They+Say+I+Say

Interesting passages noticed while reading __They Say I Say__ (Graff & Birkenstein)
On why we probably shouldn't focus too much on abstractly teaching students about logical fallacies and types of reasoning:


 * Preface, XVII-XVIII, "...people learn more about arguing from hearing someone say, 'You miss my point. What I'm saying is not (__insert idea here__), but (__insert idea here__),' or, 'I agree with you that (__insert idea here__), and I would even add that (__insert idea here__),' 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."

A short essay on __They Say I Say__ based on a template provided to the reader at the end of the introduction (page 14). The __underlined portions__ are what I added to complete the template:
 * 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 enter academic discussions and debates__. Specifically, Graff and Birkenstein argue that the types of writing templates they offer __give students the linguistic tools they need to organize ideas and generate new ideas__. As the authors themselves put it, "__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__." Although some people believe __that using templates to teach academic writing will stifle creativity__, Graff and Birkenstein insist that "__creativity and originality lie not in the avoidance of established forms, but in the imaginative use of them__." In sum, then, their view is that __academic writing is a discourse that involves common forms that can be learned and followed by our students__.
 * I __agree__. In my view, the types of templates that the authors recommend __encourage students to develop the linguistic moves they will need as they seek full participation in a democratic society__. For instance, __I agree with the authors' statement that "this approach... asks students not simply to keep proving and reasserting what they already believe, but to stretch what they believe by putting it up against the beliefs of our increasingly diverse, global society, to engage in the reciprocal exchange that characterizes true democracy__." In addition, __these templates are especially useful to our ELD students as they learn to use English academically__. Some might object, of course, on the grounds that __by giving students frames for their thoughts, we would actually be limiting their expression__. Yet, I would argue that __our students need these frames as they develop their ability to express thoughts in writing__. Overall, then, I believe __providing students templates, like those discussed in this book, will help our students organize and develop their own thoughts__--an important point to make given __the fact that we have already decided to use templates in our upcoming persuasive writing unit__.