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Journal Article
Pedagogy (2008) 8 (2): 363–368.
Published: 01 April 2008
...Laura M. Grow © 2008 by Duke University Press 2008 They Say, I Say: The Moves That Matter in Academic Writing . By Gerald Graff and Cathy Birkenstein. New York: W. W. Norton, 2006. Reviews
Roundtable
They Say, I Say: The Moves...
Journal Article
Pedagogy (2008) 8 (2): 369–373.
Published: 01 April 2008
...Phyllis Benay 2008 They Say, I Say: The Moves That Matter in Academic Writing . By Gerald Graff and Cathy Birkenstein. New York: W. W. Norton, 2006. Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. 2003 . The Craft of Research. 2nd ed. Chicago: Chicago University...
Journal Article
Pedagogy (2023) 23 (1): 147–171.
Published: 01 January 2023
... if it's in anticipation of some kind of pushback, or [someone] saying, “Those aren't real, solid, concrete—Those are rather ‘fluffy’ goals, or processes of achieving those goals”? Tracy: Yeah. Or, cliché? Others: Mhmm. Tracy's apparently unintentional reproduction of the point of cultural conflict...
Journal Article
Pedagogy (2004) 4 (2): 300–304.
Published: 01 April 2004
... of the subject matter
itself—presents a surprisingly accurate picture of nonfiction’s place.
Variation 3.
“Tell me, what is it you plan to do / with your one wild and precious life?”
In a blurb on the dust jacket of This Cold Heaven, Andrea Barrett says that
this book by Gretel Ehrlich is “by turns...
Journal Article
Pedagogy (2004) 4 (2): 300–304.
Published: 01 April 2004
..., what is it you plan to do / with your one wild and precious life? In a blurb on the dust jacket of This Cold Heaven, Andrea Barrett says that this book by Gretel Ehrlich is by turns travelogue, history, biography, mem- oir, and lyrical celebration. Honey from Stone by Chet Raymo is usually cata...
Journal Article
Pedagogy (2018) 18 (1): 174–180.
Published: 01 January 2018
... that invite students to engage with texts and ideas in multiple ways—digital, oral and nonverbal, and visual, as well as through writing—can make our classrooms and academic conversations more accessible and inclusive. Often our students struggle with not what to say but how to say it in an academic register...
Journal Article
Pedagogy (2023) 23 (3): 529–539.
Published: 01 October 2023
...Aaron Colton Abstract Recent advocates of postcritique urge scholars not to read texts suspiciously but instead to regard texts as capable of saying what they mean and, accordingly, to take those meanings seriously. While a suspicious disposition underlies much of introductory composition pedagogy...
Journal Article
Pedagogy (2010) 10 (2): 407–424.
Published: 01 April 2010
... another. Though some deem writing by Erving Goffman, Roland Barthes, and Jacques Derrida, however important for understanding current critical debates, too difficult for entering students, let alone their instructors, Dizard says Text Book “teaches well.” Quoting from student papers for proof, Dizard...
Journal Article
Pedagogy (2012) 12 (3): 544–549.
Published: 01 October 2012
... themes built on varied degrees of explicitly ideological content, Sponenberg concludes that a less politicized theme allows students more room to explore controversial subjects on their own terms because they feel less anxiety about “saying the wrong thing” than they experienced when responding to overt...
Journal Article
Pedagogy (2009) 9 (3): 555–561.
Published: 01 October 2009
...) explain and respond to what Thoreau might say about the U.S. Department of Labor's most recent table of average annual expenditures and characteristics from the Consumer Expenditure Survey. This assignment trades away one of the few opportunities that many students have to engage in literary criticism...
Journal Article
Pedagogy (2014) 14 (3): 455–473.
Published: 01 October 2014
... of ‘They Say/I Say: The Moves that Matter in Academic Writing .”’ Pedagogy 8.2 : 369 – 73 . Birkenstein Cathy . 2010 . “ Reconsiderations: We Got the Wrong Gal: The ‘Bad’ Academic Writing of Judith Butler .” College English 72.3 : 269 – 83 . Booth Wayne C. 1979 . Critical...
Journal Article
Pedagogy (2017) 17 (3): 563–569.
Published: 01 October 2017
...-
ging into Literature: Strategies for Reading, Analysis, and Writing (2016) by
Joanna Wolfe and Wilder are significant contributions to pedagogical content
knowledge in literary studies, doing for us what Clueless in Academe (G r a ff
2004) and They Say/I Say: The Moves That Matter in Academic...
Journal Article
Pedagogy (2010) 10 (3): 491–509.
Published: 01 October 2010
... of Rhetoric . New York: State University of New York Press. The Heat of Composition
Heather Palmer
Not to want to say, not to know what you want to say, not to be able to say what you
think you want to say, and never to stop saying, or hardly ever, that is the thing to
keep in mind, even...
Journal Article
Pedagogy (2004) 4 (3): 419–437.
Published: 01 October 2004
... to imagine alternatives to their point of view, in the third they often feel they do not have enough freedom, given all these other out- looks, to produce a worthwhile argument of their own. Now they must com- pete with other authors who are, on the whole, more learned and eloquent than they to say something...
Journal Article
Pedagogy (2004) 4 (3): 438–460.
Published: 01 October 2004
... they to say something important, interesting, and original about Hem- ingway s book. At the start of the unit, students often feel overwhelmed by the criticism, and more than a few lament that they cannot say anything about the novel that the critics have not already said. They believe, in other words...
Journal Article
Pedagogy (2005) 5 (1): 19–36.
Published: 01 January 2005
... should be befuddled about why you pursue gradu- ate studies in English, but that, if you are now engaged in that pursuit, you must not know what you re doing, or else you wouldn t be doing it. In saying this I mean, or think I mean with Lacan I can never be sure to illuminate something like the fruitful...
Journal Article
Pedagogy (2003) 3 (3): 441–450.
Published: 01 October 2003
... has amounted to by now is more, of course, than I can say, although the running subtotal of it must travel with me each time I step to the lectern or lean across the seminar table. The point to make here is unpunctually twofold: when Empson etched his mark on my undergraduate brain, his quizzical...
Journal Article
Pedagogy (2005) 5 (1): 97–101.
Published: 01 January 2005
... specialized knowledge. I m not saying I expect the essay to sound like the latest monograph by Wai-chee Dimock, but I am saying I d like my students to pursue their real problems in ways that suggest this is after all a fi eld of inquiry for which the special training we off er is worth something. So clearly...
Journal Article
Pedagogy (2005) 5 (1): 102–104.
Published: 01 January 2005
... specialized knowledge. I m not saying I expect the essay to sound like the latest monograph by Wai-chee Dimock, but I am saying I d like my students to pursue their real problems in ways that suggest this is after all a fi eld of inquiry for which the special training we off er is worth something. So clearly...
Journal Article
Pedagogy (2005) 5 (1): 105–107.
Published: 01 January 2005
... specialized knowledge. I m not saying I expect the essay to sound like the latest monograph by Wai-chee Dimock, but I am saying I d like my students to pursue their real problems in ways that suggest this is after all a fi eld of inquiry for which the special training we off er is worth something. So clearly...
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