MARC Record from harvard_bibliographic_metadata

LEADER: 05746cam a2200409 a 4500
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008 110920s2012 nyua bf 001 0 eng
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040 $aDLC$beng$cDLC$dOCO$dCDX$dYDXCP$dDGN$dEDK$dNNG
042 $apcc
050 00 $aPE1431$b.G73 2012
082 00 $a808/.042$223
100 1 $aGraff, Gerald.
245 10 $a"They say/I say" :$bthe moves that matter in academic writing : with readings /$cGerald Graff, Cathy Birkenstein, Russel Durst.
250 $a2nd ed.
260 $aNew York :$bW.W. Norton & Co.,$cc2012.
300 $axxix, 701 p. :$bill. ;$c19 cm.
504 $aIncludes bibliographical references and index.
505 00 $tPreface --$tPreface to "They Say/I Say" --$tIntroduction: Entering the conversation --$gPart 1:$t"They Say": --$g1:$t"They say": Starting with what others are saying --$g2:$t"Her point is": Art of summarizing --$g3:$t"As he himself puts it": The art of quoting --$gPart 2:$t"I Say" --$g4:$t"Yes / no / okay, but": Three ways to respond --$g5:$t"And yet": Distinguishing what you say from what they say --$g6:$t"Skeptics may object": Planting a naysayer in your text --$g7:$t"So what? Who cares?": Saying why it matters --$gPart 3:$tTying It All Together: --$g8:$t"As a result": Connecting the parts --$g9:$t"Ain't so/Is not": Academic writing doesn't always mean setting aside your own voice --$g10:$t"But don't get me wrong": The art of metacommentary --$gPart 4:$tEntering the Conversation: --$g11:$t"I take your point": Entering class discussions --$g12:$t"What's motivating this writer?": Reading for the conversation --$g13:$t"Analyze this": Writing in the social sciences /$rErin Ackerman --$tReadings: --$g14:$tIs higher education worth the price? --$tAre colleges worth the price of admission? /$rAndrew Hacker and Claudia Dreifus --$tThe new liberal arts /$rSanford J. Ungar --$tKenyon commencement speech /$rDavid Foster Wallace --$tTwo years are better than four /$rLiz Addison --$tWhy do you think they're called for-profit colleges? /$rKevin Carey --$tAre too many people going to college? /$rCharles Murray --$tBlue-collar brilliance /$rMike Rose --$tA lifetime of student debt? Not likely /$rRobin Wilson --
505 00 $g15:$tIs pop culture actually good for you? --$tWatching TV makes you smarter /$rSteven Johnson --$tThinking outside the idiot box /$rDana Stevens --$tFamily Guy and Freud /$rAntonia Peacocke --$tSmall change: why the revolution will not be tweeted /$rMalcolm Gladwell --$tReforming Egypt in 140 characters? /$rDennis Baron --$t2b or not 2b? /$rDavid Crystal --$tThe I.M.s of Romeo and Juliet /$rRoz Chast --$tExtra lives: Why video games matter /$rTom Bissell --$tThe good, the bad, and the Daily show /$rJason Zinser --$tHidden intellectualism /$rGerald Graff --$g16:$tIs fast food the new tobacco? --$tDon't blame the eater /$rDavid Zincenko --$tWhat you eat is your business /$rRadley Balko --$tJunking junk food /$rJudith Warner --$tKentucky town of Manchester illustrates national obesity crisis /$rWil Haygood --$tRemarks to the NAACP /$rMichelle Obama --$tEscape from the western diet /$rMichael Pollan --
505 00 $tFood as thought: Resisting the moralization of eating /$rMary Maxfield --$tFat is a feminist issue /$rSusie Orbach --$tHaving it his way: the construction of masculinity in fast-food TV advertising /$rCarrie Packwood Freeman and Debra Merskin --$g17:$tWhy does it matter who wins the big game? --$tChampion of the world /$rMaya Angelou --$tWhy sports matter /$rWilfrid Sheed --$tWomen who hit very hard and how they've changed tennis /$rMichael Kimmelman --$tIn defense of cheering /$rJennie Yabroff --$tHow I learned to love football /$rFelisa Rogers --$tMove over boys, make room in the crease /$rSara Maratta --$tWe, the public, place the best athletes on pedestals /$rWilliam Moller --$tCheating and CHEATING /$rJoe Posnanski --$g18:$tWhat's up with the American dream? --$tHiding from reality /$rBob Herbert --$tIs the American dream over? /$rCal Thomas --$tThe American dream: dead, alive, or on hold? /$rBrandon King --
505 00 $tIncome inequality: too big to ignore /$rRobert H. Frank --$tConfronting inequality /$rPaul Krugman --$tUp against Wal-Mart /$rKaren Olsson --$tProgressive Wal-Mart. Really /$rSebastian Mallaby --$tPredatory lending and the devouring of the American dream /$rConstance M. Ruzich and A. J. Grant --$tA more perfect union /$rBarack Obama --$tPermissions, acknowledgments --$tAcknowledgments --$tIndex of templates --$tIndex of authors and titles.
520 $aOverview: They 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 Second Edition includes an anthology of 44 readings that will provoke students to think-and write-about five important issues, including two new ones: Is Higher Education Worth the Price? and Why Does It Matter Who Wins the Big Game?
650 0 $aEnglish language$xRhetoric$vHandbooks, manuals, etc.
650 0 $aPersuasion (Rhetoric)$vHandbooks, manuals, etc.
650 0 $aReport writing$vHandbooks, manuals, etc.
650 0 $aAcademic writing$vHandbooks, manuals, etc.
650 0 $aCollege readers.
700 1 $aBirkenstein, Cathy.
700 1 $aDurst, Russel K.,$d1954-
988 $a20120803
049 $aHMGG
906 $0DLC