i liked how they used an example from UIC of how they developed the draft of this book. This is an understandable reaction, we think, to kinds of rote instruction that have indeed encouraged passivity and drained writing of its creativity and dynamic relation to the social world. There are some things that this book does not try to do. The literary scholar Jane Tompkins devised the following template to help student writers make the often difficult move from telling a story to explaining what it means: “X tells a story about _________to make the point that ________. They Say / I Say Chapter One Paragraph 1 1. Although writing does require some degree of solitude, the “they say / I say” model shows students that they can best develop their arguments not just by looking inward, but also by looking outward, listening carefully to other views, and engaging the voice of the other. The trouble is that many students will never learn on their own to make the key intellectual moves that our templates represent. First, it grew out of arguments that Gerald Graff has been making throughout his career that schools and colleges need to invite students into the conversations and debates that surround them. It is our belief, that the “they say / I say” pattern cuts across different disciplines and genres of writing, including creative writing. In showing students how to make such moves, templates do more than organize students’ ideas; they help bring those ideas into existence. Especially when it talks about how this model shows how to correctly develop an argument by not only look inward but outward as well listening to the different points others may have on a topic. We also do not cover the various modes of writing like description, definition, narrative, and comparison/contrast. They Say, I Say Chapter 4 Exercise 1 In the passage by Jean Anyon she uses both agreement and disagreement when she states her topic about educational experience and curriculum knowledge to students in different social classes. In showing students how to make such moves, templates do more than organize students’ ideas; they help bring those ideas into existence. We do not, for instance, cover logical principles of argument such as syllogisms, warrants, logical fallacies, or the differences between inductive and deductive reasoning. Templates have even been used in the teaching of personal narrative. Our templates do, however, provide concrete prompts that can stimulate and shape such thought: What do “they say” about my topic? Provides user-friendly templates to help writers make those moves in their own writing. Public orators from ancient Greece and Rome through the European Renaissance studied rhetorical topoi or “commonplaces,” model passages and formulas that represented the different strategies available to public speakers. In order to grasp Hurston’s point here, we need to be able to reconstruct the implicit view she is responding to: that racial identity is an innate quality we are simply born with. At the end of the book we include an appendix suggesting how the “they say / I say” model can improve classroom discussions, three model essays that we refer to in various chapters, and finally an Index of Templates. At the end of the book we include an appendix suggesting how the “they say / I say” model can improve classroom discussions, three model essays that we refer to in various chapters, and finally an Index of Templates. To have an effective argument of your own, you must learn how to include arguments of others into your paper first. Second, prohibiting students from using “I” is simply not an effective way of curbing student subjectivity, since one can offer poorly argued, ill-supported opinions just as easily without it.