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| 100 | 1 | ⊔ | ‡aGraff, Gerald, ‡eauthor. |
| 245 | 1 | 0 | ‡a"They say / I say" : ‡bthe moves that matter in academic writing, with readings / ‡cGerald Graff, Cathy Birkenstein, both of the University of Illinois at Chicago ; Russel Durst, University of Cincinnati. |
| 250 | ⊔ | ⊔ | ‡aHigh school third edition. |
| 264 | ⊔ | 4 | ‡c©2015 |
| 264 | ⊔ | 1 | ‡aNew York : ‡bW.W. Norton & Company, ‡c[2015] |
| 300 | ⊔ | ⊔ | ‡axxviii, 786 pages : ‡billustrations, portraits, charts ; ‡c19 cm |
| 336 | ⊔ | ⊔ | ‡atext ‡btxt ‡2rdacontent |
| 337 | ⊔ | ⊔ | ‡aunmediated ‡bn ‡2rdamedia |
| 338 | ⊔ | ⊔ | ‡avolume ‡bnc ‡2rdacarrier |
| 500 | ⊔ | ⊔ | ‡aEdition statements on spine and cover: 3E, and, High school edition. High school third edition appears on title page. Edition information verified at publisher's website. |
| 504 | ⊔ | ⊔ | ‡aIncludes bibliographical references and indexes. |
| 505 | 0 | ⊔ | ‡aPreface: Demystifying academic conversation -- Introduction: Entering the conversation -- Part 1. "They say." "They say" : starting with what others are saying -- "Her point is" : the art of summarizing -- "As he himself puts it" : the art of quoting -- Part 2. "I say." "Yes / no / okay, but" : three ways to respond -- "And yet" : distinguishing what you say from what they say -- "Skeptics may object" : planting a naysayer in your text -- "So what? Who cares" : saying why it matters -- Part 3. Tying it all together. "As a result" : connecting the parts -- "Ain't so/is not" : academic writing doesn't always mean setting aside your own voice -- "But don't get me wrong" : the art of metacommentary -- "He says contends" : using the templates to revise -- Part 4. In specific academic contexts. "I take your point" : entering class discussions -- "IMHO" : is digital communication good or bad, or both? -- "What's motivating this writer?" : reading for the conversation -- "Analyze this" : writing in the social sciences -- Readings. Is college the best option? -- Should everyone go to college? / Stephanie Owen and Isabel Sawhill -- The new liberal arts / Sanford J. Ungar -- Are too many people going to college? / Charles Murray -- Two years are better than four / Liz Addison -- Colleges prepare people for life / Freeman Hrabowski -- Hidden intellectualism / Gerald Graff -- Blue-collar brilliance / Mike Rose -- Bowie State University commencement speech / Michelle Obama -- Are we in a race against the machine? Better than human : why robots will -- and must -- take our jobs / Kevin Kelly -- Is Google making us stupid? / Nicholas Carr -- The influencing machines / Brooke Gladstone and Josh Neufeld -- Smarter than you think : how technology is changing our minds for the better / Clive Thompson -- Does texting affect writing? / Michaela Cullington -- No need to call / Sherry Turkle -- I had a nice time with you tonight. On the App / Jenna Wortham -- Small change : why the revolution will not be tweeted / Malcolm Gladwell -- What should we eat? Escape from the western diet / Michael Pollan -- What are you buying when you buy organic? / Steven Shapin -- Food as thought : resisting the moralization of eating / Mary Maxfield --Against meat / Jonathan Safran Foer -- Don't blame the eater / David Zinczenko -- What you eat is your business / Radley Balko -- The extraordinary science of addictive junk food / Michael Moss -- The supermarket : prime real estate / Marion Nestle -- How junk food can end obesity / David H. Freedman -- What's up with the American dream? Inequality has been going on forever . . . but that doesn't mean it's inevitable / David Leonhardt -- RIP, the middle class : 1946-2013 / Edward McClelland -- Confronting inequality / Paul Krugman -- The upside of income inequality / Gary Becker and Kevin Murphy -- What's killing poor white women? / Monica Potts -- The American dream : dead, alive, or on hold? / Brandon King -- American remains the world's beacon of success / Tim Roemer -- Bring on more immigrant entrepreneurs / Shayan Zadeh -- King's dream remains an elusive goal / Pew Research Team -- What's gender got to do with it? Lean in : what would you do if you weren't afraid? / Sheryl Sandberg -- Dig deep : beyond Lean in / Bell Hooks -- Why women still can't have it all / Anne-Marie Slaughter -- Why men still can't have it all / Richard Dorment -- What about gender roles in same-sex relationships? / Stephen Mays -- Facebook multiplies genders but offer users the same three tired pronouns / Dennis Baron -- How to be a "woman programmer" / Ellen Ullman -- The plight of young males / Saul Kaplan -- Learning to be gendered / Penelope Eckert and Sally McConnell-Ginet. |
| 520 | ⊔ | ⊔ | ‡aThey Say / I Say demystifies academic writing by identifying its key rhetorical moves, the most important of which is to summarize what others have said ("they say") to set up one's own argument ("I say"). The book also provides templates to help students make these key moves in their own writing. This version includes readings that demonstrate those moves -- and provide stimulating conversations for them to enter. The third edition includes an anthology of over 40 essays on five issues that matter to high school students today. |
| 538 | ⊔ | ⊔ | ‡aMode of access: Internet. |
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| 700 | 1 | ⊔ | ‡aDurst, Russel K., ‡d1954- ‡eeditor. |
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