Day 2: 19-138 (Know each chapter)

3:00 Class:
1) Sign up for the wiki and post day 1 homework, if you have not already.
2) Look over the future readings in the class, find 1-2 that you like, and be prepared to sign up for them as class discussion leaders. Directions for class leading are here, and grading are here.
3) We will cover the first seven chapters in class. You all are responsible for the first three chapters (“Part 1”), and I am responsible for the last four (“Part 2.”). To be responsible for those chapters, you should complete at least 1 sample template in each chapter, have prepared examples for when every template should be used, and be ready to summarize the chapter. You will present these chapters in groups.

4:10 Class:
1) Sign up for the wiki and post day 1 homework, if you have not already.
2) Look over the future readings in the class, find 1-2 that you like, and be prepared to sign up for them as class discussion leaders. Directions for class leading are here, and grading are here.
3) We will cover the first seven chapters in class. The assignments are below. You do not need to meet with the other person present on your chapter but I will give you a couple minutes at the beginning of class to talk with them.

1. They Say – Zach and Morgan
2. Her Point Is – Herika and Naman
3. As He Himself Puts it – Jake and Raymond
4. Yes, No, Okay, But – Alec and Laura
5. And Yet – Rohit and Amanda
6. Skeptics May Object – Bailey and Sydney
7. So What? Who Cares? – Madison (and if you want help, me).

4) Be prepared to give a short (3-5 minute) presentation to the class:
i) Summary of the chapter
ii) Survey of the templates
iii) Examples for when these templates would be used, have 1-2 written out
iv) Potential challenges/pitfalls of the templates

1. They Say – Zach and Morgan

Summary – a writer needs to indicate what their thesis is, but also how that thesis relates to the larger issue. Since writing is a conversation, you must start with what others are saying and then introduce your own ideas as a response.
Templates – for introducing what “they say,” for making what “they say” something you say (“When I was a child I used to think that the moon was a giant star.” [turns argument into something you once believed]), and for introducing something implied or assumed (“While they rarely admit as much, children often take for granted that their grandparents won’t be around forever.” [summarizes a point not directly stated but that’s implied])
Challenges – could get too focused on what they say and not redirect it back to your initial argument, or could possibly turn what they say into what you’re saying and leave your paper as an argument against yourself

2. Her Point Is – Herika

Chapter 2, ‘The Art of Summary’ talks about how to write a good summary. The main concern of this chapter is balancing what is the author’s point with writer’s opinion with own word.

Put yourself in their shoes
-Try to understand a perspective of person who are involving in a conversation.
-Having a neutral viewpoint to suspend writer’s own belief unless the bias will destroy credibility.

Know where you are going
-Avoid a list summary that connects each sentence with certain words.
Ex) “and then” “in addition”
-Representing the original point of author’s, and the purpose of writer need to fit in to the summary.
-A claim of author should toward to writer’s thesis

Summarizing satirically
-Twisting what authors have said in argument in order to reveal shortcoming.

Use signal verbs that fit the action
-Avoid using the verb that kills the passion of writing.
Ex) “he says” à “he emphasizes” “she writes” à “she urges”

In this chapter, the template focuses on using accurate and precise words to deliver author’s idea more clearly. The summary should be used with precise signal verb, and it represents proper actions.

3. As He Himself Puts it – Jake and Raymond

Summary: This chapter focuses on how to properly use quotations and how to do so without going on a tangent, and how to properly use quotations within context of both the author’s and your own pieces. The chapter emphasizes the need to not over-quote, the necessity of setting up, or “framing” quotes properly in order to explain them. It is important to blend the writing style of the quotes and the voice of the original author with your own writing style.
Templates: A lot of the chapter focuses on the templates for introducing quotes and how to explain and gain insight from quotes. The templates focus on setting up quotes, most of which are very basic. The point the author tries to make is that while these templates are basic like, “ states, ‘___’” it is important to know how to use quotes properly and in context. Going along with that, the author explains how to grab info from quotes and using them to your advantage.
Challenges: Pitfalls and challenges of quotations and the templates given are:
  • that they do tend to be pretty bland and limit creativity
  • over-quoting
  • taking quotations out of context
  • not being able to live up to the quote you use—maybe your argument is not as strong and can’t live up to the quote you use

4. Yes, No, Okay, But – Alec and Laura
Yes, No, Okay, ButMoving onto the “I say”

Good arguments are based not on knowledge that only a special class of experts has access to, but on everyday habits of the mind that can be isolated, identified, and used by almost anyone.

Three most common ways to respond to someone’s argument:
  1. 1. Agreeing
  2. 2. Disagreeing
  3. 3. Some combo of both

  • When reading a texts we need to find the position of the writer, the “They say,” and also determine if they are agreeing, disagreeing or a little of both.

“I agree”
“I disagree”
“I agree that _, but I cannot agree that _”

Sometimes you interpret the work’s meaning, thus rendering the matters of agreeing or disagreeing irrelevant. (e.g. interpreting literary works)

  • But in some aspects you may literally be agreeing or disagreeing by pointing out what other interpreters missed:
    • o “Although some readers think that this poem is about _, it is in fact about __ .”

When disagreeing you must also explain why, not simply contradict.

  • The “duh” move:
    • o “It is true that , but we already knew that.”

  • “Twist-it move”
    • o Agree with the evidence that someone else presented but show through twist of logic that this evidence actually supports your contrary claim.

When agreeing you must not just simply echo the views that you agree with, but bring something new and fresh to the table. (Makes you valuable to the conversation)

  • Point out some unnoticed evidence or line of reasoning that supports the previously made claim that hadn’t been mentioned.
  • Cite corroborating personal experience or situation not mentioned.
  • Accessible translation – an explanation for readers not already in-the-know.
    • o “X is surely right about because, as she may not be aware, recent studies have shown that .”

*BUT when you agreeing with someone’s point of view, you are most likely disagreeing with someone else’s

Some templates allow you to agree with one point of view while disagreeing with another:

“If group X is right that _, as I think they are, then we need to reassess the popular assumption that .”

Agree and Disagree Simultaneously:

“Yes and no”
“Yes, but…”
“No, but…”
“On one hand I agree, on the other hand I disagree…”
“Two minds” or “mixed feelings”

5. And Yet – Rohit and Amanda

And Yet covers:
  • The proper ways to transition from your opinion to the opinion you are opposing and vice versa.
  • It’s okay to use “I” if you have the grounds to support it and your statement.
  • It is more important to back up your statement whether than to use I or not.
  • However, “I” phrases can be repetitive and it is good to change them up with other phrases not using “I”
  • Only use when clarifying the argument
  • The templates give an array of options for using “I” or not and ways to incorporate the opposing view as well as yours into the same sentence
  • The evidence shows that OSU students are more likely to favor chipotle over Qdoba
  • Anyone familiar with OSU or it’s students would have to agree that they much more prefer Chipotle
  • According to both Chipotle and Qdoba’s sales students favor Chipotle
  • Some are a tad too specific making it hard to put exactly the thought or argument you have into the template to fit accordingly without changing it.
6. Skeptics May Object – Bailey and Sydney

overall point of chapter: anticipate others’ objections

PITFALL of templates: If your argument is weaker than your opponent’s, it could convince readers to agree with your opponent

Keep in mind-àpresent your opponent’s side fairly

Template Categories:

1) Entertaining Objections
*BASICALLY= introduce your opponent’s objections before they have a chance to object


Yet some readers may challenge my view by insisting that _.

2) Naming Your Naysayers
*BASICALLY= Don’t use “they”; specify your opponents


Here many feminists would probably object that .

#WATCH OUT= this can lead to stereotyping…To avoid this, be detailed with your specification


Here many RADICAL feminists would probably object that .

3) Informally
*BASICALLY= introduce the opponent’s voice directly

example~ use questions

But is my proposal realistic? What are the chances of it actually being adopted?




“Get over it,” say the anti-smokers, “You’re the minority.”

#WATCH OUT= to get rid of stereotyping and to add legitimacy USE SPECIFIC QUOTATIONS YOUR OPPONENTS HAVE USED


“Get over it,” says John Smith, a well-known anti-smoking advocate, “You’re the minority.”

7. So What? Who Cares? – Madison (and if you want help, me).
"So What? Who Cares"
Saying Why it Matters
  • Chapter 7 talks about how writers don't address why their arguments matter
  • Rather than assume that audiences will already know why it matters, all writers need to address the "so what?" and "who cares?" up front, this helps keep the audiences interest.
  • Templates for indicating who cares: pages 95-96
    • address who cares
    • state it directly in the text
    • name specific people or groups who have a stake in your claim and go into detail about their views
    • refer to people who should care about your claims
  • Creates dramatic tension and a clash of views in your writing that the reader will want to see resolved, keeping them interested.
  • "So What?" asks you to link your argument to a larger matter that the readers already think is important.
  • Templates for establishing "So What?": pages 98-99
  • It shows that just stating and proving your thesis, isn't enough, you have to hook your reader
  • As a rule, you should always answer these to questions in your writing even if your audience already knows the answers.
  • When you answer these questions, you are urging your audience to keep reading, pay attention and care.

Day 1:
1) Read pages 1-15 (here's a guide on how to read a book).
2) Complete exercises #1 and 2 on pg 14-15.
3) Register for the wiki here, and post a) the topic you replaced "vegetarianism" with (no need to post the "new paragraph") and b) publish a response to the template somewhere on the internet and post a link.
Follow this model
Andrew Culp (name)
3:10 (class time)
Buckeye fans (a. topic replacement) (publication link)

1) Wiki
2) Homework
3) They Say
4) Check out re: Wednesday

1) Wiki
-Posting (pages, discussion, editing)

2) Review homework
They Say prompt 1:

Prompt 2:
You choose! (Groups of 4)

3) They Say / I Say, 1-15, review:

Key points:
  • Template vs Abstract Rules
  • What is “They say _; I say?”
  • Logical, Well Supported, Consistent
  • Importance of agreement
  • Page 9 template (if time)
  • Kenneth Burke sums it up…

4) Wednesday:
Best way to assess TSIS reading/skills?
How many writing exercises?
What to do in class?