Summary of "They Say, I Say"

Chapter 1:

Chapter 1 emphasizes the point that academic writing is largely argumentative writing. Furthermore, to write as well as possible it is imperative that the writer not only acknowledge the other side of the debate, but make it a prominent element of what’s being written.

The argument—and what you are writing—needs to be framed in the greater context of the “conversation”. Therefore, the opposite point of view of the author’s must be presented early in the writing and regularly touched upon throughout the piece. On page 25 the authors express the importance of framing your argument. “After summarizing the ideas you are responding to at the outset, it’s very important to continue to keeps those ideas in view. Readers won’t be able to follow your unfolding response, much less any complications you may offer, unless you keep reminding them what claims you are responding to”.

Chapter 2:

Chapter 2 talks about the next logical step in the writing process after acknowledging the arguments that you are responding to: summarizing those arguments. In order to give weight to your argument, it is essential to do a good job at accurately and fully summarizing the counter-points. “…It is extremely important that you go back to what those others have said, and that you study it very closely, and that you do not collapse it to something you already have heard or know. Writers who do this end up essentially conversing with themselves…” Graff and Birkenstein feel that a writer needs to almost suspend his own beliefs for a short time in order to accurately portray the counter-argument. However, they feel that a good summary can add strength to writing in that an author can tailor this summary to fits his “own overall agenda”. They feel this strategy of fitting the counter-argument into the context of your own is a very important tool for writers, and provide many examples and templates on how to do it effectively. Graff and Birkenstein feel strongly that a simple summary of counter-points is boring and ineffective, and urge the use of “vivid and precise signal verbs as often as possible”.

Chapter 3:

“The Art of Quoting”. In order to accurately summarize the arguments of others, using actual quotes of an opposing-viewed author can be the most effective method. Graff and Birkenstein say, “Quoting someone else’s words gives a tremendous amount of credibility to your summary and helps insure that it is fair and accurate”.

However, simply infusing a quote or two is often not sufficient. Not accurately framing the quote or explaining its context will lead to confusion and poor writing. Graff and Birkenstein explain that, although quoting is important, it is at least as important to “…present them in a way that makes their relevance and meaning clear to the readers”. “Dangling” quotations (those inserted into text without adequate explanation and framing) often lead a reader confused. A proper framework around a quote not only explains the quotes relevance, but also allows an author to meld the ways in which that quote supports his argument.

Chapter 4:

After talking extensively about how to present the counter-argument in writing, beginning in this chapter Graff and Birkenstein begin the process of teaching how to present the writer’s argument—the “I say”.

Like all of their advice, the authors urge simplicity when doing this, and suggest that to begin with the most effective strategy is to first illustrate your basic position. State, up front and in no uncertain terms, whether you agree, disagree, or both, with the opposing view.

Graff and Birkenstein present several examples of ways to effectively explain your stance, but it is an imperative that you explain why you feel the way you do. Even if you agree with another’s point of view, Graff and Birkenstein feel that a writer can add heft to the “conversation” by adding previously unstated supporting evidence to a writer’s claim.

Chapter 5:

This chapter addresses the fact that in good academic writing (that which is argumentative) there will invariably be a discourse between two or more trains of thought. It is important that there is clear distinction between who is saying what, and that there is no confusion by the reader in determining precisely what the author is trying to convey, both in terms of his argument and what he’s providing for evidence for the counter-argument.

The chapter provides myriad techniques and examples for ways to clearly mark who, or whose argument, is doing the talking. Instead of using “overt voice markers like ‘X argues’” Graff and Birkenstein urge using less prominent, but just as effective, techniques that refer to a counter-argument in your writing.

Chapter 6:

In this chapter the authors point out the advantages of embedding criticisms and counter-arguments within your writing. Although many may think that this would weaken their stance, Graff and Birkenstein feel that anticipating adversarial thoughts in your text can actually strengthen your position and enrich your writing. This approach allows a writer to more thoroughly and effectively present his own arguments, thus making a stronger case. Not doing so can make writing seem too narrowly focused and rather circumspect. Doing so will increase your opportunity to present your evidence, and engaging others in an active argument will make for more interesting reading.

Chapter 7:

This chapter describes the importance of “Saying Why it Matter”. As students, writers can often research and feel strongly about a topic but fail to imply why the topic or argument is important. The fact that it is important to the writer, though, is of little consequence to the reader, so the reader needs to be informed of the relevance of the argument. Graff and Birkenstein present several techniques for providing reasons why the reader should care what the writer is conveying. One of the more interesting strategies is for the writer to tie the topic to something that he figures the reader already cares about; to link your argument to a “larger matter that readers already deem important”.

Chapter 8:

Chapter 8 discusses the importance of tying all the parts of your writing together; creating a smooth flow of sentences that are connected and are integral to the surrounding ideas and writing. “It may help you to think of each sentence you write as having arms that reach backward and forward (to surrounding sentences)”. Graff and Birkenstein heavily urge the use of such techniques as “transition terms”, “pointing words”, and using similar terms and phrases throughout your writing.

Chapter 9:

In this section of the book the authors encourage writers to find, and use, their own voice in their writing. Too often, and I think this stems from more traditional use of the language, academic writing is assumed to be technical, staid, and rather boring. Graff and Birkenstein say that it is okay, within reason, to use colloquial language and relax your approach to some types of academic writing. There are exceptions, of course, but these authors feel that much writing is only made stronger by using words, terms, and phrases that may be unique to an individual’s writing style or speaking manner.

Chapter 10:

“Metacommentary”. This term refers to the art of rephrasing oneself for the benefit of strengthening his argument and/or creating more text. I call it an “art” because I feel there is a fine line between metacommentary and repetitious writing. Metacommentary is meant to be used as a technique to present similar arguments but in different words. Everyone understands things in different ways, and sometimes the difference between confusion and enlightenment on a topic is a simple rewording of the discussion. Metacommentary in your text allows for additional opportunities to clarify your stance, strengthen your argument, and display your ability to write in a convincing manner.