They Say I Say High School Edition

They Say / I Say: High School Edition - Mastering Academic Writing

Academic writing can feel like navigating a complex conversation where you're not quite sure when to speak, what to say, or how to respond. On top of that, this is where "They Say / I Say: The Moves That Matter in Academic Writing" High School Edition becomes an invaluable resource for students. Co-authored by Gerald Graff and Cathy Birkenstein, this guide demystifies the process of entering academic discourse by providing practical templates and strategies that help high school students understand how to engage with existing ideas while developing their own voice It's one of those things that adds up..

Understanding the Core Concept

The fundamental premise of "They Say / I Say" is that academic writing is fundamentally about entering ongoing conversations. Think about it: every field has its established discussions, debates, and controversies. Effective writers don't just present their ideas in isolation; they position their arguments in relation to what others have said.

"They Say" represents the existing conversation—the arguments, evidence, and perspectives that have already been presented on a topic. This could be the findings of researchers, the opinions of critics, or the prevailing wisdom in a particular field No workaround needed..

"I Say" represents your contribution to that conversation—your analysis, interpretation, or counterargument that builds upon or challenges what "they say."

The brilliance of this approach lies in its simplicity. By explicitly teaching students to identify what others are saying and then articulate their own position in relation to those ideas, the book provides a clear framework for academic writing that many students find intuitive once they grasp the concept And that's really what it comes down to..

Why This Approach Matters for High School Students

High school students often struggle with academic writing because they view it as a solitary activity rather than a dialogue. They may feel intimidated by established authorities or unsure how to position their own ideas alongside those of experts. "They Say / I Say" addresses these challenges directly:

1. Demystifies Academic Expectations: The book reveals that academic writing isn't about being completely original but about entering existing conversations in meaningful ways It's one of those things that adds up..

2. Provides Concrete Templates: Rather than abstract advice, the book offers specific templates that students can adapt to various writing situations Still holds up..

3. Builds Confidence: By showing students that their ideas matter and can contribute to ongoing discussions, the approach helps build writing confidence.

4. Develops Critical Thinking: The process of engaging with others' ideas naturally encourages deeper analysis and critical thinking.

Key Templates and Moves

The heart of "They Say / I Say" lies in its practical templates that help students structure their arguments. Some of the most valuable templates for high school students include:

Introducing What "They Say"

• "In their recent article, [Author] argues that..."
• "A common misconception is that..."
• "It has become common today to assume that..."
• "In discussions of [topic], a controversial issue has been whether..."

Making Your Own Claim

• "My view, however, is that..."
• "I have come to believe that..."
• "I agree that [they say], but I would add that..."
• "While [they say] has some merit, it fails to consider..."

Agreeing and Disagreeing

• "I agree with [Author] that..."
• "I disagree with [Author] because..."
• "While I agree with [Author] on [point], I cannot accept his conclusion that..."
• "Although I concede that [they say], I still maintain that..."

Connecting the Parts

• "The evidence suggests otherwise."
• "This view doesn't account for..."
• "These conclusions, however, turn out to be questionable because..."
• "The real issue is whether..."

These templates serve as starting points that students can adapt to their own writing style and voice, providing structure without stifling creativity.

Practical Applications in High School Writing

The "They Say / I Say" approach can be applied across various high school writing assignments:

Argumentative Essays

When writing an argumentative essay, students can use the templates to:

1. Introduce the existing debate on their topic
2. Present their position in relation to this debate
3. Support their position with evidence while acknowledging counterarguments

Worth pausing on this one Nothing fancy..

Research Papers

For research papers, the framework helps students:

1. Situate their research within existing scholarship
2. Identify gaps or disagreements in the literature
3. Position their findings as contributing to resolving these gaps

Literary Analysis

In literary analysis, students can:

1. And identify critical interpretations of a text ("what they say")
2. Now, present their own reading of the text ("what I say")
3. Explain how their interpretation offers new insights or challenges established readings

Developing Academic Voice

One of the most valuable aspects of "They Say / I Say" is its focus on developing academic voice. Many high school students either mimic the language of their sources too closely or maintain a completely informal style. The book helps students find a balance by:

• Teaching attribution: Properly identifying when they're using others' words or ideas
• Encouraging synthesis: Combining multiple sources to create new insights
• Guiding transitions: Moving smoothly between what others have said and their own contributions
• Balancing evidence and analysis: Using sources to support rather than replace their own thinking

Addressing Common Challenges

While the "They Say / I Say" approach is powerful, students may encounter some challenges:

Over-reliance on Templates

Some students may become too dependent on the templates, resulting in formulaic writing. The solution is to use templates as training wheels that gradually become internalized as students develop their own writing style And it works..

Finding Relevant "They Say"

Identifying appropriate sources and arguments to engage with can be difficult. Students should be encouraged to:

• Start with credible, age-appropriate sources
• Look for points of genuine controversy or debate
• Focus on ideas that genuinely interest them
• Consult teachers and librarians for guidance

Balancing Multiple Perspectives

Engaging with multiple viewpoints can become overwhelming. Students should be taught to:

• Identify the most significant positions in a debate
• Group similar arguments together
• Focus on the most compelling counterarguments to address
• Use templates to help organize these different perspectives

People argue about this. Here's where I land on it.

The Long-Term Benefits

Mastering the "They Say / I Say" approach provides benefits that extend far beyond high school:

• College Readiness: The transition to college writing is smoother for students who understand how to enter academic conversations.
• Critical Thinking Skills: The framework develops the ability to analyze, evaluate, and respond to complex ideas.
• Research Proficiency: Students learn how to effectively engage with sources rather than simply listing them.
• Confidence in Academic Settings: Understanding how academic discourse works reduces intimidation and increases participation.

Frequently Asked Questions

Q: Is "They Say / I Say" only for advanced writers? A: Not at all. The book is designed to be accessible to students at various skill levels, providing clear guidance that can grow with them.

Q: Won't using templates make my writing sound formulaic? A: When used appropriately, templates provide structure that helps organize complex ideas. As you become more comfortable, you'll adapt the templates to your own voice It's one of those things that adds up..

Q: How can I apply this approach to creative writing? A: Even in creative contexts, understanding how your work relates to existing genres, themes, or styles can enrich your creative

process. Understanding how your ideas build on or challenge what has come before—even in fiction or poetry—can deepen the resonance of your work No workaround needed..

Q: How long does it take to see improvement? A: Many students notice a shift in the clarity and confidence of their writing within just a few weeks of practicing the "They Say / I Say" moves. On the flip side, internalizing the habits of academic conversation is an ongoing process that improves with sustained practice across multiple assignments Still holds up..

Q: Can this approach be used outside of English classes? A: Absolutely. Whether students are writing lab reports in science, argumentative essays in history, or persuasive pitches in business courses, the core principle remains the same: acknowledge what others have said before adding your own voice Easy to understand, harder to ignore..

Bringing It All Together in the Classroom

Teachers who adopt the "They Say / I Say" framework often find that students begin to write with a sense of purpose that was previously missing. On the flip side, when students understand that their writing is part of a larger conversation, they take their contributions more seriously. Class discussions improve because students have already practiced engaging with opposing viewpoints on paper. Peer review sessions become more productive when students are equipped with the language to identify gaps in reasoning or underdeveloped responses.

A practical starting point for any teacher is to introduce students to a single "They Say" move—perhaps summarizing a source author's argument—before asking them to respond. Also, from there, layer in additional moves gradually: agreeing, disagreeing, uncovering assumptions, and proposing alternatives. Each new move builds on the last, and students gain momentum rather than feeling overwhelmed by a rigid formula.

Conclusion

The "They Say / I Say" approach succeeds because it speaks to a fundamental truth about writing: it does not happen in isolation. And every piece of thoughtful writing is a response to something—another writer's claim, a cultural debate, a lingering question. Which means by teaching students to recognize that context and to position their own ideas within it, this framework transforms writing from a solitary exercise into an act of meaningful participation. When students learn to listen before they speak, to summarize before they argue, and to engage honestly with perspectives they do not share, they become not just better writers but more thoughtful, articulate members of the communities they will one day lead.