Mastering Academic Writing: Moves that Matter in Response

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THE MOVES THAT MATTER IN ACADEMIC WRITING
CH. 4
 
THEY SAY, I SAY
 
CH. 4: “YES/NO/OKAY, BUT”
THREE WAYS TO RESPOND
 
This is the beginning of “I Say,” whereas Ch. 1-3 were
focused on “They Say.”
 
Our authors note that “Moving to the ‘I Say’ stage can
be daunting in academia, where it often may seem that
you need to be an expert in a field to have an argument
at all” (55).
 
The truth is that you need “to realize… that good
arguments are based not on knowledge that only a
special class of experts has access to, but on everyday
habits of mind that can be isolated, identified, and used
by almost anyone” (55-6).
 
YOU CAN RESPOND…
 
Though one may not always be an expert,
successful arguments are 
built
 on “basic rhetorical
patterns that most of us use on a daily basis” (56).
 
We are going to look at the 3 most common ways
to respond.
 
ONLY THREE WAYS TO RESPOND?
 
3 categories of responses seems odd
 
Remember your readers attention, this is why you may find that
keeping it simple in approach can be useful
 
The authors point out that “It is always a good tactic to begin
your response not by launching directly into a mass of details but
by stating clearly whether you agree, disagree, or both, using a
direct, no-nonsense formula” (57).
 
Say things like: “I agree,” “I disagree,” or “I am of two minds. I
agree that 
            
, but I cannot agree that 
             
.” (57)
 
After using one of these responses, you can move towards the
complications of your argument – now that you have your
audience’s firm attention
 
DISAGREE – AND EXPLAIN WHY
 
Seems like a simpler move than most
Often associated with critical thinking: Questioning,
which can be the easiest way to start off an essay
There are hidden challenges
“You need to do more than simply assert that you disagree with
a particular view” (58).
“you also have to offer persuasive reasons 
why
 you disagree”
(58).
 
MORE THAN SIMPLY SAYING “NOT”
 
Example from the text
“Although they say women’s rights are improving, I say women’s
rights are 
not
 improving.”
This response simply contradicts the view its disagreeing with and
“fails to add anything interesting and new” (59).
The argument above is not an argument, for it to be one you
need to be support what you have to say (59).
 
You need to show that you are adding something to the
argument, “you need to demonstrate that you have something
to contribute” (59).
 
USING THE “DUH” METHOD
 
This method uses the idea that “you disagree not
with the position of itself but with the assumption
that it is a new or stunning revelation” (59).
Example
 
According to a recent report by some researchers at Stanford
University, high school students with college aspirations “often lack
crucial information on applying to college and on succeeding
academically once they get there.”
 
      Well, duh… It shouldn’t take a Stanford research team to tell us
that when it comes to “succeeding academically,” many students
don’t have a clue.
   
- Gerald Graff, “Trickle-Down Obfuscation”
 
TEMPLATES FOR DISAGREEING, WITH
REASONS
 
X is mistaken because she overlooks 
recent fossil discoveries in the
South
.
 
X’s claim that 
                   
 rests upon the questionable assumption
that 
                  
.
 
I disagree with X’s view that 
                  
 because, as recent
research has shown, 
                  
.
 
X contradicts herself/can’t have it both ways. On the one hand,
she argues 
                  
. On the other hand, she also says
.
 
By focusing on 
                    
, X overlooks the deeper problems of
.
 
DISAGREEING WITH A “TWIST”
 
This is called the “twist it” move. This is where “you
agree with the evidence that someone else has
presented but show through a twist of logic that this
evidence actually supports your own, contrary
position” (60).
 
 
EXAMPLE OF A “TWIST IT”
 
“X argues for stricter gun control legislation, saying that the crime
rate is on the rise and that we need to restrict the circulation of
guns. I agree that the crime rate is on the rise, but that’s
precisely why I oppose stricter gun control legislation. We need
to own guns to protect ourselves against criminals” (60).
 
The “twist it” move comes from the way that X
claims “that the crime rate is on the rise but
then argues that this increasing crime rate is in
fact a valid reason for opposing gun control
legislation” (60).
 
REASONS TO HESITATE TO DISAGREE
 
1.
Not wanting to be unpleasant
2.
Not wanting to hurt someone’s feelings
3.
Not to make yourself vulnerable to being
disagreed with in return
 
Though we can be fearful of confrontation but simply
ignoring a disagreement doesn’t make it go
away.
The key is that its not a “put down,” there is a
respectful way of doing it
 
AGREE – BUT WITH A DIFFERENCE
 
Its less than simple, like disagreeing
 
You need to “do more than simply echo views you agree with…it’s
important to bring something new and fresh to the table, adding
something that make you a valuable participant in the conversation”
(61).
 
There are “moves that enable you to contribute something of your own
to a conversation even as you agree with what someone else has said”
(61).
 
1.
You can point out something that has gone unnoticed
2.
You can cite a personal experience that ties in
 
What’s is ultimately important is to provide some difference and contrast
between what you are agreeing with and your view – there still needs
to be distinction
 
TEMPLATES FOR AGREEING
 
I agree that 
diversity in the student body is educationally valuable
because my experience 
at Central University
 confirms it.
 
X’s theory of 
                
 is extremely useful because it sheds light on
the difficult problem of 
                 
.
 
X is surely right about 
                     
 because, as she may not be
aware, recent studies have show that
 
                  
.
 
Those unfamiliar with this school of thought may be interested to
know that it basically boils down to
 
                     
.
 
ISSUES WITH AGREEING
 
It’s okay to agree, but make sure that you try to be your
own person, avoid being “unoriginal”
Remember that if you are agreeing with one person, you
are disagreeing with another
 
Example:
These findings join a growing convergence of evidence across the human
sciences leading to a revolutionary shift in consciousness… If
cooperation, typically associated with altruism and self-sacrifice, sets off
the same signals of delight as pleasures commonly associated with
hedonism and self-indulgence; if the opposition between selfish and
selfless, self vs. relationship biologically makes no sense, then a new
paradigm is necessary to reframe the very terms of the conversation.
  
- Carol Gilligan, “Sisterhood Is Pleasurable: A Quiet
 
Revolution in Psychology”
 
GILLIGAN’S POINT…
 
Boiled down, Gilligan is saying:
 
I agree that 
                
, a point that needs emphasizing since so
many people still believe 
                  
.
 
If group X is right that 
                
, as I think they are, then we
need to reassess the popular assumption that 
              
.
 
The point of these “templates [is to] allow you to do,
then, is to agree with one view while challenging
another – a move that leads into the domain of
agreeing and disagreeing simultaneously” (64).
 
AGREEING AND DISAGREE
SIMULTANEOUSLY…
 
This is the authors favorite way of responding, for
them “it helps us get beyond the kind of ‘is too’ / ‘is
not’ exchanges that often characterize the disputes
of young children and the more polarized shouting
matches of talk radio and TV” (64).
 
TEMPLATES FOR AGREEING AND
DISAGREEING SIMULTANEOUSLY
 
 
Although I agree with X up to a point, I cannot accept his
overriding assumption that 
religion is no longer a major force
today
.
 
Although I disagree with much that X says, I fully endorse his final
conclusion that 
                   
.
 
AGREEING AND DISAGREEING
TEMPLATES CONTINUED…
 
Though I concede that 
                  
, I still insist that
 
                
.
 
X is right that 
               
, but she seems on more dubious ground
when she claims that 
                  
.
 
While X is probably wrong when she claims that 
           
, she is right
that 
                 
.
 
Whereas X provides ample evidence that 
                
, Y and Z’s
research on 
                 
 and 
                 
 convinces me that
instead.
 
ANOTHER WAY, “I’M OF TWO MINDS”
 
I’m of two minds about X’s claim that 
                  
. On the one
hand, I agree that 
                 
. On the other hand, I’m not sure if
.
 
 
My feelings on the issue are mixed. I do support X’s position that
, but I find Y’s argument about 
                
 and Z’s research on
to be equally persuasive.
 
IS BEING UNDECIDED IS OKAY?
 
Many authors worry about expressing indecision,
ambivalence, about an issue as much as agreeing
or disagreeing – this can lead to confusion in the
reader
 
According to our authors, “At other times, however,
acknowledging that a clear-cut resolution of an
issue is impossible can demonstrate your
sophistication as a writer” (67).
 
CH. 4 - EXERCISES
 
I want you to read “Agonism in the Academy:
Surviving the Argument Culture” by Deborah
Tannen.
 
Find it here:
http://www9.georgetown.edu/faculty/tannend/chro
nicle033100.htm
 
 
 
 
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In the academic writing realm, transitioning to the "I Say" stage can seem daunting, but it's crucial for building effective arguments. This stage focuses on three key ways to respond - agreeing, disagreeing, or sharing mixed opinions. It emphasizes the importance of clear and direct responses to engage readers effectively. Additionally, the strategy of disagreeing and providing persuasive reasoning is discussed, highlighting the significance of adding value and depth to arguments.


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  1. THEY SAY, I SAY T H E M O V E S T H A T M A T T E R I N A C A D E M I C WR I T I N G C H . 4

  2. CH. 4: YES/NO/OKAY, BUT THREE WAYS TO RESPOND This is the beginning of I Say, whereas Ch. 1-3 were focused on They Say. Our authors note that Moving to the I Say stage can be daunting in academia, where it often may seem that you need to be an expert in a field to have an argument at all (55). The truth is that you need to realize that good arguments are based not on knowledge that only a special class of experts has access to, but on everyday habits of mind that can be isolated, identified, and used by almost anyone (55-6).

  3. YOU CAN RESPOND Though one may not always be an expert, successful arguments are built on basic rhetorical patterns that most of us use on a daily basis (56). We are going to look at the 3 most common ways to respond.

  4. ONLY THREE WAYS TO RESPOND? 3 categories of responses seems odd Remember your readers attention, this is why you may find that keeping it simple in approach can be useful The authors point out that It is always a good tactic to begin your response not by launching directly into a mass of details but by stating clearly whether you agree, disagree, or both, using a direct, no-nonsense formula (57). Say things like: I agree, I disagree, or I am of two minds. I agree that , but I cannot agree that . (57) After using one of these responses, you can move towards the complications of your argument now that you have your audience s firm attention

  5. DISAGREE AND EXPLAIN WHY Seems like a simpler move than most Often associated with critical thinking: Questioning, which can be the easiest way to start off an essay There are hidden challenges You need to do more than simply assert that you disagree with a particular view (58). you also have to offer persuasive reasons why you disagree (58).

  6. MORE THAN SIMPLY SAYING NOT Example from the text Although they say women s rights are improving, I say women s rights are not improving. This response simply contradicts the view its disagreeing with and fails to add anything interesting and new (59). The argument above is not an argument, for it to be one you need to be support what you have to say (59). You need to show that you are adding something to the argument, you need to demonstrate that you have something to contribute (59).

  7. USING THE DUH METHOD This method uses the idea that you disagree not with the position of itself but with the assumption that it is a new or stunning revelation (59). Example According to a recent report by some researchers at Stanford University, high school students with college aspirations often lack crucial information on applying to college and on succeeding academically once they get there. Well, duh It shouldn t take a Stanford research team to tell us that when it comes to succeeding academically, many students don t have a clue. - Gerald Graff, Trickle-Down Obfuscation

  8. TEMPLATES FOR DISAGREEING, WITH REASONS X is mistaken because she overlooks recent fossil discoveries in the South. X s claim that that rests upon the questionable assumption . I disagree with X s view that research has shown, because, as recent . X contradicts herself/can t have it both ways. On the one hand, she argues . On the other hand, she also says . By focusing on . , X overlooks the deeper problems of

  9. DISAGREEING WITH A TWIST This is called the twist it move. This is where you agree with the evidence that someone else has presented but show through a twist of logic that this evidence actually supports your own, contrary position (60).

  10. EXAMPLE OF A TWIST IT X argues for stricter gun control legislation, saying that the crime rate is on the rise and that we need to restrict the circulation of guns. I agree that the crime rate is on the rise, but that s precisely why I oppose stricter gun control legislation. We need to own guns to protect ourselves against criminals (60). The twist it move comes from the way that X claims that the crime rate is on the rise but then argues that this increasing crime rate is in fact a valid reason for opposing gun control legislation (60).

  11. REASONS TO HESITATE TO DISAGREE 1. Not wanting to be unpleasant 2. Not wanting to hurt someone s feelings 3. Not to make yourself vulnerable to being disagreed with in return Though we can be fearful of confrontation but simply ignoring a disagreement doesn t make it go away. The key is that its not a put down, there is a respectful way of doing it

  12. AGREE BUT WITH A DIFFERENCE Its less than simple, like disagreeing You need to do more than simply echo views you agree with it s important to bring something new and fresh to the table, adding something that make you a valuable participant in the conversation (61). There are moves that enable you to contribute something of your own to a conversation even as you agree with what someone else has said (61). 1. 2. You can point out something that has gone unnoticed You can cite a personal experience that ties in What s is ultimately important is to provide some difference and contrast between what you are agreeing with and your view there still needs to be distinction

  13. TEMPLATES FOR AGREEING I agree that diversity in the student body is educationally valuable because my experience at Central University confirms it. X s theory of the difficult problem of is extremely useful because it sheds light on . X is surely right about aware, recent studies have show that . because, as she may not be Those unfamiliar with this school of thought may be interested to know that it basically boils down to .

  14. ISSUES WITH AGREEING It s okay to agree, but make sure that you try to be your own person, avoid being unoriginal Remember that if you are agreeing with one person, you are disagreeing with another Example: These findings join a growing convergence of evidence across the human sciences leading to a revolutionary shift in consciousness If cooperation, typically associated with altruism and self-sacrifice, sets off the same signals of delight as pleasures commonly associated with hedonism and self-indulgence; if the opposition between selfish and selfless, self vs. relationship biologically makes no sense, then a new paradigm is necessary to reframe the very terms of the conversation. - Carol Gilligan, Sisterhood Is Pleasurable: A Quiet Revolution in Psychology

  15. GILLIGANS POINT Boiled down, Gilligan is saying: I agree that many people still believe , a point that needs emphasizing since so . If group X is right that need to reassess the popular assumption that , as I think they are, then we . The point of these templates [is to] allow you to do, then, is to agree with one view while challenging another a move that leads into the domain of agreeing and disagreeing simultaneously (64).

  16. AGREEING AND DISAGREE SIMULTANEOUSLY This is the authors favorite way of responding, for them it helps us get beyond the kind of is too / is not exchanges that often characterize the disputes of young children and the more polarized shouting matches of talk radio and TV (64).

  17. TEMPLATES FOR AGREEING AND DISAGREEING SIMULTANEOUSLY Although I agree with X up to a point, I cannot accept his overriding assumption that religion is no longer a major force today. Although I disagree with much that X says, I fully endorse his final conclusion that .

  18. AGREEING AND DISAGREEING TEMPLATES CONTINUED Though I concede that . , I still insist that X is right that when she claims that , but she seems on more dubious ground . While X is probably wrong when she claims that that . , she is right Whereas X provides ample evidence that research on instead. , Y and Z s and convinces me that

  19. ANOTHER WAY, IM OF TWO MINDS I m of two minds about X s claim that hand, I agree that . . On the one . On the other hand, I m not sure if My feelings on the issue are mixed. I do support X s position that , but I find Y s argument about to be equally persuasive. and Z s research on

  20. IS BEING UNDECIDED IS OKAY? Many authors worry about expressing indecision, ambivalence, about an issue as much as agreeing or disagreeing this can lead to confusion in the reader According to our authors, At other times, however, acknowledging that a clear-cut resolution of an issue is impossible can demonstrate your sophistication as a writer (67).

  21. CH. 4 - EXERCISES I want you to read Agonism in the Academy: Surviving the Argument Culture by Deborah Tannen. Find it here: http://www9.georgetown.edu/faculty/tannend/chro nicle033100.htm

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