Questions and Answers
What does a writer need to provide to give academic writing a point?
provide a thesis and indicate to which larger conversation that thesis is responding
What is the latest point to which a writer should delay explaining to what conversation he or she is responding in a short essay?
the second paragraph
How do Graff and Birkenstein suggest that a writer start with 'what others are saying'?
summarize what 'they say'
What do Graff and Birkenstein suggest writers should periodically do in academic writing?
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What two things do Graff and Birkenstein suggest you state together as a unit?
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What do Graff and Birkenstein suggest you delay in your essay?
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What common advice do Graff and Birkenstein's suggestion to summarize the views of others first appear to be contradicting?
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What are five ways that Graff and Birkenstein list that a writer can indicate something about the arguments of others?
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What do Graff and Birkenstein say is an added benefit of summarizing others' views as soon as you can?
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Is beginning with a summary of another's viewpoint the only way to begin a piece of writing?
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If a writer uses another strategy for beginning his/her writing besides beginning with a summary of another's viewpoint, what do Graff and Birkenstein suggest?
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What view of writing does Graff and Birkenstein's book challenge?
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What do Graff and Birkenstein call sentences that re-present the motivating 'they say' to the readers of your text?
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What do return sentences help ensure?
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Study Notes
Academic Writing Foundations
- A solid academic paper requires a clear thesis that connects to existing conversations in the field.
- Writers should reveal their conversational context by the second paragraph in shorter essays.
Engaging with Existing Conversations
- Writers are encouraged to start by summarizing contrasting viewpoints, encapsulated as "they say."
- Reminding readers of the broader conversation being engaged with is a key strategy throughout writing.
Positioning and Response
- Clearly establish both your position and the counterpoint being addressed simultaneously for effective discourse.
- Delay a deep exploration of opposing ideas until after establishing context.
Contradicting Common Advice
- Graff and Birkenstein challenge the conventional wisdom of leading with personal thesis statements, advocating for the introduction of others' views first.
Frameworks for Argument
- Writers can categorize others' arguments into five types: supporting, opposing, amending, complicating, or qualifying.
- Summarizing differing perspectives early helps clarify the topic at hand, creating a framework that guides the reader's understanding.
Diverse Opening Strategies
- It is permissible to start writing in ways other than summarizing other's viewpoints, but these openings must still lead directly to the view being addressed.
- Opening tactics should ensure a minimal gap to the main argument for coherent flow.
Misconceptions About Writing
- The traditional belief that effective writing consists solely of presenting one's own thoughts without acknowledging others is challenged.
- The importance of context and dialogue in writing is emphasized.
The Role of 'Return Sentences'
- 'Return sentences' are defined as sentences that reframe the motivating viewpoints for the reader.
- Such sentences help validate that the writer's argument is a response to existing perspectives, not just isolated observations.
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Description
This quiz explores essential principles of academic writing, focusing on developing a clear thesis and engaging with existing conversations in the field. It will cover strategies for effectively positioning your arguments while acknowledging counterpoints. Learn how to challenge conventional advice and categorize various viewpoints.
