PB2B - They Say I Say They All Say for...Ice...Nevermind

In the world of writing, each writer has 'moves' that lure his or her audience towards their article and creates the response that they desire. The process of searching and analyzing for these moves becomes easier as a reader learns how to "Read Like a Writer [because they] work to identify some of the choices the author made so that [they] can better understand how such choices might arise in [their] own writing" (Bunn 72). The more observation there is put into one action or activity, the more likely each observer will adapt and grow within that field. With that being said, the collection of readings that we have discussed these past four weeks are to be analyzed through two different lenses--one being They Say, I Say with Readings by Gerald Graff, Cathy Birkenstein, and Russel Durst, and the other being my own.

They Say, I Say 

1. Capturing Authorial Action - "In an article called 'The Rhetorical Situation,' Lloyd Blitzer argues that there are three parts to understanding the context of a rhetorical moment..." (Carroll 59).

2. Conclusion - "As a result, I decided to make this essay a mix of personal anecdotes, examples, and voices from teachers of writing" (Dirk 19).

3. Contrast & 4. Comparison - "But if we hold off criticism or revising for a while, we can build a safe place for generative thinking or writing. Similarly, if we devote certain times to wholehearted critical thinking or revising, we can be more acute and powerful in our critical assessment" (Elbow 53).

5. Example - "In the end you will have to decide what is and what isn't appropriate for your blog. For example, if you start blogging in your class and a classmate comments in disagreement with you, what will be the fallout of deciding to delete or ignore the comment?" (Reid 48).

• Because these list of moves in They Say I Say were quite general, one can assume that the purpose the writers had for these readings were mainly to inform. The moves that I chose to point out are mostly conventions of the essay genre, and they are used mainly to help the article with its specific argument rather than creating its own voice.

A La Santos

Now, following the analysis of five moves from five different writers, I will shift the lens from They Say, I Say to my own lens and one writer: Janet Boyd. Her article, "Murder! (Rhetorically Speaking)" contains various moves that create her voice and style while also receiving a positive reaction from her audience.

1. Breaking the Fourth Wall - At firsthand, Boyd writes in the I/you point of view, This automatically connects the reader and the writer as if the writer is truly speaking to the reader. Additionally, Boyd asks multiple questions to the reader as if they can answer; this makes the reader truly think about Boyd's writing and the point she is trying to get across with the article.

For example, she closes the article with "More importantly, you can now see that when I told you at the beginning that you are already in possession of the rhetorical skills necessary for mastering the genre of academic writing and that you need only apply them, I wasn't just feeding you a bunch of bull" (Boyd 96). Because of the personal connection and the lighthearted closing, the reader will feel a trust in Boyd's writing and believe her argument.

2. Bullet Point Mania - In the essay, Boyd inserts a bullet-point list on the third page. This not only creates a varying writing structure aesthetically, but emphasizes the importance of the points that she jots down. When looking at these points, one can see that this list is rhetorical questions. This ongoing list of rhetorical questions as bullet points makes the list seem important as well as easy to read since each different topic is separated.

3. A Little Breather - One unique move that Boyd makes quite often is breaking bunches of paragraphs into sections, and giving that section a title. Not only does it organize the reading and allow the reader to concentrate on one topic rather than multiple, but also gives the reader a break. It is important to not overbear the readers with too much text. Even breaking up into simple paragraphs is better than one long paragraph.

4. Italicized Content - Italicized words are often used for emphasis, titles, etc. However, in this article, Boyd uses italicized words for a very strong purpose: key terms. Aside from a few titles, Boyd mainly italicizes terms that the readers ought to know--like jargon or slang, and even hyperbole--to name a few. This quick move is to both stress the importance of understanding the concept and meaning of these terms and to let the reader understand that she did not just toss those words in there to have a higher vocabulary; there is a purpose for those italicized words.

5. Anecdote - In the very beginning of the article, Boyd inserts a personal anecdote (or short story) explaining her experience with her first college class. Using this move personalizes the text and allows the reader to trust the writer because she appears more "legitimate" and "real" than a writer who gets straight to the point. One important thing about this move, though, is the fact that Boyd only used it once. The less one uses a move, the more powerful it becomes--as seen with this one.

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By observing the moves pursued by various writers, and analyzing various moves in one article, one can understand that an author's moves help their articles have a kick to it. If it were not for these various elements, big or small, writers may spew out their content but not have enough creativity inside to lure their audience. Each piece of work--academic, fiction, persuasive--needs moves. Without moves, a writer would remain still--literally.