They Say, I Say: TEMPLATES FOR WRITING ABOUT RESEARCH

They Say, I Say (Graff, Birkenstein, and Durst, 2012) shows students that “writing well means entering a conversation, summarizing others
(they say) to set up one’s own argument (I say)” (xx). To help students accomplish this goal, they offer the following templates:

INTRODUCING WHAT “THEY SAY”

In discussions of __________, a controversial issue is whether __________. While some argue that __________, others contend that
__________. This is not to say that __________.
As a result of my study, __________.
On the one hand, __________. On the other hand, __________.
Author X contradicts herself. At the same time that she argues __________, she also implies __________.
I agree that __________, but this is not to say that __________.
Her argument that __________ is supported by new research showing that __________.
A number of scholars have recently suggested that __________.
It has become common today to dismiss __________.
In their recent work, X and Y have offered harsh critiques of __________ for __________.

INTRODUCING STANDARD VIEWS

Americans have always believed that __________.

Many Americans assume that __________.
Most scholars in the field believe __________.
Conventional wisdom has it that __________.
Common sense seems to dictate that __________.
The standard way of thinking about __________ has it that __________.
You would think that __________.
I have always believed that __________.
I used to think that __________.
Anyone familiar with __________ should agree that __________.

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 INTRODUCING ASSUMPTIONS

Although I should know better by now, I cannot help thinking that __________.
X has often given me the impression that __________.
One implication of X’s treatment of __________ is that __________.
X apparently assumes that __________.
While they rarely admit as such, __________ often take for granted that __________.
In conclusion, then, as I suggested earlier, defenders of __________ can’t have it both ways. Their assertion that __________ is
contradicted by their claim that __________.
X tells us a great deal about __________. But can this work be generalized to __________?

INTRODUCING ONGOING DEBATE

In discussions of __________, one controversial issue has been __________. On the one hand, __________ argues __________. On the
other hand, __________ contends __________. Others even maintain __________. My own view is __________.
In addressing the issue of __________, experts have considered several explanations for __________. X argues that __________.
According to Y and Z, another plausible explanation is __________.
When it comes to the topic of __________, most of us will readily agree that __________. Where this agreement usually ends, however, is
on the question of __________. Whereas some are convinced that __________, others maintain that __________.

INTRODUCING SUMMARIES AND QUOTATIONS

She advocates __________.

They celebrate the fact that __________.
He admits __________.
As the prominent __________ X puts it, “__________.”
According to X, “__________.”
In her book __________, X maintains that “__________.”
Writing in the journal __________, X complains that __________.

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 In X’s view, “__________.”
X disagrees when he writes, “__________.”
X complicates matters further when she writes, “__________.”
Basically, X is warning that __________.
In other words, X believes __________.
In making this comment, X urges us to __________.
X is corroborating the age-old adage that __________.
X’s point is that __________.
The essence of X’s argument is that __________.
What is the effect of __________ on __________? Previous work on __________ by X, Y, and Z supports __________.

WAYS OF RESPONDING: AGREEMENT

She argues __________, and I agree because __________.

I sympathize with __________, because __________.
X tells a story about __________ to make the point that __________. My own experience with __________ yields a point that is similar.
What I take away from my experience with __________ is __________. As a result, I conclude __________.
I agree that __________ because my experience at __________ confirms it.
I wholeheartedly endorse what X calls __________.
These conclusions, which X discusses in __________, add weight to the argument that __________.
X is right about __________ because, as she may not be aware, recent studies have shown that __________.
X’s theory of __________ is useful because it sheds light on the difficult problem of __________.
Those unfamiliar with this school of thought may be interested to know that it basically boils down to __________.
I agree that __________, a point that needs emphasizing since so many people still believe __________.
If group X is right that __________, as I think they are, then we need to reassess the popular assumption that __________.

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 WAYS OF RESPONDING: DISAGREEMENT

He says __________, and I disagree because __________.

X is mistaken because she overlooks __________.
X’s claim that __________ rests upon the questionable assumption that __________.
I disagree with X’s view that __________ because, as recent research has shown, __________.
X contradicts herself/can’t have it both ways. On the one hand, she argues __________. On the other hand, she also says __________.
X’s assertion that __________ doesn’t fit the facts.
X overlooks what I consider an important point about __________.
My own view is that what X insists is a __________ is in fact a __________.
By focusing on __________, X overlooks the deeper problem of __________.
I agree that __________, but that’s precisely why I oppose __________.
Of course some might object that __________. Although I concede that __________, I still maintain that __________.
X tells a story about __________ to make the point that __________. My own experience with __________ yields a point that is
different. What I take away from my experience with __________ is __________. As a result, I conclude __________.
Although some readers might think that this text is about __________, it is in fact about __________.
My view, however, contrary to what X has argued, is that __________.

WAYS OF RESPONDING: QUALIFIED AGREEMENT WITH A DIFFERENCE

He claims that __________, and I have mixed feelings about it. On the one hand, I agree that __________. On the other hand, I still
insist that __________.
Adding to X’s argument, I would point out that __________.
In recent discussions of __________, a controversial issue has been whether __________. On the one hand, some argue that
__________. From this perspective, __________. On the other hand, however, others argue that __________. In the words of
__________, one of this view’s main proponents, “__________.” According to this view, __________. In sum, then, the issue is whether
__________ or __________. My own view is that __________. Though I concede that __________, I still maintain that __________.
For example, __________. Although some might object that __________, I would reply that __________. The issue is important because
__________.

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 X tells a story about __________ to make the point that __________. My own experience with __________ yields a point that is both
similar and different. What I take away from my experience with __________ is __________. As a result, I conclude __________.
Although I agree with X that __________, I cannot accept his conclusion that __________.
Although I agree with X that __________, I cannot accept his overriding assumption that __________.
Although I disagree with X’s claim that __________, I fully endorse his final conclusion that __________.
Though I concede that __________, I still insist that __________.
X is right that __________, but she seems on more dubious ground when she claims that __________.
While X is probably wrong when she claims that __________, she is right that __________.
Whereas X provides ample evidence that __________, Y and Z’s research on __________ and __________ convinces me that
__________ instead.
My feelings on the issue are mixed. I do support X’s position that __________, but I find Y’s argument about __________ and Z’s
research about __________ to be equally persuasive.
Experts studying __________ have argued that it is caused by __________. While __________ contributes to the problem, __________
is also an important factor.
Studies of __________ have indicated __________. It is not clear, however, that this conclusion applies to __________.

ENTERTAINING OBJECTIONS

At this point I would like to raise some possible objections; first, I could be accused of ignoring __________.
Some readers may challenge my views by insisting that __________.
Of course, many will probably disagree on the grounds that __________.
Here many __________ would probably object that __________.
Supporters of __________ would certainly take issue with the argument that __________.
Experts in __________ may want to question whether __________.
Followers/critics will probably suggest otherwise and argue that __________.
Although not all __________ think alike, some of them will probably dispute my claim that __________.
Participants in __________ are so diverse in their views that it’s hard to generalize about them, but some are likely to object on the
grounds that __________.
Yet is it necessarily true that __________? Is it always the case, as I have been suggesting, that __________?

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 However, does the evidence I’ve cited prove conclusively that __________?
Some might say that I am reading the research selectively in concluding that __________.
Although I grant that __________, I still maintain that __________.
Proponents of X are right to argue that __________. But they exaggerate when they claim that __________.
While it is true that __________, it does not necessarily follow that __________.
__________ might object that __________.
Is my claim realistic? I have argued that __________, but readers may question __________.
My explanation accounts for __________ but does not explain __________. This is because __________.

“SO WHAT” ARGUMENT: WHY IT MATTERS

__________ used to think __________. But recently, experts suggest that __________.
This distinction is important because __________.
This interpretation challenges the work of those critics who have long assumed that __________.
These findings challenge the work of earlier researchers, who tended to assume that __________.
Recent studies like these shed new light on __________, which previous studies had not addressed.
These findings challenge the assumption that __________.
At first glance, you might assume __________. But on closer inspection, __________.
__________ is important because __________.
Although X may seem trivial, it is in fact crucial in terms of the concern over __________.
Ultimately, what is at stake here is __________.
These findings have important implications for the broader domain of __________.
The finding that __________ should be of interest to __________ because __________.
If we are right about __________, then major consequences follow for __________.
These conclusions will have significant applications in __________ as well as __________.
Although __________ may seem of concern to only a small group of __________, it should in fact concern anyone who cares about
__________.

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 METACOMMENTARY: THE BIG PICTURE

What __________ really means is __________.

My point is not __________ but __________.
Ultimately, then, my goal is to demonstrate that __________.
Essentially, I am arguing not that __________ but that __________.
This is not to say __________, but rather __________.
X is concerned less with __________ than with __________.
Having just argued that __________, I now want to complicate the point by __________.
In sum, then, __________.
My conclusion, then, is that __________.
I believe __________. But let me back up and explain how I arrived at that conclusion: __________. In this way, I came to believe that
__________.
So far we have been talking about __________. But the real issue is __________.

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Other tips…

Say more than “Say”: vary your verbs!

Verbs for making a claim: argue, assert, believe, claim, emphasize, insist, observe, remind us, report, suggest.
Verbs for expressing agreement: acknowledge, admire, agree, celebrate the fact that, corroborate, do not deny, endorse, extol, praise,
reaffirm, support, verify
Verbs for questioning or disagreeing: complain, complicate, contend, contradict, deny, deplore the tendency to, qualify, question, refute,
reject, renounce, repudiate
Verbs for making recommendations: advocate, call for, demand, encourage, exhort, implore, plead, recommend, urge, warn

Connect the dots: use transitions effectively!

Addition: also, and, besides, furthermore, in addition, indeed, in fact, moreover, so too
Example: after all, as an illustration, for example, for instance, specifically, to take a case in point, consider
Elaboration: actually, by extension, in short, that is, in other words, to put it another way, to put it bluntly, to put it succinctly, ultimately
Comparison: along the same lines, in the same way, likewise, similarly
Contrast: although, but, by contrast, conversely, despite, even though, however, in contrast, nevertheless, nonetheless, on the contrary, on
the other hand, regardless, whereas, while, yet
Cause and Effect: accordingly, as a result, consequently, hence, since, so, then, therefore, thus
Concession: admittedly, although it’s true, granted, naturally, of course, to be sure
Conclusion: as a result, consequently, hence, in conclusion, in short, in sum, therefore, thus, to sum up, to summarize

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