They Say, I Say: The Moves That Matter in Academic Writing

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‘They Say, I Say: The Moves That Matter in Academic Writing’: Rhetorical Analysis
In literary terms there exists variety of well-structured strategies both literary and rhetoric devices that are instrumental in achieving the author's goal. Rhetoric analysis refers to a multidimension process that gives credit the success of the author in matter relational to persuading, informing, or entertaining their audience. For both modern and historic texts, there are plenty of writing strategies. Notably, the latter will require analyzing the author's persuasive techniques revolving around words and phrases carefully created and chosen by the authors in an attempt to achieve efficiency within the readers mind (Birkenstein and Graff 22). With close reference to rhetoric analysis strategies such as ethos, pathos and logos are deemed useful. However, to get an in-depth understanding of the rhetoric analysis, there is need to incorporated rhetoric analysis of the text' Rhetoric Analysis of 'They Say, I Say: The Moves That Matter in Academic Writing' by Gerald Graff And Cathy Birkenstein.
They say/ I say is a short book that consists of templates that instrumentally dissect matters concerning the correlation between academic writing and dialogue. It points out clearly how academic writing ought to incorporate dialogue. To achieve this, the book has been summarized clearly.
For us, the effective academic writing…., summarizing their views in a way that they will recognize, and respond with our own ideas in-kind" (Birkenstein and Graff 22). This book offers several templates, and as such, its central rationality of I say/They Say is aimed at facilitating learners and even writers so that they can make good use of such templates when it comes to writing their own structures (Birkenstein and Graff 22). This is a clear implication that a book does persuade learners to practice in such a manner that they get adapted to the book's templates tied to specific contents, disciplines, and any related material at hand. As a matter of fact, Graff and Birkenstein allude that people need to get themselves engaged in learning. Graff and Birkenstein, in almost the entire book, have used several chapters. The first section of the book brings to the attention of models and templates that help present other people's viewpoints and how they react over the same (Birkenstein and Graff 22). The text clearly states that few models are not significant in introducing standards views, as many people will argue without getting a solution. Most importantly, the twist of events and general gist can be termed as magnificent as it contains excellent and well-structured examples of great importance for both students and career scholars.
In chapter two, there is much enthusiasm created as the authors employ an element and art of summarizing. They heavily rely on such summaries to educate learners on applying knowledge learned from this book to write rhetoric precis and synthetic notes (Birkenstein and Graff 22). Additionally, this chapter is more important as it educates and informs learners with templates that enable them to get skilled and equipped with solid summaries. Central to summariz...