They Say / I Say by Gerald Graff and Cathy Birkenstein is a widely acclaimed academic writing guide that teaches students how to effectively join scholarly conversations.
The book introduces essential rhetorical moves like summarizing others’ arguments (“they say”) and presenting your own response (“I say”), using clear templates and real-world examples.
Chapter 1 – “They Say”: Starting with What Others Are Saying
A successful essay must begin by summarizing what others have already said in order to set the stage for your own addition.
The authors begin by drawing a comparison between academic writing and attending a discussion.
They highlight the need of precise framing by using a conference incident in which confusion resulted from the speaker’s failure to place their comments in context.
Along with tips on how to balance detail so the beginning sets up rather than overwhelms, they offer templates to help authors signal the conversation.
Lastly, they advise showing respect for the current discourse while momentarily previewing your own position (“I say”).
Chapter 2 – “Her Point Is”: The Art of Summarizing
Graff and Birkenstein delve into accurate summarization in this chapter, advising authors to deliver fair and impartial depictions of other people’s opinions.
They promote the “believing game,” which involves putting oneself in the author’s position to fully understand their point of view before offering criticism.
While cautioning against bias or cursory descriptions, the writers emphasize the use of active signal verbs (“urges,” “explains”) to provide clarity and engage readers.
They show how to combine author content with your own framing so that summaries reinforce the main point rather than merely restating it.
Chapter 3 – “As He Himself Puts It”: The Art of Quoting
This chapter offers advice on how to successfully incorporate quotations: to prevent “dangling quotes,” the best quotes are carefully selected, introduced, and then analyzed.
They advise picking strong or accurate quotes and using them to support or illustrate a point. The chapter highlights the value of contextual commentary to link quotes to your analytical voice and provides strategies for seamlessly integrating quotes into your own writing.
Chapter 4 – “Yes/No/Okay, But”: Three Ways to Respond
Three basic reaction moves are presented by Graff and Birkenstein: agree, disagree, or a combination.
They demonstrate that effectively agreeing entails offering fresh perspectives, whereas disagreeing necessitates convincing arguments. Combining the two, such as “Yes, but,” enables complicated and nuanced viewpoints.
Writing templates such as “I agree that…, however…” or “While X claims…, I find…” assist authors in crafting well-considered answers that do more than simply echo or disagree.
Chapter 5 – “And Yet”: Distinguishing What You Say from What They Say
The writers emphasize the use of voice markers—phrases and punctuation that indicate whether an idea is yours or someone else’s—to preserve clarity.
Readers can follow the argument’s progression with the use of constructions like “while,” “yet,” or numbered points.
This chapter provides systematic techniques, like specific tags (“X argues…”) and rigorous language control, to maintain viewpoints and prevent confusion.
Chapter 6 – “Skeptics May Object”: Planting a Naysayer in Your Text
Here, the authors demonstrate how presenting counterarguments enhances your position’s legitimacy.
Hypothetical objections can be adopted (“Some may argue”), presented fairly, and then refuted or conceded.
This strengthens your case and shows that you have considered opposing views. With the aid of templates, you can easily incorporate objections and responses, guaranteeing that your position is impartial rather than biased.
Chapter 7 – “So What? Who Cares?”: Saying Why It Matters
By relating arguments to actual issues, this chapter pushes authors to respond to the question, “Why does this matter?” To demonstrate who gains from or is impacted by your assertions, you should identify certain stakeholders or consequences.
The authors emphasize that a clear statement of relevance is necessary for even well-known subjects.
Rhetorical devices that emphasize relevance and compel readers to care include cause-and-effect language and vivid examples.
Chapter 8 – “As a Result”: Connecting the Parts
Coherent flow is essential for effective essays, and Graff and Birkenstein stress the value of connections (“however,” “because,” and “not only…but also”) to make transitions easier for readers to follow.
They suggest four tactics: creating a list of recurrent phrases, employing transitional words, referencing past concepts, and repeating with variety. These methods create a cohesive argument by connecting sentences and paragraphs.
Chapter 9 – “Ain’t So/Is Not”: Academic Writing Doesn’t Always Mean Losing Your Voice
According to the authors, context may provide a casual or conversational tone, which would enhance understanding and foster individual interaction.
However, this should be utilized sparingly to avoid undermining formality. As long as it advances the argument, they also support the use of non-standard dialects for inclusive academic voices.
Authenticity and readability can be improved by striking a balance between a personal voice and an academic tone.
Chapter 10 – “But Don’t Get Me Wrong”: The Art of Metacommentary
Using comments on your own writing to inform interpretation—emphasizing, qualifying, clarifying, or limiting meaning—is known as metacommentary.
It may seem repetitive, but it offers clarity and guards against misreading. Examples are “To be clear,” “What I’m suggesting is,” and “By this I don’t mean.” These tools support your arguments goal and facilitate idea transitions.
Chapter 11 – “I Take Your Point”: Entering Class Discussions
This chapter modifies written discourse techniques for oral academic engagement, like in class discussions or seminars.
It places a strong emphasis on properly summarizing others, expressing agreement or disagreement, and use metacommentary to make your point and steer clear of ambiguity.
Speech patterns such as “I understand your point, but…” or “You ask a good question…” reflect the book’s organization and show careful, involved conversation.
Chapter 12 – “What’s Motivating This Writer?”: Reading for the Conversation
Active reading is taught in this chapter as a way to participate in scholarly discussions. When analyzing texts, you ask yourself: What issue or discussion is the author trying to address?
Additionally, how do they present themselves? In order to answer with complexity and knowledgeable insight, writers are urged to consider their audience, purpose, and movement structure.
Chapter 13 – “The Data Suggest”: Writing in the Sciences
By using the facts and techniques parts as arguments, Gillen connects the book’s rhetorical devices to science writing.
He places a strong emphasis on data presentation, concise thesis statements, and placing findings in the context of larger scientific debates.
Examples and templates demonstrate how “They Say/I Say” is applicable even in technical writing, where interpretation and supporting data are crucial.
Chapter 14 – “Analyze This”: Writing in the Social Sciences
Ackerman modifies the paradigm for social science essays, whose structure is determined by hypotheses, data interpretation, and policy implications.
She emphasizes how crucial it is to use structured responses, engage with current social debates, and articulate the connections between theory and evidence. U
sing surveys, case studies, or comparative analyses, examples demonstrate how to include “They Say/I Say” maneuvers into articles.
Chapters 15–17 – Classroom Formats, Reading, and Writing Across Contexts
These concluding chapters examine the model’s applicability in a variety of academic contexts: Chapter 15 concentrates on modifying discourse moves for seminars and discussion formats,
Chapter 16 focuses on strategic reading techniques, and Chapter 17 emphasizes modifying moves for different genres, fields, and audiences.
Together, they serve to emphasize that although the fundamental movements stay the same, circumstance affects style and emphasis.
Why It’s Useful
For kids learning how to write argumentatively, They Say / I Say is a great resource. It is notable for providing real-world examples, usable templates, and practical activities rather than just academic content.
By helping students develop their academic voice, the book improves the clarity, charm, and engagement of their writing.
Conclusion
They Say / I Say equips writers with practical tools to think critically, engage in meaningful dialogue, and express their ideas clearly in both academic and everyday contexts.
By emphasizing structured argumentation, the book makes writing more accessible and persuasive. Its step-by-step approach helps students not only understand but also participate in ongoing conversations with confidence.
FAQ’s
It’s a writing technique that teaches students to respond to others’ arguments (“they say”) with their own ideas (“I say”).
To help students enter academic conversations by using templates to structure persuasive, argument-based writing.
Writers should begin by summarizing others’ ideas to clearly frame their own argument.
It is a nonfiction academic writing and rhetoric guide.
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