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Class They Say Summary And Zinczenko –

You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. This problem primarily arises when a student looks at the text from one perspective only. When you read a text, imagine that the author is responding to other authors. Chapter 14 suggests that when you are reading for understanding, you should read for the conversation.
  1. They say i say sparknotes chapter 8
  2. They say i say sparknotes.com
  3. They say i say sparknotes chapter 5
  4. They say i say sparknotes chapter 2

They Say I Say Sparknotes Chapter 8

A gap in the research. They mention how many times in a classroom discussion, students do not mention any of the other students' arguments that were made before in the discussion, but instead bring up a totally new argument, which results in the discussion not to move forward anymore. They Say / I Say (“What’s Motivating This Writer?” and “I Take Your Point”. Figure out what views the author is responding to and what the author's own argument is. However, the discussion is interminable.

They Say I Say Sparknotes.Com

Now we will assume a different voice in the issue. Sometimes it is difficult to understand the conversation writers are responding to because the language and ideas are challenging or new to you. They say i say sparknotes chapter 2. The hour grows late, you must depart. What I found helpful in this chapter were the templates that explain how to elaborate on an argument mentioned before in the class with my own argument, and how to successfully change the topic without making it seem like my point was made out of context. Multivocal Arguments. What helped me understand this idea of viewing an argument from multiple perspectives a lot clearer, was the description about imagining the author not all isolated by himself in an office, but instead in a room with other people, throwing around ideas to each other to come up with the main argument of the text. In this chapter, Graff and Birkenstein discuss the importance of grasping what the author is trying to argue.

They Say I Say Sparknotes Chapter 5

They explain that the key to being active in a conversation is to take the other students' ideas and connecting them to one's own viewpoint. A great way to explore an issue is to assume the voice of different stakeholders within an issue. Burke's "Unending Conversation" Metaphor. They say i say sparknotes.com. If we understand that good academic writing is responding to something or someone, we can read texts as a response to something. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. Some writers assume that their readers are familiar with the views they are including.

They Say I Say Sparknotes Chapter 2

Who are the stakeholders in the Zinczenko article? The Art of Summarizing. In this chapter, Graff and Birkenstein talk about the importance of taking other people's points and connecting them to your own argument. And you do depart, with the discussion still vigorously in progress. Is he disagreeing or agreeing with the issue? Instead, Graff and Birkenstein explain that if a student wants to read the author's text critically, they must read the text from multiple perspectives, connecting the different arguments, so that they can reconstruct the main argument the author is making. Write briefly from this perspective. They say i say sparknotes chapter 5. This enables the discussion to become more coherent. We will discuss this briefly. When this happens, we can write a summary of the ideas. Summarize the conversation as you see it or the concepts as you understand them. What does assuming different voices help us with in regards to an issue?

They mention at the beginning of this chapter how it is hard for a student to pinpoint the main argument the author is writing about. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally's assistance. What's Motivating This Writer? Writing things out is one way we can begin to understand complex ideas. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. Careful you do not write a list summary or "closest cliche". When the conversation is not clearly stated, it is up to you to figure out what is motivating the text. We will be working with this today moving into beginning our essays. Chapter 2 explains how to write an extended summary. Keep in mind that you will also be using quotes. Deciphering the conversation.

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