They Say, I Say – A Valuable Student and Teacher Resource to Strengthen Argumentative Writing

Writing is an essential but challenging skill for many students – and adults for that matter! To prepare for a series of writing institutes we are planning, I’ve been reading a LOT of books about writing.

My most recent read is They Say, I Say: The Moves That Matter in Academic Writing, Third Edition, by Gerald Graff and Cathy Birkenstein.

Gerald Graff is known for his advocacy of argumentative literacy. Both Graff and Birkenstein teach at the University of Illinois at Chicago. Their bestselling book is used in more than 1500 schools and comes in several editions (teacher/adult, high school, and a version that includes readings).

Teaching argumentative literacy is about simply helping students develop both the verbal and written skills to debate and dialogue about issues of interest to them. Argumentative literate students understand there are at least two sides to every issue, and they are prepared to listen, understand, and stake out a position based on that specific issue.

The Interview

In a recent interview with teacher and blogger Dave Stuart, both Graff and Birkenstein responded to his question about giving one piece of advice to teachers, grades 5-12, interested in improving argumentative writing. Here’s a segment:

Birkenstein: “Keep it simple…Whenever we walk into a K-12 classroom, we see clutter on the walls: Seven different steps for writing argumentative essays, the seven keys for taking personal responsibility…they are all over the room…That type of information overload coming at students just from the walls really mirrors the curriculum…[students] need constant, repetitive redundancy of practice…[it is important to get] consistent practice at the academic writing practice of argumentation. We think there is a simple formula for that…A lot simpler than the academic world is making it.”

Graff: “Go big on argument. For us, this means organizing virtually every course and every class we teach as a debate about something…[for example], “Is this a good book or a bad book? Is this a good essay or a bad? Is this right or wrong? Do you agree or disagree? These are generic questions that can be asked about any subject or any text.”

The Breakdown

If you are interested in promoting better writing and helping students to articulate different points of view, then They Say, I Say can be a valuable resource. The book is organized into seven parts and 17 chapters, and is chock full of templates that students can use to make their case.

Part One introduces the “They Say” part of the argument. As the authors describe it, “They Say” connotes what experts are writing and saying about a particular topic.

Part Two provides suggestions (with templates) that writers can use to stake their own position on the issue at hand.

Part Three, “Typing it All Together,” helps improve the initial writing with transitions, academic vocabulary, and other important writing strategies.

Part Four is organized around writing across the curriculum, including literature, science, and social sciences. Part Four also addresses the importance of class discussions and ties argumentative literacy to both writing and dialogue/debate.

My version of the book also contains short readings that the authors refer to throughout. Much to my delight, one of the readings was a Flannery O’Connor short story, “Everything That Rises Must Converge,” a powerful piece of fiction built around a family debate.

The readings offered in the book also cover the other core content areas — science, math, and history — so there is something for everyone in this book.

The Templates

Perhaps the most valuable parts of the book are the templates that accompany each chapter and are compiled at the end. In the preface, the authors proactively address the initial “cringe” I felt when reading about using writing templates.

The aim of the templates, then, is not to stifle critical thinking but to be direct with students about the key rhetorical moves that it comprises. Since we encourage students to modify and adapt the templates to the particularities of the arguments they are making, using such prefabricated formulas as learning tools need not result in writing and thinking that are themselves formulaic. Admittedly, no teaching tool can guarantee that students will engage in hard, rigorous thought. Our templates do, however, provide concrete prompts that can stimulate and shape such thought: What do ‘they say’ about my topic? What would a naysayer say about my argument? What is my evidence? Do I need to quantify my point? Who cares? (p. xxii)

Templates included in They Say, I Say are organized around the four parts of the book and begin with “Introducing What ‘They Say’.” Examples include:

  • A number of __________________ have recently suggested that ___________________.
  • It has become common today to discuss ____________________________.
  • In their recent work, Y and Z have offered harsh critiques of __________________ for _________________________.

Templates that I found to be particularly useful address the “why” of your claim: Why should I care? What does this matter? For example, a few of the prompts include:

  • Although X may seem trivial, it is in fact crucial in terms of today’s concern over ___________________.
  • Although X may seem of concern to only a small group of __________________, it should in fact concern anyone who cares about ______________________.

Another helpful resource includes words that can be used in transitions, organized around certain writing moves (e.g. to add to your point, to elaborate, to give an example, to address cause and effect, etc.).

Full text

The Goal

Teachers who want their students to embrace argumentative literacy and become stronger and more effective writers will find this book to be a valuable tool. And, to conclude with the Graff and Birkenstein’s own words, it will better prepare them for the next level of schooling, the world of work, and citizenship.

One central goal of this book is to demystify academic writing by returning it to its social and conversational roots. Although writing may require some degree of quiet and solitude, the ‘they say/I say’ model shows students that they can best develop their arguments not just by looking inward but by doing what they often do in a good conversation with friends and family—by listening carefully to what others are saying and engaging with other views (p. xxvi).