Mastering academic writing isn't about staring at a blank page waiting for inspiration. It's about joining an ongoing conversation. The They Say I Say framework, developed by Gerald Graff and Cathy Birkenstein in their influential book They Say / I Say: The Moves That Matter in Academic Writing, provides a practical blueprint for structuring scholarly arguments. Instead of writing isolated paragraphs, you start by summarizing what others have said—the "they say"—before staking out your own position—the "I say".
This method bridges the gap between everyday conversation and formal academic discourse. It gives you structural scaffolding to handle complex topics, integrate source material, and respond to opposing viewpoints without losing your own voice. Whether you're drafting an undergraduate research paper or a graduate thesis, understanding these core rhetorical moves will transform how you build an argument.
The Core Concept: Entering the Conversation
Writing often fails when it lacks a point or exists in a vacuum. If you state a claim without showing why it matters or what views it challenges, readers won't know why they should care. The fundamental premise of this framework is that effective writing is inherently reactive and dialogic.
Think of an academic essay as joining a dinner party already in progress. When you arrive, you don't just blurt out a random statement. You listen to what people are discussing—what they are saying—and then you chime in to agree, disagree, or offer a nuanced twist. To see the bigger picture, we recommend the detailed article by The New York Times.
- The "They Say" Phase: Summarize conventional wisdom, a specific scholar's argument, or a prevailing cultural assumption.
- The "I Say" Phase: Introduce your own perspective, challenge the assumptions, or extend the research.
By anchoring your ideas to an existing discussion, you instantly give your writing direction and urgency. You show your instructor or reviewers that you understand the intellectual landscape of your field.
Essential Templates for the "They Say" Section
Beginning a paper is often the hardest part. Graff and Birkenstein provide sentence templates that help you articulate standard views or summarize sources smoothly. These aren't meant to restrict your creativity; they serve as training wheels to help you get started.
Introducing Standard Views
When you want to state what "they" (society, experts, or a specific author) believe, use frames that establish context:
- A standard view is that.
- Many people assume that.
- Conventional wisdom has it that.
- In discussions of [topic], a common assumption has been that.
Summarizing Author Perspectives
When referencing a specific text or author, avoid flat plot summaries or dry data dumps. Frame the summary around the author's overall argument:
- According to [Author], "[quote]".
- [Author] maintains that [claim].
- Writing in the journal [Journal Name], [Author] argues that.
- While [Author] concedes [point], they ultimately insist that.
Essential Templates for the "I Say" Section
Once you've established what others claim, it's time to make your move. You have three primary paths: disagreeing, agreeing, or doing a bit of both.
Disagreeing and Explaining Why
Disagreement in academic writing isn't just about saying "you're wrong." It requires showing why the opposing view is flawed, limited, or built on faulty assumptions.
- I think [Author] is mistaken because they overlook.
- [Author]'s claim that [claim] rests upon the questionable assumption that.
- While [Author] provides deep insight into [topic], they fail to address the deeper problem of.
- By focusing exclusively on [factor], [Author] ignores critical evidence regarding [factor].
Agreeing with a Difference
Agreeing with someone doesn't mean you have nothing new to add. You can agree while extending their argument into new territory or bringing in fresh evidence.
- I agree with [Author] that [point], but we need to push this analysis further by examining [new angle].
- [Author] is right on target regarding [point], a perspective that needs emphasizing because so many researchers ignore it.
- My own experience with [topic] confirms [Author]'s theory that [claim].
Agreeing and Disagreeing Simultaneously
Often, your view is complex and sits in the middle. You can grant certain points while pushing back against others.
- Although I agree with [Author] up to a point, I cannot accept their overarching conclusion that.
- My feelings on this issue are mixed. While I support [Author]'s view on [point], I find their claims about [point] unconvincing.
- On the one hand, I concede that [concession]. On the other hand, I still maintain that [core argument].
Structuring a Complete Academic Essay
Using these moves across an entire paper creates a logical flow that guides the reader naturally from introduction to conclusion.
- The Introduction: Hook the reader by stating the prevailing "they say" view or the current debate in your field. Pivot quickly to your "I say" thesis statement.
- Body Paragraphs (The Exchange): Alternate between summarizing supporting or opposing evidence ("they say") and evaluating, critiquing, or building upon it ("I say").
- Addressing Counterarguments: Dedicate a section to preemptively answering potential objections. Show that you've considered what critics might say against your thesis.
- The Conclusion (So What?): Answer the ultimate academic question: Who cares? Explain why your argument matters beyond the classroom and what broader implications it holds.
For a deeper dive into formal academic standards and formatting guidelines, you can consult the Purdue Online Writing Lab for general research paper structures.
Common Mistakes to Avoid
Even with great templates, student writers often stumble into a few predictable traps.
- The "Hit-and-Run" Quotation: Dropping a long quote into your paragraph without introducing it or explaining what it means. Always frame quotes with templates and unpack them afterward.
- Overusing Templates: Treating templates as a mad-lib rather than thinking through your logic. If every sentence follows the exact same mechanical structure, your writing will sound robotic. Mix up your phrasing.
- Ignoring Counter-Evidence: Pretending opposing views don't exist. Strong arguments get stronger by acknowledging and dismantling counterclaims.
- Vague Responses: Saying "I feel" or "I think" without backing up your intuition with textual evidence, logical analysis, or data.
To see how professional researchers structure critical responses, review open-access articles via the Directory of Open Access Journals to analyze how published authors engage with prior literature.
Frequently Asked Questions
Is it acceptable to use "I" in academic writing?
Yes. Modern academic writing increasingly welcomes the first-person pronoun, especially when you need to clearly distinguish your own ideas from those of other researchers. Using "I" prevents awkward passive constructions like "it is argued that" and keeps your stance explicit. Always check your instructor's specific preference first.
How do I avoid plagiarism when using these templates?
Templates only provide sentence structure; the content must come from your own synthesis and source attribution. Always include proper in-text citations (such as APA or MLA format) whenever you summarize, paraphrase, or quote another author's specific ideas.
What if I genuinely agree entirely with a source?
If you agree completely, focus your "I say" on extending the research. Show why the author's findings matter in a new context, apply their framework to a fresh example, or highlight an implication they didn't mention.
Can these templates be used in scientific and technical writing?
Yes. While sciences often rely on passive voice or strict objectivity, research papers in biology, psychology, and engineering still require a literature review section. In that section, you must summarize what previous studies found ("they say") and point out the gap your study fills ("I say").
