000			01500nam a2200217Ia 4500
005			20250730165054.0
008			250728s9999 xx 000 0 und d
020			_a978-0-39-92409-1
082			_aC 302.2244 G75t
100			_aGraff, Gerald
245		0	_aThey say/I say : the moves that matter in academic writing
250			_a1st ed.
260			_aNew York
260			_b W. W. Norton
260			_c2006
300			_axviii, 181 p.
520			_aEXPERIENCED WRITING INSTRUCTORS have long recog-nized that writing well means entering into conversation with others. Academic writing in particular calls upon writers not simply to express their own ideas, but to do so as a response to what others have said. The mission statement for the first-year writing program at our own university, for example, describes its goal as helping students enter a conversation about ideas. A similar statement by another program holds that intellec-tual writing is almost always composed in response to others' texts. These statements echo the ideas of rhetorical theorists like Kenneth Burke, Mikhail Bakhtin, and Wayne Booth as well as recent composition scholars like David Bartholomae, Patricia Bizzell, Peter Elbow, Joseph Harris, Andrea Lunsford, Elaine Maimon, Gary Olson, Tilly Warnock, Mike Rose, and others who argue that writing well means engaging the voices of others and letting them in turn engage us.
650			_aCommunication-written
700			_aBirkenstein, Cathy
942			_2ddc _cBK
999			_c435 _d435