They Say, I Say

01Understanding Academic Writing: A Conversation Approach

Ever been to a social gathering where everyone is engaged in a lively discussion? You listen, you nod, you interject, you agree, you disagree, and you add your own thoughts. This is not unlike the world of academic writing. It's not a solitary endeavor where you're just throwing your ideas into the void. Instead, it's a conversation, a dialogue with other scholars and their work. It's like being at a dinner party where everyone's input matters, and you need to listen before you speak. Understanding what others have said before you is crucial in this conversation. Imagine being in a debate where you don't understand your opponent's argument. You'd be hard-pressed to formulate a compelling response, right? The same goes for academic writing. Your argument is not created in a vacuum; it's a response to or an extension of existing arguments. This is where the 'They Say, I Say' model comes into play. Introduced by Gerald Graff and Cathy Birkenstein in their book, this model is a practical tool for engaging with existing arguments. The 'they say' part sets the context for your argument. It's where you summarize what others have said, the existing arguments that your work is responding to. The 'I say' part, on the other hand, represents your own argument or response. It's where you make your contribution to the conversation. Let's take a case study from the book to illustrate this. In one chapter, Graff and Birkenstein discuss a student who is writing a paper on the issue of climate change. The student starts by summarizing the arguments of scientists who believe that climate change is a serious threat ('they say'). Then, the student presents their own argument, suggesting that while climate change is indeed a threat, there are potential solutions that are not being adequately explored ('I say'). Graff and Birkenstein encourage writers to respond to existing arguments, to add their voice to the conversation. This approach not only makes your arguments more relevant and compelling, but it also helps you avoid the pitfall of presenting your arguments in isolation. Think about a scientific debate. If a scientist presents a new theory without addressing existing theories, their argument might seem irrelevant or unconvincing. But by responding to what others have said, they can show how their theory fits into the broader conversation and advances it in some way. So, next time you sit down to write an academic paper, remember that you're not alone. You're part of a conversation, a dialogue with other scholars. Listen to what they have to say, respond to their arguments, and add your own thoughts. And don't forget to use the 'They Say, I Say' model as a guide. After all, wouldn't you want your voice to be heard at the dinner party?