"They Say/ I Say"

"They Say/ I Say" Order Description In the textbook (“They say/I say”: the moves that matter in" rel="nofollow">in academic writin" rel="nofollow">ing, with readin" rel="nofollow">ings/ Gerald Graff, University of Illin" rel="nofollow">inois at Chicago; Cathy Birkenstein" rel="nofollow">in, University of Illin" rel="nofollow">inois at Chicago; Russel Durst, University of Cin" rel="nofollow">incin" rel="nofollow">innati. – Third Edition.) read the Introduction (Enterin" rel="nofollow">ing the Conversation) and chapters 1 ("THEY SAY..."), 2 ("HER POINT IS..."), 3 ("AS HE HIMSELF PUTS IT…"), 4 (“YES/NO/OKAY, BUT…”), 5 (“AND YET…”), 6 (“SKEPTICS MAY OBJECT…”), 7 (“SO WHAT? WHO CARES? …”), 10 (“BUT DON’T GET ME WRONG…”), 14 ("WHAT'S MOTIVATING THIS WRITER?"), and Michael Pollan ((Escape from the Western Diet) on page 420), Steven Shapin" rel="nofollow">in ((What Are You Buyin" rel="nofollow">ing When You Buy Organic?) on page 428), Mary Maxfield ((Food as Thought: Resistin" rel="nofollow">ing the Moralization of Eatin" rel="nofollow">ing) on page 442), David H. Freedman ((How Junk Food Can End Obesity) on page 506). You will be writin" rel="nofollow">ing a “They Say/ I Say” paper on Michael Pollan ((Escape from the Western Diet) on page 420), Steven Shapin" rel="nofollow">in ((What Are You Buyin" rel="nofollow">ing When You Buy Organic?) on page 428), Mary Maxfield ((Food as Thought: Resistin" rel="nofollow">ing the Moralization of Eatin" rel="nofollow">ing) on page 442), and David H. Freedman ((How Junk Food Can End Obesity) on page 506). The Introduction and Chapters 1, 2, 3,4,5,6,7,10, and 14 are to help you know how to read the assigned readin" rel="nofollow">ings and help you write a good “They say/ I Say” paper. NO more than 15% should be quoted in" rel="nofollow">in the essay. Requirements: The paper is six pages, about 12 to 14 paragraphs, formatted in" rel="nofollow">in MLA with correct MLA documentation and a works cited entry. When writin" rel="nofollow">ing the “They say/ I say” essay, write the body paragraphs first then write the openin" rel="nofollow">ing and closin" rel="nofollow">ing. Also, when writin" rel="nofollow">ing the “They say/ I say” essay you do not have to follow the listed order of the assigned readin" rel="nofollow">ings. Just use the parts from the assigned readin" rel="nofollow">ings that follow your in" rel="nofollow">interest. Read the assigned readin" rel="nofollow">ings and write the “They say/ I say” essay from the prospective/focus of the moral element of food (food choice). DO NOT put all the “They Say” in" rel="nofollow">in at the begin" rel="nofollow">innin" rel="nofollow">ing and “I Say” at the end. The “They Say” and “I Say” need to work together and flow with each other. When you quote or paraphrase, in" rel="nofollow">introduce the quote/paraphrase and after quotin" rel="nofollow">ing/paraphrasin" rel="nofollow">ing give some (in" rel="nofollow">interpretation, analysis, in" rel="nofollow">interrogation, examin" rel="nofollow">ination) on/about the quote/paraphrase. Also, elucidate, elaborate, and clarify your and the author’s thoughts throughout the paper. Synthesize, and give some commentary and metacommentary in" rel="nofollow">in the essay. Audience: We can assume the readers are aware of the topic as one of significance for some portion of the culture, especially for those who have begun to participate in" rel="nofollow">in the exchange of ideas, the “conversation.” The immediate reader is a classmate who has two in" rel="nofollow">interests in" rel="nofollow">in the work: first to learn about the article, its ideas and its thin" rel="nofollow">inkin" rel="nofollow">ing and second, to see how one could shape a writin" rel="nofollow">ing in" rel="nofollow">into this “they say/ I say” configuration, as a guide to bein" rel="nofollow">ing ready for other academic discourse (papers). Organization: (these poin" rel="nofollow">ints are given in" rel="nofollow">in the most rudimentary fashion as remin" rel="nofollow">inders more than directions) however the general characteristics for the sections/parts of the paper should be used as a guide for some stage in" rel="nofollow">in the composin" rel="nofollow">ing process. Openin" rel="nofollow">ing: (Openin" rel="nofollow">ing is ONE paragraph) At the outset, the reader must be given a careful sense of the article, its thin" rel="nofollow">inkin" rel="nofollow">ing and the “place” it might have in" rel="nofollow">in the larger discourse. In addition, the needed and necessary frame for the discussion taken up in" rel="nofollow">in the article should be apparent, a sense of context and relevance. To complete the openin" rel="nofollow">ing, the reader needs to be given enough sense of the meanin" rel="nofollow">ingfulness of the thin" rel="nofollow">inkin" rel="nofollow">ing so that what follows in" rel="nofollow">in the essay has a basis. It would be helpful to thin" rel="nofollow">ink of the openin" rel="nofollow">ing as the basic and necessary preparation for the complexity of the work to come in" rel="nofollow">in the body of the paper. Closin" rel="nofollow">ing: (Closin" rel="nofollow">ing is ONE paragraph) In the effort to be complete and complex, the closin" rel="nofollow">ing must be able to take account of the work done and the necessary steps to complete the thought bein" rel="nofollow">ing offered and in" rel="nofollow">investigated. In order to show this sense of the “conversation” the closin" rel="nofollow">ing must be free to poin" rel="nofollow">int forward to the next lin" rel="nofollow">ine of thought worth our consideration or to revisit some of the more fundamental poin" rel="nofollow">ints havin" rel="nofollow">ing been explored. The writin" rel="nofollow">ing must make sense, so that an average reader can understand the author's thoughts. Overall, word choices need to be appropriate and make sense. An "A" range paper contain" rel="nofollow">ins origin" rel="nofollow">inal ideas about the texts which are persuasively argued and effectively articulated. The "A" paper does what it sets out to do and leaves no loose ends for the reader to trip upon. The readin" rel="nofollow">ing of an "A" paper is smooth and easy; the reader is not distracted by awkwardness. The structure is clean and precise; the ideas flow logically from one to the next, and they are arranged to achieve a maximum effect on the reader. Not only is an "A" range paper coherent and in" rel="nofollow">informative, but often there is an element of creativity or "play" apparent which, while present, does not compromise the writer's tone. The ideas are developed to their fullest: seemin" rel="nofollow">ingly contrary ideas are dealt with in" rel="nofollow">in a satisfyin" rel="nofollow">ing manner, so that the full complexity of a text is acknowledged in" rel="nofollow">in a way that makes the writer's argument all the more rich and satisfyin" rel="nofollow">ing (note: this does not mean the use of such wafflin" rel="nofollow">ing techniques as, "it could mean this, but it could also mean that, too.") In the end, the "A" paper leaves the reader with a new understandin" rel="nofollow">ing of the text. The writer of an "A" range paper chooses a subject that is appropriate for the length of the assignment-- he or she gives him- herself enough to write about, without choosin" rel="nofollow">ing a topic so big that it cannot possibly be covered in" rel="nofollow">in 6 pages. The writer has spent the time to thin" rel="nofollow">ink about and develop origin" rel="nofollow">inal ideas about the text and has taken care in" rel="nofollow">in articulatin" rel="nofollow">ing those ideas. Paper has mastered adaptin" rel="nofollow">ing an appropriate tone for an academic paper, and does not unnecessarily in" rel="nofollow">include him- or herself in" rel="nofollow">in the paper with such phrases as "I thin" rel="nofollow">ink" and "I feel." Paper uses appropriate evidence from the texts to back up her or his arguments. Introductions in" rel="nofollow">introduce, conclusions conclude, and there is nary a superfluous sentence in" rel="nofollow">in sight. The biggest challenge the writer of an "A" range paper faces is usually developin" rel="nofollow">ing the ideas he or she sets out to examin" rel="nofollow">ine; this often results from not preparin" rel="nofollow">ing for the essay properly by re- "readin" rel="nofollow">ing" the text and markin" rel="nofollow">ing or makin" rel="nofollow">ing notes of every in" rel="nofollow">instance that could provide support for the argument; thus, an important opportunity is missed, and the paper suffers from this. The degree to which one is conversant with the ideas and thin" rel="nofollow">inkin" rel="nofollow">ing should be made apparent to the audience. Sources, Quotes, and Summary need MLA documentation. Sources like Paraphrasin" rel="nofollow">ing, Summarizin" rel="nofollow">ing, and lin" rel="nofollow">ine of thin" rel="nofollow">inkin" rel="nofollow">ing are in" rel="nofollow">in your words/style and need MLA documentation. Exposition, your in" rel="nofollow">interpretation, analysis, explanation, examin" rel="nofollow">ination, synthesis, in" rel="nofollow">interrogation, commentary, metacommentary, problematizin" rel="nofollow">ing are in" rel="nofollow">in your words and style and do not need MLA documentation. Important: You must use these sentences from Steven Shapin" rel="nofollow">in on page 435, “There is no way to make food choices without makin" rel="nofollow">ing moral choices as well, and anthropologists have had much to say about the in" rel="nofollow">inevitable lin" rel="nofollow">ink between what’s good to eat and what’s good to thin" rel="nofollow">ink. Decisions about how we want our food produced and delivered are decisions about what counts as social virtue” do not directly quote it but paraphrase it. I will upload photos of the textbook, chapters, and additional papers needed. Thank You!