Language Composition

They Say/I Say by Gerald Graff & Cathy Birkenstein

Chapter 11 – "What I Really Want To Say Is"

How to Revise:

1. Think globally: take a step back to define your central argument
2. But still, sweat the small stuff: line-by-line word choice, sentence structure, grammar, style
3. Read your own writing: out loud, w/ tech, don't assume you know it already
4. Have others read your writing
5. Go over sources again
6. Does your example actually say what you think it says?
7. Ask: "as opposed to what?"
8. Move it up: if it's important, bring it up earlier
9. Take "uh-oh" moments seriously: look for accidental suggestions
10. Don't let the mess show

Reminder: use interesting signal verbs, start with what they say, and respond continuously throughout your writing, use selective metacommentary, specify what you're referencing to avoid ambiguity, and clearly answer "who cares?"

The Craft of Research by Booth, Colomb, Williams, Bizup, FitzGerald

Chapter 4 – Incorporating Sources

• When should you summarize, paraphrase, or quote?
• Summarize: details are not relevant
• Paraphrase: argument depends on details but not specific words
• Quote: original words from authority that backs up your argument or passage disagrees with your argument & you want to state it exactly
• How do you directly integrate quotes into the text?
• if quote < 4 lines: quotation marks
• if quote < 4 lines: indented block
• Interesting example: Posner focuses on religion not for its spirituality but for its social functions: "A notable feature..." (299).
• Reminders: clearly state the connection between the quotes you select and your arguments; reference back to book for specific quotation styles

Chapter 5 – And Yet: what you say vs what they say

• strategies to distinguish someone else's ideas from yours (voice markers)
• quotes around their idea/text
• transitions like "yet"
• direct/declarative tone for your point

Chapter 6 – Skeptics May Object: planting a naysayer in your text

• a text that incorporates anticipated criticism is stronger & more interesting
• two sides of labels: can be problematic stereotypes, but they are also necessary to make connections between people/ideas
• note: fairly represent objections, but avoid making the counterargument more persuasive to the reader. it's okay if thinking about counterarguments makes you change your position – "the goal of writing is not to keep proving that whatever you initially said is right, but to stretch the limits of your thinking"

Chapter 9 – Maintaining Your Voice in Academic Writing

• academic writing is better when combined w simple, every day language – another act of self-translation
• balance between simple ideas that stick vs elaborate ideas that explain well
• major benefit of collaborative writing: you have to explain simply
• code-meshing: unclear language lines / where is the balance?

Chapter 10 – Art of Metacommentary

• metatext purpose: tells reader how to think about text (good for clarifying / elaborating)
• titles & subtitles b/c they tell readers what to expect from the text
• 
  

Chapter 14 – Writer Motivation

• read authors' arguments in conversation with other arguments
• translation of meaning in difficult texts – build a bridge from a passage's unfamiliar terms and ones familiar to you without falling into the "closest cliche syndrome" where we over-simplify an idea
• critical reading is a two-way street: being open to the way writers can challenge you + challenging writers' arguments

Chapter 15 – Research as Conversation

• "'Sources'," in this model, are not merely storehouses of information that you cite, usually to support a thesis, but conversationalists like you who hold views that need to be challenged, agreed with, or some combination of both"
• intentionally make sources lead to the next, but avoid confirmation bias (especially at the beginning) (JSTOR & EBSCO)
• research like a fact-checker (look @ funding, credibility, bias, references)

Chapter 16 – Conversations about Literature

• lack of context leads to "who cares? why does it need to be said at all?"
• start with what others say -> figure out what a literary work actually means -> look for conflicts in the work -> look for central conflict -> which side - if any - does the text seem to favor?

Chapter 17 – Style

• Diagnosis
• Underline the first six or seven words of every sentence.
• Have you underlined words that your readers will find familiar and easy to understand (usually words used before)?
• If not, revise.
• Revision
1. Make the first six or seven words refer to familiar information, usually something you have mentioned before (typically your main characters).
2. Put at the ends of sentences information that your readers will find unpredictable or complex and, therefore, harder to understand.
• 
  

Yale Revision Guide

• Interesting advice to bring up during discussion: Write an abstract for your English paper; create a reverse outline from a complete essay