They Say, I Say
1.After reading pages 1 through 16 of They Say, I Say, complete Exercise 2 on page 17(page 40 in the pdf)
2. complete Exercise #2 on page 29 at the end of the chapter. (page 51 on the pdf)
3.After reading chapter 7 in They Say, I Say, (page 112 in the PDF file) consider how writers address the “So what?” question. How do they make the reader care? To be successfully persuasive, writers need readers to understand why or how the issue being discussed is important.
Using any of the essays you have read for the course, or any essay on www.theysayiblog.com (Links to an external site.)
Complete the following:
First, list three (3) examples where a writer establishes the importance of the topic.
You can quote the line or lines where you see the writer doing this, or explain in your own words.
Next, in a few sentences explain why you chose that example.
List the name of the article, and the author’s name, but don’t worry about formal MLA style for this assignment.
4Chapter 2 (pages 32-46) of They Say, I Say, focuses on the importance of summary in academic writing. Chapter 1 focused on how it is important to respond to what others are saying about a topic, and summary gives you a way to quickly familiarize your reader what others say.
After reading Chapter 2 ( pages 32 – 46, if your book has page numbers; otherwise, look at the end of the chapter)They Say, I Say, complete any exercise at the end of the chapter, on pages 44-46.(page 65 of the PDF attached)
Post (or upload) your writing exercise here (if you choose #1 or #2 you do not need to show them to anyone. You can just submit them here). There is no specific length requirement, but respond to the exercise instructions as completely as you can.
5.Practice Textual Analysis – For Essay 3, you will be writing a textual analysis of an article (or articles) where the author argues a perspective. For this writing exercise, you will practice the technique of textual analysis on “Don’t Blame the Eater” by David Zinczenko.
Read through “Don’t Blame the Eater,” starting on pg. 199 in They Say, I Say and respond to the following as a group:
- Write a summary of Zinczenko’s essay “Don’t Blame the Eater” Make it as brief as possible — not more than a paragraph. Use verbs to explain/analyze what Zinczenko is doing in the essay (for example: argues, suggests, advocates, disagrees, demands, insists, admits, agrees, questions, etc. See the attached pdf for more verbs) Think about Zinczenko’s purpose in writing the article. Look at how the title indicates his purpose. (They Say)
- Next, list three examples that stand out to you as particularly effective, or not effective. Explain why you chose them. (You Say)
- Provide one (1) example each of Zinczenko using ethos, pathos, and logos. (They Say)
- Finally, evaluate — what do you think about Zinczenko’s essay? Do you agree with him? Is he convincing? Why or why not? (You Say)
- rst, read “All Words Matter: The Manipulation Behind ‘Black Lives Matter'” pages 312 –325 in They Say, I SayThen, respond to all of the following:Describe what you see as the thesis, or main point/claim of Coryell’s essay.Describe what you see as at least one opposing viewpoint that Coryell addresses.Mention what you think is the strongest, most persuasive example in her article, and explain whyMentionan example that you think is less convincing, and explain why.
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MLA
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