of distinguishing between your views and the views of others so that it is clear for readers. You don’t want to bring about confusion in your writing. The use of signal phrases or “voice markers” that tell the reader who is speaking should be inserted into your work. This will help them have a better understanding of whose opinion is being stated. In my work, I use quotations and make clear who is speaking by using their names. I also use “I” here and there when I am speaking to represent my opinion. Though some believe using “I” makes your writing weak, in They Say/I Say, they actually suggest that “texts using I can be just as well supported or just as self-indulgent as those that don’t” (72). That being said, my word usage makes my writing stronger because the reader won’t confuse my beliefs with those I’m opposing. Therefore, I won’t leave them with questions that were brought up in this chapter like, “Wait. I thought the author disagreed with this claim. Has she actually been asserting this view all along? (75).
Denise Burgara
Professor Sabir
English 1A 11-11:50
1 October 2013
Chapter 5 Summary
In chapter 5 of, "They say, I say", shows us how important it is to distinguish what "they say" from what "you say". On page 68 we get a sense on how to determine "who" is saying "what" in the text you read. We are able to identify signal phrases on page 71. What I found that stood out to me was that the author encouraged us to use first person when we are writing, this helps so that you offer your own view to the reader when writing, and you make it more clear. Adding to this, you can even differentiate your views from others in your writing. As for Excersise 1 at the end of the chapter Charlip starts by writing in another persons view, then further states her own opinion, then again exhanges into paraphrasing another peron. She uses "I" but then begins to add "you" and "we" this just adds more auidience to be able to connect to the writing.
Patrick Yu
Professor Sabir
English 1A 11-11:50
1 October 2013
"They Say / I Say" Chapter 5
Chapter five of "They Say / I Say" discusses the importance of knowing who is saying what. Understanding the author's use of "voice markers" is crucial for understanding what he believes in. "Voice markers" are words that writers use to show their stand on their paper's topic. In the example that the book gives, Gregory Mantsios makes a good usage of voice markers; using phrases like "so it would seem", "yet", and "as a result".
It is acceptable to use the first person in writing in order to "differentiate your views from those of others, or even offering your own views in the first place." (72) However, it is advised to only use "I" if there is no other way to express one's view.
In conclusion, writers want to use voice markers so that their own thoughts can stand out to the reader. A paper without any voice markers will only confuse the reader, since they would not know whether the writer supports or disagrees with the topic.
Kimberly Young
Professor Sabir
English 1A, 8:00-8:50am
2 October 2013
Summary of Chapter 5 of "They Say/I Say"
1) In chapter five of "They Say/ I Say," it puts emphasis on the importance of distinguishing what you say and what others say. To diminish the amount of confusion brought from the perspective views, the authors of the book suggest that students use signal phrases and “voice markers.” An example the book gives, Gregory Mantsios displays a good use of signal phrases and “voice markers” when he uses “as a result” and “yet” in his sentence This will help clarify the perspective that is being brought up in a statement. Chapter five also provides students with a variety list of useful templates that they could potentially choose from for their writing. The chapter also mentions the usage of first person point of view. Many people often are told not to use first person in their essays, but it actually tells students that using first person is significant in helping them point out their own perspectives. Similarly in my previous works, I have used first person and I find it to be very helpful. Through the first person perspective, I can easily say what I believe and what others believe. At the end of the chapter, they reinforce the information by giving more practices in their exercises.
Melon Yemane
Professor Sabir
English 1A 11-11:50
1 October 2013
"They Say / I Say" Chapter 5
Chapter 5 of They Say, I Say Exercise 1, author, Julie Charlip channels the importance/ reasons for when it is perfectly acceptable to use first person or third person. For example, when she gives a proper introduction of the person she quoted or paraphrased.
She uses herself as a boarder when transitioning to the next person's quote. Stating "I..." then continuing she shows how to be subtle in changing positions.
Chris Lee
Professor Sabir
English 1A
11-11:50
They Say, I Say Chapter 5 Summary
Today in class, we read chapter 5 of They Say, I Say and learned that it was okay to use different point of views in writing. We discussed how in chapter 5 that when writing using different point of views are beneficial to you as the author and the audience to clarify what you are trying to write and your opinion on it, while readers will clearly understand and not get confused easily. Whereas Julie Charplip essay, she combines the different point of views and uses voice markers to show the change in dialogue, yet continuing her essay with precise clarity of what the topic is and what her opinion of it. Demonstrating more developed writing techniques to include various point of views, while still having a strong well written essay.
Michael Cunningham
Professor Sabir
English 1A 10-10:50
October 1, 2013
They Say/I Say Ch. 5
In chapter 5 they are stating that when you write your paper you should distinguish between when you’re giving your opinion or when you’re giving somebody else’s opinion. They say that we have to make sure that we do not confuse the readers because then they are not paying attention to what you are writing about they are focusing on what you meant and how they got lost. That is the last thing as the writer that you want to cause because your objective is to help the reader understand what he is reading not read it and then have a lot of questions about it. In chapter 5 they show us different techniques so that we can in turn use them in our own papers to make them better overall.
Ariana Yu
Professor Sabir
English 1A, 8:00-8:50AM
2 October 2013
Chapter 5 Summary
In chapter five of They Say/I Say, it teaches students how to signal who is saying what in their writing. They emphasize this because it is important to avoid confusion. It then gives students a list of templates that they can follow for signaling others’ views. The book also demotes the common teaching of not using the word “I”, their reason being that well-supported arguments are based on evidence, not pronoun usage. In addition to this, the book gives templates for embedding voice markers. Basically, this section teaches writers the significance of identifying the speakers in their papers. This will prevent the reader from getting confused and annoyed.
Mervin Deguzman
Prof. Wanda Sabir
English 1A
0800-0850
They Say/I Say Summary
In Chapter five of "They Say/I Say" the authors helps us utilize or assert different ways to determine who is speaking and how to use a "signal phrase" in order to start a sentence of your own the right way. They provided several templates on how to use these phrases in order to prevent confusion. Here are some examples: Adding to X's argument, i would point out that______, and according to both X and Y____. They also talked about the word "I" being too subjective and self-indulging but they found a way to use the word "I" to be less subjective and very well supported. To avoid confusion to the reader, one must try to talk in first person view. The chapter ends with discussing how to determine who is speaking. Templates were given as example to help writers.
Milin Khunkhun
Professor Sabir
English 1A (10-10:50)
1 October 2013
They Say/ I Say Chapter 5 Summary
In Chapter 5, it describes how one can move from what others say to what you want to say without confusing readers. In the first section, it talks about how readers have to be cautious about what the authors true opinions are and not the citation ideas because it may not resemble the authors thought. IN the second section, it provides a few templates for writers so they can make sure a reader can clearly tell who is saying what. In the third section, describes how the use of "I" and "we" provide well-supported arguments with persuasion and evidence. Also, the use of "I" will allow you to differentiate ones view from yours. Section four explains how one can embed a perspective without having to use overt voice markers by providing certain templates that embody this. Julie Charlip does this by using "I" by relating others perspectives to hers and by shifting from her opinion to others. In my writing I necessarily do not embed others opinions and do not state my opinion with using "I" or "we".
Milin Khunkhun
Professor Sabir
English 1A (10-10:50)
1 October 2013
Revision of Essay using They Say/ I Say
Rebels Created by Inspirations
With a rebellious mindset, Rosa Parks began to act with rational dignity when certain injustice events occurred. This is evident in the situation when she was walking home from school and a young white boy pushed her off the sidewalk. Parks stood up with self-empowerment and pushed the boy down showing that she would not tolerate this violence. “The boy’s mother threatened her with jail. ‘So [Parks] told her that he had pushed [her] and that [she] didn’t want to be pushed, seeing that [Parks] wasn’t bothering him at all’’’ (9, Theoharis). I agree with Theoharis that this situation taught Parks the importance of standing up for herself because the outcome can be satisfying, where in this case, the boy did not bother her any more.
Rosa Park’s inner rebelliousness was nurtured from her immediate environment while growing up. Due to a family history of political thought and involvement, “Rosa’s family exposed her to a sense of black pride” at a young age and this is precisely where Rosa developed the notion that “‘we were not free’” (4, Theoharis). Leona Edwards, Rosa’s mother, was a very strong and self-respected black woman who influenced her audacity and political sensibility. Theoharis overlooks what I consider an important point that Leona always portrayed herself as a firm determined person by not saying, “Yes sir,” and instead saying, “No, you won’t do this” because during that time, saying “no” required courage, which Leona had. She demonstrated her determination when traveling on the city bus with young Rosa in this situation:
Many years before [Parks’] own stand, a driver told her mother, who had sat down near the back next to a young white…, to move or he’d throw her off the bus. Her mother ‘stood up, very politely smiled in his face, and said, ‘you won’t do that.’’ He returned to the front of the bus. Recalling the scene, Rosa could hardly contain herself…. ready to defend her mother with her hands presents an important context for the origins of her own bus stand (51, Theoharis).
This evidence shows that Rosa’s famous bus boycott she performed a few years after her mothers’ and reveals that Rosa had a rebellious trait in her blood.
During her time in the NAACP, she met a fellow activist Edgar Daniel Nixon, who was Parks’ external influence that fueled her inner activist. When E. D. Nixon became the president of the organization, he developed a great partnership with Parks. Parks had stated: “[Nixon was] the first person beside my husband and my immediate family and my mother to really impress upon me the freedom that was ours and [that] we had to take a stand to at least let it be known that we want to be free regardless of the conditions under which we were living” (20, Theoharis). Parks had embraced this understanding of Nixon and later used it for allowing the NAACP to make changes regarding racial inequality. My own view is that what Nixon and Parks’ partnership is in fact an influence to Rosa Parks because they both strived to achieve racial equality.
I wholeheartedly endorse that Mrs. Rosa Parks’ rebellious nature to stand up for justice was developed by the inspiration from many influences throughout her life. Through self-education, Parks developed knowledge about black history with inspirations from her mother and husband. These conclusions, which Theoharis discusses in The Rebellious Life of Mrs. Rosa Parks, add weight to the argument that influences created the respected activist and rebel that would change American history because rebels are not innately born they are created by influences and societal life experiences.
Khunkhun, Milin. Rebels Created by Inspirations. Print. 1 October 2
Mussa Obad
Wanda Sabir
English (11-11:50)
10/1/13
They Say, I Say Ch.5 Exercise
Chapter Five of “They Say, I Say” covers how to separate who is saying what. In writing it is always important to be very careful when writing what other people say, because you never want to make a mistake of what other people say. Writers should always be clear on that part of their writing, as it may confuse the reader. It’s very important for readers to know the different voices in the text. “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 someone else behaves to be an expression of what the author him-self or herself believes.” (pg. 70). Distinguishing what you say from what they say can make writing either confusing or very informative.
Saleena Carpenter
Professor Sabir
English 1A 10-10:50am
1 October 2013
They Say I Say Chapter 5 reflection
In chapter five of They Say I Say, the authors educate people on how to distinguish their voice from others in writing in order to differentiate the views. They want to show people how to move from what they are saying to what others are saying without confusion. The use of signal phrases is one technique they cover. These are phrases that signal who is speaking and their opinion.
They used social critic and educator Gregory Mantsio's as an example because he used signal phrases such as "or so it may seem" to show that he doesn't really agree. He also includes himself in the class who's "class differences" get "muted" and "our collective character" gets "homogenized" showing his position he stands. They also explain how the use of I is an effective way to distinguish voices in academic writing. Although there are times you will need to avoid using I, if you always avoid it you will have a hard time showing your view.
The last technique they go over is embedding references to someone's argument in a sentence of your own or embedding references to a previous opinion, they shared examples:
Liberals believe that cultural differences need to be respected. I have a problem with this view, however.
I have a problem with what liberals call cultural differences.
Earlier in this chapter we coined the term "voice markers". We would argue that such markers are extremely important for reading comprehension.
We would argue that "voice markers," as we identified them earlier are extremely important for reading comprehension.
This helps you to show different perspectives on a subtle. All of these techniques hello you become a stronger writer because you will write in a way where your tastes will understand and you will also be able to comprehend the things you read.
Fin Saephan
Wanda Sabir
English1A 8am MTWTh
September 2, 2013
Chapter 5 Summary
In the book “They Say I Say” of chapter 5, the book is telling the reading the importance of allowing the reading to understand your position. That way, there will be no confusion when the reader reads your paper. To prevent that, the teller has to use signal phrase or “marker” (p. 71) to indicate a topic and then choose a position. Moreover, the book says that it’s okay to use the word “I” if the teller is taking a position to avoid any confusion. I normally don’t use “I” in my essays, but the book makes a compelling point. It is purely used to avoid any confusion.
Rosmery Muniz
Professor Sabir
English 1A 10-10:50am
2 October 2013
They Say I Say Chapter 5 reflection
Chapter five in They Say/I Say was about pointing out the different speakers, if it was your own ideas or the views of others. It also explained the importance of signaling who is talking in your own writing. The chapter wrapped up with the use of "I" Many of us have been told not to use it because it comes out as subjective, but in They Say/I Say it states that there can be occasions where "I" is okay to use. In the case of Julie Charlip's writing it is easy to distinguish who is the speaker. It is essential so point out the different speaker, your thoughts from others should not be mixed
Zubair Mohmand
Professor Sabir
English 1A 10-10:50
2 October 2013
They Say I say Chapter 5 reflection
In chapter 5 shows that the paper you write should show difference between your thought and someone else's. Separating opinions, quotes, point of views, etc. Especially to not get the lost and everyone should have no problem reading your paper. It teaches us many ways to write a better paper with clear train of thought without being mixed.
Susan Gyemant
Professor Sabir
English 1A 11/11:50
They Say Ch 5 Summary
1 October 2013
And Yet
Authors Graff and Birkenstein insist that good academic writing needs to identify shifting points of view, especially since academic writing is like a “dialogue” (Graff). In the fifth chapter of They Say titled, And Yet, the authors insist that it is not only important to have an opinion in your argument but to also signal where you are making that point. There most persuading evidence was showcasing the same sample paragraph in two ways: one version had obvious “voice marker,” as they call them and the other without. The version without voice markers leaves readers wondering whether the writer even had a reason to write the piece in the first place. Furthermore, some readers might incorrectly paraphrase this piece assuming the writer had an opposing position when in fact he was in favor; highlighting yet another point made in this chapter – “…avoid confusion in your own writing, make sure that at every point your readers can clearly tell who is saying what.” The authors urge that writers should disregard the old rule of not using “I” in their texts (unless of course it is explicitly requested for a specific paper), include their opinions, keep in mind to include the opinions of others and always guide the reader in the interchange of voices.
Susan Gyemant
Professor Sabir
English 1A 11/11:50
They Say Ch 5 Summary
1 October 2013
And Yet
Authors Graff and Birkenstein insist that good academic writing needs to identify shifting points of view, especially since academic writing is like a “dialogue” (Graff). In the fifth chapter of They Say titled, And Yet, the authors insist that it is not only important to have an opinion in your argument but to also signal where you are making that point. There most persuading evidence was showcasing the same sample paragraph in two ways: one version had obvious “voice marker,” as they call them and the other without. The version without voice markers leaves readers wondering whether the writer even had a reason to write the piece in the first place. Furthermore, some readers might incorrectly paraphrase this piece assuming the writer had an opposing position when in fact he was in favor; highlighting yet another point made in this chapter – “…avoid confusion in your own writing, make sure that at every point your readers can clearly tell who is saying what.” The authors urge that writers should disregard the old rule of not using “I” in their texts (unless of course it is explicitly requested for a specific paper), include their opinions, keep in mind to include the opinions of others and always guide the reader in the interchange of voices.
Tiffany Gregory
Professor Wanda
English 1A, 10-10:50 pm
October 1st 2013
They Say I Say
Chapter 5
In chapter 5 the author will be discussing “distinguishing what you say from what they say”. He is trying to clarify being able to read and differentiate whose voice the writer is speaking in. In this selection Gregory Mantsios is stating many ways that a person can be confused at reading someone’s writing by using various examples or expressions. He also calls them “Voice markers” and they tell the difference between various points of views in texts. When Gregory said “or so it would seem” it may be used to not completely agree with what the author is saying because when he says “seem” he is basically saying that is what it’s looking like to him. When he used quotation marks that says he’s saying it from another person’s point of view rather than his own. However, when he says “yet” to begin the second paragraph, he is now speaking of his own point of view/perspective. I would definitely say that the use of these voice markers is important in helping the reader know from who is speaking in the text. He is sort of like a ventriloquist the way he is able to say what he is thinking of others opinion, but he doesn’t directly say “I” because he doesn’t want to throw the readers off, he is speaking as a whole but also he distinguishes that it may “seem “as I said before to ensure that this is just what it looks like on the surface.
For example activists don’t believe in violence upon there people but when their people use that force on the other groups who’ve oppressed them then it may “seem” like they had it coming. It’s just an inquiry but it comes from cause (violence) and effect (a fed up community). So the opinion of activists lies in the middle.
The importance in distinguishing what "they say" from what "you say" is so that the reader knows exactly who has what opinion and why even though the writer may or may not feel the same way.
Julie Charlip distinguishes it by calling it society as a whole rather than breaking it up into groups. I would distinguish it in similar ways as both Julie and Gregory have. They can make sure the reader can identify with the point of view their portraying to the readers as well as the ones they may have. What really stood out to me was the use of the term “seem “because it is such a strong word that it doesn’t confess or deny to a situation. This has made me think in ways that I will feel make me a better writer/reader.
Angel Vargas
Professor Sabir
English 1A 8:00-8:50
2 October, 2013
They Say I Say Ch. 5
In They Say I Say part two “And Yet” is all about being able to clearly distinguish one’s own opinion from another piece of information. There are several different ways this can be done using the the “voice markers” to guide yourself. Voice markers are little phrases such as ‘or so it would seem’, ‘if only this were true’ and ‘yet’ right after given information to let the reader know that, that is not a view necessarily endorsed by the writer. It allows the reader to easily identify what the author agrees with and what the author disagrees with. Voice markers are also a good way to introduce information gathered by various researches that although not your viewpoint, would be good information to offer the reader. Without the clear indication of the voice markers ideas of the writer can easily be confused with the ideas that the writer has incorporated in his or her writing. Being able to correctly apply these indications will greatly improve the overall understanding of the passage.
Huy Vo
Professor Sabir,
English 1a, 11-11:50
Chapter 6
It has come to my attention the outcries of far greater importance on the political agenda than the war on drugs. There are children in hunger in Africa and poverty-stricken families. Most families who live in cities rotten with crimes, they would suggest that tending to the poor and the war on crime is more important, they have not understand the interconnected nature of society. Drug usage are related with poverty and crime rates. If were to develop policies on the war on drug, there would also be a decline in other problems this country is facing. Furor example, prohibition has put an unprecedented fraction of the US population behind bars. America now incarcerates some 2.25 million people, more than one-in-five of the world’s prisoners. The number of US inmates serving time for drug charges now exceeds the entire US prison population in 1970. Preventing drug usage would late the already overpopulated prisons.
Evan Hill
Professor Sabir
English 1A 10-10:50
2 October 2013
They Say/I Say Chapter 5 Summary
Chapter five in They Say/ I Say is all about being able to effectively separate your point of view or opinion on a specific subject from another's view so that the reader has a better understanding of who's who. They introduce several techniques for achieving this in one's writing. One example is being able to differentiate for yourself between viewpoints in works other than your own.
Using Gregory Mantsios as an example, they demonstrate a good use of phrasing to help the reader distinguish between Mantsios' view and the one he expressed in quotations. Mantsios uses the phrase "or so it would seem" to show the disagreement between the view expressed and his actual view on the topic.
They also encourage the use of the first person with "I" or "We". Though it has been taught that use of the first person in one's writing is wrong, They Say points out that it helps to avoid confusion for both the writer and the reader. Furthermore, using the first person makes it easier to get to the point and make use of the strategy being taught in the chapter.
Danny Gomez
Prof. Wanda Sabir
English 1A
8:00-8:50
01 October 2013
Ch. 5 summary
Chapter five in "they say I say" talks about expressing your own view in writing. It is a lot easier for readers to get a better understanding of what you're writing about, when they know when you're expressing your own view, and when you're expressing someone else's. "Yet" is a key word that would tell a reader that you're about to talk about your own point of view, like the essay on American's class inequalities by Gregory Mantsios, where he uses the word "yet" to contradict what other sources say about class inequalities. It also shows a few templates to signal who is saying what in an essay. It talks about first person, using "I", that you don't really need to have "I" in your text, other templates talking in first person can be as good. Also you can tell whose voice you're speaking in by embedding a reference to an argument In your sentence.
Christian Logan
Porfessor Sabir
English 1a 11-1150
3 October, 2013
They say/i say Ch.5
Chapter 5 discusses the importance of distinguishing who is saying what in your writings. You should view writing as entering an ongoing conversation. Thus when adressing the views of others you need to make clear who whose voice is expressing those ideas. Your readers should be able to tell the difference between the ideas of someone else you are summarizing and your own ideas. Clarifying whose voice is speaking will prevent any confusion for the reader as to. A simple way to differentiate those voices is
with the use of "signal phrases" or "voice markers". Julie Charlip did an excellent job of using "voice markers". For example she wrote, "Marx and Engels wrote...", and then quotes what they said. Following their
quote Charlip writes,"If only that were true...", this statement clearly shows that Charlip does not agree wtih what Marx and Engels said. It is imperative
to use signal phrases and voice markers like these so readers know whose opinion is being expressedd.
Ernest Blackmon
Professor Sabir
English 1A, 11-11:50
3 October 2013
“They Say I Say” Chapter 5 Summary
It’s important for a writer t distinguish what “they say” from what “you say” because it it will make it easier for the audience to understand who is saying what. Julie Charlip distinguishes “they say from what “you say” by clearly stating who is speaking to help get a clear understanding of the switch between the character. She uses words like “you” and “I” to help us as the audience keep track of who is speaking (73). I personally don’t switch between characters within my essay often but if I was to distinguish as to who saying what I would you a name to clarify who is speaking and use the word “I” to distinguish myself in the essay. What resonated within me the the most from chapter 5 that can help me to become a better writer is “the use of signaling who is saying what in your own writing.” Examples of templates have given me an idea of how I can help avoid confusion in my writing, and make sure every point is clearly being understood by who is distinguished in who is saying what to the reader.
Rebeca Gonzalez
Professor Sabir
English 1A 10-10:50
They say Ch.5
In chapter 5 of “They Say”, the author states how important it is to distinguish what “you say” from what “they say”. The author uses Gregory Mantsios as an example. In Gregory’s essay “Rewards and Opportunities” he demonstrates his own position on the topic as well as the views he opposes, but he does make it clear where he stands on the first passage. Other great tips the author from “They say” says is that readers should be able to clearly know who is saying what without getting confused and in order to do that we should not switch our writing from first person to third person..etc. Instead we should embed our writing and give our readers a warning on whose voice we are speaking in. Using the words “I” and “we” will let us state our own position in the writing and will make it easier for us to state our personal opinions. We want our writing to flow along and we shouldn’t have to be stopping to explain something and then continuing.
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