[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-489274-105":59,"doc-detail-489274-en":123},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":116,"head_meta":118,"extra_data":120,"updated_unix":122},105,"en","they-sayi-say-reviews-journal-of-teaching-writing","They Say/I Say - Reviews - Journal of Teaching Writing","","A scholarly book review of They Say/I Say: The Moves That Matter in Academic Writing, discussing how the text uses sentence templates and fill-in-the-blank structures to teach rhetorical moves valued in academic argumentation. The reviewer evaluates initial skepticism about limitations and reductiveness, then explains how the 2009 edition clarifies purpose, provides concrete strategies, and makes tacit writing knowledge visible to students. Emphasis is placed on academic and civic writing as responses to others’ ideas and on templates that support invention, critical reading, and effective participation in ongoing conversations.",{"@graph":69,"@context":115},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/they-sayi-say-reviews-journal-of-teaching-writing/489274/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/they-sayi-say-reviews-journal-of-teaching-writing/489274.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109],{"name":110,"@type":111,"acceptedAnswer":112},"How does the reviewer’s assessment change after reading the longer 2009 edition?","Question",{"text":113,"@type":114},"Skepticism diminishes because the longer edition presents concrete strategies for developing and presenting student ideas and explains the approach in a way that clarifies its usefulness.","Answer","https://schema.org",{"og:url":83,"og:type":117,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":119,"canonical":83},"index,follow",{"doc_id":121,"site_id":62},489274,1790826386,{"code":4,"msg":5,"data":124},{"doc_id":121,"user_id":125,"nickname":92,"user_avatar":126,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":127,"file_id":128,"file_url":129,"file_type":130,"file_size":131,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","REVIEWS  \nGraff, Gerald, Cathy Birkenstein, and Russel Durst. They Say/I Say: The Moves That Matter in Academic Writing. New York: W.W. Norton and Company, 2009.  \nReviewed by Jennie Nelson  \nI first encountered They Say/I Say: The Moves That Matter in Academic Writing in its earlier, shorter version. It was in a pile of books on my office floor, the kind of pile that I imagine most (often annoyed) WPA's (Writing Program Administrators) have as they unpack and stack all the sample textbooks sent by hopeful publishers . Once I finally worked my way through this stack, I was drawn to They Say/I Say because of its small size and brevity. As I skimmed it, I was surprised to find that it was comprised largely of sentences with a multitude of X's and fill-in-the-blank lines . For example, here is one template that caught my attention: \"Whereas X provides ample evidence that   , Y and Z's research on   and   convinces me that   instead\"  \n(60) . Whew! I could not imagine myself using such a complex sentence to situate my response to another author's ideas . I paged through the preface to get a quick sense of the authors' goals, which entailed, as far as I could discern, giving students templates to help them make the same kinds of rhetorical moves commonly found in writing in the academy. I must admit that I was skeptical about their enterprise, not because I did not believe that students need to learn how to write themselves into the academy, as David Bartholomae has claimed, but because the templates appeared tome (in my cursory review) to be limiting and possibly reductive . I agreed with the comment a colleague shared with me after hereviewed the book: \"[I] worry a little about the sustained emphasis on the writing templates in They Say/I Say. How little would it take for students–and some instructors–to focus on form at the expense of the content–to treat the templates like a Mad Lib that just has to be completed?\" Realistically, I could see the value of  \nJOURNAL OF TEACHING WRITING VOLUME 26.1  \ngiving students generative phrases that would help them to see that college writing is fundamentally a response to other people's texts or ideas . I was reminded of the advice in \"Inventing the University,\" where Bartholomae discusses how one of his professors \"told us that whenever we were stuck for something to say, we should use the following as a 'machine' for producing a paper: 'While most readers of have said  , a close and careful reading shows that   ’\" (153) . This rhetorical 'machine' has always struck me as useful, and I make a point to draw graduate students' attention to it when we read Bartholomae's much-anthologized essay.  \nWhen I sat down and carefully read the longer 2009 edition of They Say/I Say, much of my skepticism disappeared. Though I still value my colleague's concerns, I am convinced that the text is valuable and useful; in fact, I wish that I had had this book when I was a freshman English major and even when I was a beginning graduate student. The authors do indeed present \"the moves that matter in academic writing\" as their subtitle claims. What this textbook offers that others don't are concrete strategies or templates for developing and presenting students' ideas using the techniques that academic insiders use . The authors' key claim, that academic (and civic) writing is fundamentally a response to other people's texts or ideas, is compelling and carefully laid out in their book.  \nIn what follows, I present a summary of the authors' claims about the value of their approach and then provide an overview of the book's sections and related chapters . I also point out the concepts that, as a teacher of first-year writing for over twentyfive years, I find especially useful. In their preface, the authors claim that the They Say/I Say template \"represents the deep, underlying structure, the internal DNA as it were, of all effective argument\" (xiv) . Most practitioners and scholars in the field of composition s","cbCaiiWaIsjb7kJm","https://ap.wps.com/l/cbCaiiWaIsjb7kJm","pdf",88058,"English","# Reviews\n## Overview of the book and reviewer’s initial reaction\n## Templates as rhetorical strategy and learning tool\n## Value for teachers and first-year writing students","[{\"question\":\"How does the reviewer’s assessment change after reading the longer 2009 edition?\",\"answer\":\"Skepticism diminishes because the longer edition presents concrete strategies for developing and presenting student ideas and explains the approach in a way that clarifies its usefulness.\"}]","They Say/I Say - Reviews - Journal of Teaching Writing | PDF",1790821908,15]