They Say, I Say: The Moves that Matter in Academic Writing Exercises 1) Write a summary (3-5 sentences) about an issue you strongly protest and another summary (3-5 sentences) in which you strongly advocate the issue (same issue). Give both summaries to a classmate or two, and see if they can tell which position you really endorse. If you’ve succeeded, they won’t be able to tell. 2) Find a published piece of writing that quotes something that “they say.” How has the writer integrated the quotation into his or her own text? How has he or she introduced the quotation, and what, if anything, has the writer said to explain it and tie it to his or her own text? 3) Look at something you have written for one of your classes in which you have quoted sources (i.e. synthesis essay, research paper, or DBQ). How have you integrated the quotation into your own text? How have you introduced it? Explained what it means? Indicated how it relates to your text? In addition to answering these questions, if you haven’t done all of these things, revise your text to do so. 4) Look over something you’ve written that makes an argument (i.e. argument essays or research paper). Check to see if you’ve anticipated and responded to any objections. If not, revise your text do so. If so, have you anticipated all the likely objections? Who, if anyone, have you attributed the objections to? Have you represented the objections fairly? Have you answered them well enough, or do you now need to qualify your own argument? 5) Look over something you’ve written yourself. Do you indicate “so what?” and “who cares”? If not, revise your text to do so. You might use the following template to get started. My point here (that ________) should interest those who __________. Beyond this limited audience, however, my point should speak to anyone who cares about the larger issue of _____________. If you have done this successfully, provide your example of the “so what”/”who cares” factor.