Part 1: Templates
The same structure
of arguments can be found throughout many pieces of writing because they help improve
the flow of the paper and create a more sound argument for the writer. In They Say, I Say (TSIS), there are featured templates for
structuring different types of arguments, and although they are all not
identical, they follow a similar setup across many papers. In the sources “Why
Blog?” and “Navigating Genres”, we see different instances of the same set-up
that all work to help uphold the author’s points.
To begin, in “Navigating Genres” by Kerry
Dirk, the templates presented in TSIS
can be found throughout the text. Many of these quotes aren’t exact copies or
identical to the prompt entirely, but they still follow the same structure and
serve the same purpose. To begin, the explaining quotes templates in TSIS
focuses on ways of elaborating on quotations. Dirk uses this template multiple
times on pages 252, 253, and 254 where she writes such sentences as “In other
words, Bitzer is saying that when something…” (252). This allows Dirk to
clarify what she is trying to say, and clear up any misconceptions that may
have occurred while also continuing to build on her argument at the same time. Another
template Dirk follows is the capturing authorial action. This is used on page 255 where Dirk writes,
“Devitt points out …” and then proceeds to speak about genres and their
different types. This has a different from purpose from explaining quotes,
because rather than just explain a quote, Dirk goes deeper and analyzes the
quote she was using.
The
article of “Why Blog?” by Alex Reid also follows many of the templates that are
covered in TSIS. Firstly, the Introducing of Standard Views that was covered in
TSIS is also used in “Why Blog?” as Reid begins the article by stating, “As
Malcolm Gladwell and others have observed…” (302). This allows Reid to state his idea right off
the bat and be direct with the reader. Another template followed by Reid is the
Establishing Why Claims Matter, which Reid uses on page 319. He begins with
“And though blogging may not ultimately…” where he continues to go on and
support his claim of blogging and why it should be performed. This helps him
sum up his argument and present a final push of ideas to help sway the reader
before the article is finished. Lastly, Reid uses the templates of making
concessions while still standing your ground where he writes about commenting
and first mentions commenting, and then later goes on to say, “Of course,
comments also have their drawbacks” (319). Reid uses this as a way to present a
topic along with its downsides to show the reader that his view is not perfect,
but should be the right choice.
Part 2: The Slides (moves) of Joe
When looking
closely into specific readings and actually reading like a writer, we see how
writers of all skill levels are able to effectively (or ineffectively)
communicate their argument to the audience. In the sources “Shitty First Draft”
and “So What? Who Cares?”, we can see
the moves each author uses to help support their argument and get their point
across.
To
begin, we see in “Shitty First Draft”, the title itself is a move done by the
author to help improve the article. I like to call this “The Informality” which
can be anything from profanity, to an inappropriate joke, to anything that
isn’t normally said inside the classroom. This is effective here, because most
people use fowl language and curse, so this automatically draws a reader in,
and creates a relationship that goes beyond the page. Another move that Lamott
makes is what I like to call “The Chisel”, in which Lamott takes the pedestal
that readers sometimes place authors on, and begins to break it down. She
mentions her time writing for a newspaper and how it probably caused a couple readers
to cancel subscriptions. Although this joke is probably not true, it makes the
author seem down to earth and relatable anyways. This is effective because it helps
to show that writing is difficult for everyone and is a process that takes time
even for our favorite authors.
In
the article “So What? Who Cares?”, we see the move which I like to call
“Reaching Out” which involves the author knowing the intended audience and
relating specific events inside the reading to the audience so that the
audience can relate more to the author. Knowing this chapter is mostly for
educational purposes and mostly students will be reading it, the author effectively
relates the topic to students and lectures, connecting with most of the
audience. This allows the reader to have a more ‘at-home’ analogy since they
experience lectures regularly. Secondly, this article uses the same move as
TSIS, which is “The Set-Up”. When using the Set-Up, an author provides
templates or outlines for the reader that allows the reader to see how to
set-up the technique that the author is describing. This has the potential to
help sway readers into finding the information presented in the article more
useful which means they may follow what the author is saying more closely than
before. Lastly, the move of establishing headers is performed throughout. This can
be called “Headers” (clever title, I know), which is the act of sectioning off
the paper with subtitles to help establish the flow of the paper and present
specific topics for each section. This is effective because it not only helps
the reader know what each section is trying to focus on, but it provides a
break from the monotony of paragraphs. In the end, moves can be the smallest of
word choices, to the way a paper is set up, but each move must be calculated and
must help support the argument in the end.
