“They Say / I Say”, a cornerstone in composition, guides writers to effectively engage with existing discourse, fostering nuanced arguments and critical thinking skills.
This edition, building upon previous iterations, emphasizes clear articulation of both others’ views and one’s own, promoting intellectual humility and robust debate.
The book’s core lies in mastering templates for summarizing, agreeing, disagreeing, and responding—essential tools for academic and professional communication.
It empowers students to move beyond mere opinion, grounding their assertions in a thoughtful understanding of the conversations surrounding their chosen topics.
Furthermore, the 5th edition addresses contemporary linguistic shifts, notably the inclusive use of singular ‘they’, enhancing its relevance and accessibility.
Ultimately, this text equips writers with the strategies to confidently navigate complex arguments and contribute meaningfully to ongoing scholarly dialogues.
Overview of the Book’s Purpose
“They Say / I Say” fundamentally aims to demystify academic argumentation, providing a practical method for writers to confidently enter and contribute to scholarly conversations.
The book’s central purpose is to equip students with the rhetorical skills necessary to not only understand what others are arguing – the “they say” – but also to articulate their own informed positions – the “I say”.
It moves beyond simply expressing opinions, instead focusing on building arguments grounded in a clear understanding of existing perspectives. This involves summarizing others’ arguments accurately and fairly, before presenting a nuanced response.
The text emphasizes the importance of acknowledging context and avoiding the common pitfalls of unsupported assertions or straw man fallacies. By providing readily applicable templates, the book offers a structured approach to crafting effective arguments.
Ultimately, “They Say / I Say” seeks to foster a more productive and intellectually honest discourse, empowering writers to engage with complexity and contribute meaningfully to their fields.
The Importance of Responding to Others
Responding to others’ arguments isn’t merely politeness; it’s the foundation of meaningful intellectual exchange, a core tenet emphasized in “They Say / I Say.” Ignoring existing discourse positions writing as isolated opinion, lacking credibility.
Acknowledging “what others are saying” demonstrates intellectual humility and establishes a common ground for discussion. It signals that your argument isn’t formed in a vacuum, but rather builds upon, challenges, or modifies existing ideas.
Effective responses move beyond simple agreement or disagreement. They require careful listening, accurate summarization, and a clear articulation of how your position relates to the existing conversation.
This process fosters critical thinking, forcing writers to refine their own views in light of alternative perspectives. It also strengthens arguments by anticipating and addressing potential counterclaims.
Ultimately, responding to others transforms writing from a monologue into a dialogue, enriching the intellectual landscape and promoting genuine understanding.
Understanding the Core Concepts
“They Say / I Say” centers on two crucial elements: accurately representing existing arguments and clearly articulating your own stance within that context.
“They Say” ─ Identifying Existing Arguments
Effectively engaging with what “they say” is paramount in academic discourse. This involves more than simply knowing an opposing viewpoint exists; it demands a precise understanding and fair representation of that argument.
The book emphasizes avoiding straw man fallacies – misrepresenting an opponent’s position to make it easier to attack. Instead, writers are encouraged to summarize accurately, using direct quotations or paraphrasing to demonstrate comprehension.
Identifying the “they” is also crucial. Who holds this view? What are their core reasons? Recognizing the source and context strengthens your analysis. Templates provided assist in introducing these views, such as “X argues that…” or “According to Y…”
Mastering this skill allows you to position your own argument not as isolated, but as a response within an ongoing conversation, enhancing credibility and fostering productive dialogue.
Ultimately, “They Say” isn’t about defeating an opponent, but about understanding the landscape of ideas before staking your claim.
“I Say” ⎯ Articulating Your Own Position
Once “they say” is clearly established, the focus shifts to articulating your own “I say” – your unique perspective on the issue. This isn’t simply stating an opinion, but presenting a well-reasoned claim that responds directly to the identified arguments.
The book stresses the importance of avoiding vague or unsupported assertions. Instead, writers are encouraged to offer specific reasons and evidence to back up their claims, using phrases like “I contend that…” or “My view is…”
Templates help connect your “I say” to the “they say,” demonstrating how your position agrees, disagrees, or modifies existing ideas. This creates a clear argumentative relationship.
Acknowledging potential counterarguments to your own position strengthens your credibility and demonstrates intellectual honesty. Addressing these concerns proactively enhances your overall argument.
Effectively stating your “I say” transforms you from a passive observer into an active participant in the ongoing conversation;
The Template for Responding
“They Say / I Say” champions the use of templates as a foundational element for constructing effective responses to arguments; These aren’t rigid formulas, but rather adaptable frameworks that guide writers through the process of engaging with others’ ideas.
The core template typically follows a structure: first, accurately represent “what others are saying,” then clearly state “what you are saying” in relation to it. This establishes a clear argumentative context.
Templates address common rhetorical moves – introducing summaries, agreeing, disagreeing, or complicating existing viewpoints. They provide sentence starters and phrases to ensure clarity and precision.
By utilizing these templates, writers avoid common pitfalls like “summary of dismissals” or unsupported assertions, fostering more nuanced and productive dialogue.
The book emphasizes that mastering these templates isn’t about stifling originality, but about providing a solid foundation for expressing individual thought.
Key Templates Explained
“They Say / I Say” offers versatile templates for summarizing arguments, expressing agreement or disagreement, and crafting effective responses, enhancing clarity and precision.
Templates for Introducing What Others Are Saying
Effectively introducing what “they say” is paramount in academic discourse, establishing a clear context for your own arguments. The “They Say / I Say” approach provides specific templates to achieve this, moving beyond vague references.
Templates like “X asserts that…” or “According to Y…” directly attribute claims to their sources, avoiding ambiguity. These phrases signal to the reader that you are accurately representing another’s viewpoint.
Furthermore, templates facilitate the integration of quotations and paraphrases. For instance, “As X points out, ‘…’” seamlessly incorporates direct evidence, while “Y argues that…” summarizes a complex idea concisely.
Crucially, these templates aren’t rigid formulas but adaptable frameworks. They encourage writers to actively engage with sources, rather than simply dropping in quotations. Mastering these introductory templates is foundational for building strong, responsive arguments.
The book emphasizes the importance of accurately representing the “they” before launching into the “I,” ensuring a fair and credible engagement with existing ideas.
Using Quotations Effectively
Quotations, when employed strategically, lend credibility and weight to your arguments. However, simply inserting a quote isn’t enough; “They Say / I Say” stresses the importance of framing them effectively.
Avoid “dropped” quotations – those lacking context or introduction. Instead, utilize signal phrases like “X argues,” or “As Y observes,” to integrate the quote seamlessly into your prose.
Furthermore, explain why you’ve chosen a particular quote. What specific aspect of the source’s argument does it highlight? How does it relate to your own position?
The book cautions against over-quoting. Select only the most impactful passages, and prioritize concise, relevant excerpts over lengthy blocks of text. Remember, the quote should support your argument, not be the argument.
Finally, always ensure accurate citation and proper formatting to maintain academic integrity and give credit where it’s due.
Paraphrasing and Summarizing
“They Say / I Say” emphasizes that accurately representing what others argue is crucial before offering your own perspective. This is achieved through skillful paraphrasing and summarizing.
Paraphrasing involves restating a source’s argument in your own words, maintaining the original meaning and length. It demonstrates understanding and avoids plagiarism. Be meticulous – change both wording and sentence structure.
Summarizing, conversely, condenses a longer passage into its essential points. Focus on the main idea and key supporting details, omitting less critical information.
Both techniques require attribution. Even when using your own words, clearly identify the source of the idea. Use phrases like “X contends that…” or “Y suggests…”
The book stresses that these aren’t merely shortcuts, but vital skills for engaging thoughtfully with complex ideas and building a strong argumentative foundation.
Templates for Expressing Your Agreement
“They Say / I Say” provides specific templates to articulate agreement with another author’s claims, moving beyond simple affirmation. These templates demonstrate thoughtful engagement, not just concurrence.
Templates like “X is surely right in claiming that…” or “I concur with Y’s point that…” establish a clear connection to the original argument. However, simply stating agreement isn’t enough.
The book advocates for elaborating on the reasons for your agreement. Templates such as “I agree with X because…” or “My own experience confirms Y’s observation that…” add depth and credibility;
Furthermore, expanding on the original point—showing how it connects to broader issues or offering additional supporting evidence—strengthens your argument and demonstrates critical thinking.
These templates aren’t rigid formulas, but rather starting points for crafting nuanced and persuasive responses that build upon existing scholarship.
Agreeing with Reasons
“They Say / I Say” emphasizes that effective agreement isn’t merely stating “I agree.” It’s about demonstrating why you agree, providing reasoned support for your position.
A core template is: “I agree with X’s point that [thesis] because [your reason].” This structure forces you to articulate the specific aspect of the argument you endorse and the justification for doing so.
Expanding on this, the book suggests templates like: “X’s claim that [thesis] is particularly convincing when considered in light of [evidence].” This links the original argument to supporting data or observations.
Another useful approach is to connect the argument to your own experiences: “I find myself agreeing with X because my own experience has shown me that [similar observation].”
Crucially, these templates encourage specificity and avoid vague endorsements, transforming agreement into a substantive contribution to the ongoing conversation.
Agreeing and Elaborating
“They Say / I Say” moves beyond simple agreement by advocating for elaboration – building upon the original argument to add nuance and depth.
Templates for this include: “While I agree with X’s argument that [thesis], I would like to add that…” This acknowledges the initial point while introducing a complementary perspective.
Another effective strategy is to extend the argument to a new context: “X’s point about [thesis] is especially relevant when we consider [new situation].” This demonstrates the argument’s broader applicability;
The book also suggests exploring implications: “If X is right about [thesis], then it follows that…” This pushes the argument forward, revealing its logical consequences.
Importantly, elaboration isn’t about contradicting the original claim; it’s about enriching it, showcasing a deeper understanding and contributing to a more comprehensive analysis.
Templates for Expressing Your Disagreement
“They Say / I Say” emphasizes that effective disagreement isn’t simply stating opposition; it requires acknowledging the original argument before respectfully challenging it.
Templates for disagreeing begin by accurately representing the “they say”: “While X argues [thesis], I contend that…” This establishes a clear point of departure.
Another approach involves conceding a point before presenting a counterargument: “I agree that [X’s point], but I believe that…” This demonstrates fairness and intellectual honesty.
The book cautions against overly harsh or dismissive language, advocating for phrases like: “X’s claim relies on an assumption that…” or “I question X’s assertion that…”
Crucially, disagreement should be supported by evidence and reasoning, not merely asserted. The goal is to engage in constructive debate, not personal attack.
These templates provide a framework for articulating dissent in a clear, respectful, and persuasive manner.
Disagreeing with Reasons
“They Say / I Say” stresses that simply stating disagreement isn’t enough; robust arguments require reasons supporting your counter-claim.
Templates like “X is mistaken because…” or “I disagree with X’s claim not because of [minor issue], but because…” provide a direct structure for presenting your rationale.
The book advocates for moving beyond vague objections to specific points of contention: “X’s argument overlooks the crucial fact that…” or “The evidence suggests otherwise…”
Effective disagreement also involves anticipating potential counterarguments to your reasons, demonstrating thoroughness and critical thinking.
Avoid generalizations and unsupported assertions; instead, ground your disagreement in evidence, logic, and careful analysis.
These templates encourage a reasoned and persuasive approach to disagreement, fostering productive intellectual exchange.
Disagreeing and Offering Alternatives
“They Say / I Say” emphasizes that effective disagreement isn’t solely about pointing out flaws, but also proposing constructive alternatives.
Templates such as “X is right to point out [aspect], but I believe a more accurate view is…” or “While X argues for [position], I suggest…” facilitate this approach.
Presenting an alternative doesn’t invalidate the original argument entirely; it reframes the discussion, offering a different perspective.
The book encourages a nuanced stance: acknowledging the validity of certain aspects of the opposing view while advocating for a revised understanding.
Templates like “Instead of arguing X, we should consider…” or “My proposal builds on X’s ideas by…” demonstrate intellectual generosity.
Offering alternatives strengthens your argument, showcasing not just critical analysis, but also proactive problem-solving and innovative thinking.
Singular “They” and its Relevance
“They Say / I Say” acknowledges the evolving use of singular ‘they’ as a gender-neutral pronoun, promoting inclusive language and respecting individual identities.
This reflects modern linguistic practices and enhances clarity when gender is unknown or irrelevant to the argument presented.
Historical Usage of Singular “They”
The use of singular “they” isn’t a recent phenomenon; its roots extend far back in the English language, predating modern concerns about gender neutrality. Historically, “they” served as a generic pronoun when the gender of an individual was unknown or unspecified, functioning much like “one” does today.
Literary giants like Shakespeare and Jane Austen frequently employed singular “they” in their works, demonstrating its established presence in formal writing. This usage wasn’t considered unconventional or grammatically incorrect during those periods; it was a standard practice for avoiding gendered assumptions.
Furthermore, “they” was often used to refer to an individual whose gender was intentionally ambiguous or concealed. This practice highlights the pronoun’s long-standing ability to navigate situations where gender identification is either irrelevant or deliberately obscured. The 5th edition of “They Say / I Say” recognizes this historical context, legitimizing its contemporary application.
Acknowledging this history is crucial for understanding why the pronoun’s use has resurfaced and gained prominence in modern discourse, moving beyond simply a matter of inclusivity.
“They” as a Gender-Neutral Pronoun
In contemporary usage, “they” has become widely accepted as a gender-neutral pronoun, offering a respectful and inclusive option for individuals who do not identify within the traditional binary of male or female. This shift reflects a growing awareness and affirmation of diverse gender identities.
For non-binary, genderqueer, and genderfluid individuals, “they” provides a pronoun that accurately reflects their self-identification, avoiding the misgendering that can occur with “he” or “she.” Its adoption signifies a commitment to recognizing and validating all gender expressions.
The 5th edition of “They Say / I Say” acknowledges this evolving linguistic landscape, advocating for its appropriate and considerate use in academic writing. Utilizing “they” demonstrates sensitivity and respect for individual autonomy.
This isn’t merely a matter of political correctness; it’s about fostering inclusive communication and ensuring that all voices are heard and respected within scholarly discourse.
Using “They” in Academic Writing
Integrating the singular “they” into academic writing requires mindful application, ensuring clarity and grammatical correctness. While traditionally used for plural subjects, its singular form is now widely accepted, particularly when a person’s gender is unknown or irrelevant, or when referring to someone who uses “they/them” pronouns.
The 5th edition of “They Say / I Say” emphasizes the importance of consistency; once “they” is used to refer to an individual, maintain that pronoun throughout the text. Avoid shifting between pronouns, which can cause confusion and disrespect.
Pay attention to possessive forms (“their,” “theirs,” “themself”) and ensure they align with the singular “they.” Academic style guides increasingly recognize and endorse this usage, reflecting its growing legitimacy.
Employing “they” thoughtfully demonstrates inclusivity and respect for diverse identities, enhancing the overall quality and ethical considerations of your scholarly work.
Practical Applications & Exercises
Engaging with diverse texts and applying the book’s templates solidifies understanding, enabling writers to synthesize arguments and articulate their positions effectively.
Exercises promote critical analysis and skillful integration of “they say/I say” principles into personal writing projects.
Analyzing Sample Texts
Deconstructing exemplary essays and articles is crucial for mastering the “They Say / I Say” methodology. This involves identifying how authors effectively summarize opposing viewpoints – the “they say” component – and seamlessly integrate their own arguments – the “I say” response.
Students learn to pinpoint the templates utilized for introducing what others are claiming, noting the strategic use of quotations, paraphrasing, and summarizing techniques. Analyzing these texts reveals how skilled writers avoid straw man fallacies by accurately representing complex ideas.
Furthermore, examining how authors agree, disagree, or elaborate on existing arguments demonstrates the nuanced ways to position oneself within an ongoing conversation. This process highlights the importance of providing clear reasoning and evidence to support one’s claims, fostering a deeper understanding of rhetorical strategies.
By dissecting successful examples, writers gain practical insights into crafting compelling and persuasive arguments of their own, ultimately enhancing their critical thinking and communication skills.
Applying Templates to Your Own Writing
The true power of “They Say / I Say” lies in actively applying its templates to personal writing projects. This begins with consciously identifying an existing argument – the “they say” – and accurately representing it using appropriate summarizing or quoting techniques.
Next, writers strategically employ templates to articulate their own position – the “I say” – whether agreeing, disagreeing, or offering a nuanced perspective. Experimenting with different templates allows for flexibility and precision in conveying one’s ideas.
Crucially, this process isn’t about rigid adherence, but rather about using templates as scaffolding to build stronger, more coherent arguments. Revision becomes key, refining the language and ensuring a natural flow of ideas.
Through consistent practice, these templates become internalized, enabling writers to engage with complex issues confidently and effectively, fostering a habit of thoughtful, responsive argumentation.
Resources and Further Reading
Explore the companion website for additional exercises and materials, enhancing your understanding. Consider works on rhetoric and argumentation for deeper insights into effective writing strategies.
Companion Website and Online Materials
The official companion website for “They Say / I Say” (5th Edition) serves as a valuable extension of the textbook, offering a wealth of resources designed to reinforce learning and facilitate practical application of the book’s core concepts.
Students can access interactive quizzes to test their comprehension of key templates and strategies, receiving immediate feedback to identify areas for improvement. Additional practice exercises, beyond those included in the text, provide ample opportunity to hone skills in summarizing, paraphrasing, and responding to arguments.
The site also features model essays demonstrating effective use of the templates in various contexts, serving as exemplary examples for aspiring writers. Furthermore, instructors benefit from downloadable teaching materials, including assignment prompts and discussion questions, streamlining course preparation. Access to these online resources significantly enhances the learning experience, fostering a deeper understanding of argumentative writing principles.
Related Works on Argumentation and Rhetoric
For a deeper exploration of argumentation and rhetorical strategies, several complementary texts build upon the foundations laid by “They Say / I Say.” “Everything’s an Argument” by Andrea Lunsford and John Ruszkiewicz offers a comprehensive overview of rhetorical principles, analyzing arguments across diverse media.
“Thank You for Arguing” by Jay Heinrichs provides a historical and practical guide to the art of persuasion, drawing on classical rhetoric techniques. “Writing Arguments” by John D. Ramage, John C. Bean, and June Johnson focuses specifically on constructing well-reasoned arguments in academic settings.
These resources, alongside works by scholars like Stephen Toulmin (“The Uses of Argument”), offer nuanced perspectives on logical reasoning, audience analysis, and effective communication. Exploring these texts alongside “They Say / I Say” will cultivate a more robust understanding of the complexities inherent in persuasive discourse and critical thinking.