Nicks Contentious View

 In reading the seventh chapter of They Say, I Say, "Saying Why It Matters", readers learned the benefits of making writing seem detrimental to the audience and how it relates to the level in which your literature can push a premise. Throughout the chapter, Gerald Graff and Cathy Birkenstein give numerous examples of how when the author is able to effectively exaggerate their topic, readers will not only be more engaged but will likely set aside prior biases against the authors' perspective. That said, several templates were given to better guide our academic writing towards an effective elaboration on topics that need to be shown have importance to the reader. Among the ones listed, the vast majority seemed quite formal, unlike previous templates which offered informal application. Nonetheless, in the academic environment which I'm accustomed to writing under, there's rarely a need to implement informal writing techniques, which works to my advantage here. Conclu...

 As a part of the Gerald Graffs' and Cathy Birkensteins' They Say, I Say , chapter five reviewed the ways in which authors and readers alike can properly distinguish the notion being pressed within the text. More specifically, how to address the perspective in which the author is taking in regards to a point. That said, the chapter provided both templates as well as hints as to determine how the typical writer goes about stating opinions and how to best decide their sources (or lack of). Additionally, we reviewed how while an opinion can be made known, it can also be done nonchalantly as to not raise an immediate objection to your premise. Finally, to properly utilize what was taught, we were instructed to take part in two exercises which reviewed the way in which the author signaled certain sources of writing and how our own writing could be made better by implementing these strategies. The latter of which, we would have to refer to a previous essay of our own to determine the...

As for chapter four of They Say, I Say , "Yes/No/Okay/But, there was a lecture regarding the psychological fears which many writers withhold when writing an argumentative piece. That said, this topic aligns well with AP Seminar in that throughout the course, we have and will focus strictly on how to present an argument efficiently. While this may be the premise of both the book and the course being taken, this chapter has felt like an accurate summary as to what we've learned and are yet to learn. The latter of which is being done better by referring to the templates within the book as we progress through new lessons. Nonetheless, I found this chapter untimely as much of its content would've been excellently applied to my first argumentative essay. In respect to the work which we are responsible for, we were instructed to complete both exercises which regarded how to properly introduce a statement which either agrees, disagrees, or both. The first of which required us to r...

 Throughout chapter three, "As He Himself Puts It", Gerald Graff as well as Cathy Birkenstein review the proper usage of quotations and under what circumstances they can be utilized in. Most notably, they explain and give light into how an author, including ourselves, may go about incorporating another author's ideas in order to further their original premise. That said, the number of errors which can occur within this practice is boundless, in that by making one mistake, the rest of your work may be discredited. Nonetheless, both Gerald Graff and Cathy Birkenstein reviewed the proper introduction and conclusion which can be drawn from external resources. As for what us, the readers, were responsible for, we were to complete two exercises that reviewed the proper (and improper) ways in which authors implement others' writing within their own. Both exercises are listed, answered, and explained below:  Exercise 1.) The intent of exercise one was to expose our current kn...