{"id":804,"date":"2017-04-03T21:31:45","date_gmt":"2017-04-03T21:31:45","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/?post_type=chapter&#038;p=804"},"modified":"2017-04-13T17:48:35","modified_gmt":"2017-04-13T17:48:35","slug":"helping-others-follow","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/chapter\/helping-others-follow\/","title":{"raw":"Helping Others Follow","rendered":"Helping Others Follow"},"content":{"raw":"As you switch from component to component in your paper, you\u2019ll be making what are called rhetorical moves\u2014taking subsequent steps to move your argument along and be persuasive. Your readers will probably know what you\u2019re doing because the components in everyday oral argument are the same as in written argument. But why you\u2019re switching between components of your argument, and with these particular sources, might be less clear.\r\n<div class=\"example\">\r\n<div class=\"textbox shaded\">\r\n<h3><strong>Note:<\/strong><\/h3>\r\nThe ideas and examples in this section are informed by Gerald Graff, Cathy Birkenstein, and Russel Durst, <a href=\"http:\/\/library.ohio-state.edu\/record=b6999853~S7\" target=\"_blank\">They Say\/I Say with Readings<\/a> (New York: WW Norton &amp; Company, 2012).\r\n\r\n<\/div>\r\n<\/div>\r\nYou can help readers follow your argument by inserting phrases that signal why you\u2019re doing what you\u2019re doing. Here are some examples:\r\n<ul>\r\n \t<li>\u201cMany people have believed \u2026, but I have a different opinion.\u201d\r\nTo state that what you\u2019re saying in your thesis is in opposition to what others have said.<\/li>\r\n \t<li>\u201cNow let\u2019s take a look at the supporting research.\u201d\r\nTo move from a reason to a summary of a research study that supports it (evidence).<\/li>\r\n \t<li>\u201cThe point they make is\u2026\u201d\r\nTo introduce a summary of a resource you\u2019ve just mentioned.<\/li>\r\n \t<li>\u201cAt this point I should turn to an objection some are likely to be raising\u2026\u201d\r\nTo acknowledge an objection you believe a reader could have.<\/li>\r\n \t<li>\u201cBut am I being realistic?\u201d\r\nIf the objection is that you\u2019re not being realistic.<\/li>\r\n \t<li>\u201cSo in conclusion\u2026\u201d\r\nTo move from the body of an essay to the conclusion.<\/li>\r\n<\/ul>\r\nPhrases like these can grease the skids of your argument in your readers\u2019 minds, making it a lot easier for them to quickly get it instead of getting stuck on figuring out why you\u2019re bringing something up at a particular point. You will have pulled them into an argument conversation.\r\n<div class=\"example\">\r\n<div class=\"textbox shaded\">\r\n<h3><strong>Examples:<\/strong> The Language of Arguments<\/h3>\r\nThe blog that accompanies the book <em>They Say\/I Say<\/em> with Readings, by Gerald Graff, Cathy Birkenstein, and Russel Durst, contains short, elegantly constructed contemporary arguments from a variety of publications. Take a look at the <a href=\"http:\/\/www.theysayiblog.com\" target=\"_blank\">They Say\/I Say blog<\/a> for a moment and read part of at least one of the readings to see how it can be helpful to you the next time you have to make a written argument.\r\n\r\nThe book <em>They Say\/I Say<\/em> with Readings provides templates of actual language to be used in written arguments. This can be extremely helpful to beginning writers because it takes some of the mystery out of what to say and when to say it. For these templates, check the book out from your library.\r\n\r\n<\/div>\r\n<\/div>\r\n<h1>Additional Advice Sources<\/h1>\r\nTake a look at these sites for argument essay advice for students:\r\n<ul>\r\n \t<li><a href=\"http:\/\/writing-speech.dartmouth.edu\/learning\/materials\/materials-first-year-writers\/developing-your-thesis\">Developing Your Thesis \u2013 Dartmouth Institute for Writing &amp; Rhetoric<\/a><\/li>\r\n \t<li><a href=\"http:\/\/cstw.osu.edu\/writing-center\/handouts\" target=\"_blank\">Handouts<\/a> \u2013 Ohio State Center for the Study and Teaching of Writing<\/li>\r\n \t<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/724\/01\" target=\"_blank\">Introductions, Body Paragraphs, and Conclusions for an Argument Paper<\/a> \u2013 Purdue Online Writing Lab (OWL)<\/li>\r\n \t<li><a href=\"http:\/\/writingcenter.unc.edu\/handouts\/argument\" target=\"_blank\">Argument Handout<\/a> \u2013 University of North Carolina Writing Center<\/li>\r\n \t<li><a href=\"http:\/\/muse.jhu.edu\/books\/9780874215397\" target=\"_blank\">Rewriting: how to do things with texts<\/a> \u2013 Utah State University Press (Project Muse affiliates only)<\/li>\r\n<\/ul>","rendered":"<p>As you switch from component to component in your paper, you\u2019ll be making what are called rhetorical moves\u2014taking subsequent steps to move your argument along and be persuasive. Your readers will probably know what you\u2019re doing because the components in everyday oral argument are the same as in written argument. But why you\u2019re switching between components of your argument, and with these particular sources, might be less clear.<\/p>\n<div class=\"example\">\n<div class=\"textbox shaded\">\n<h3><strong>Note:<\/strong><\/h3>\n<p>The ideas and examples in this section are informed by Gerald Graff, Cathy Birkenstein, and Russel Durst, <a href=\"http:\/\/library.ohio-state.edu\/record=b6999853~S7\" target=\"_blank\">They Say\/I Say with Readings<\/a> (New York: WW Norton &amp; Company, 2012).<\/p>\n<\/div>\n<\/div>\n<p>You can help readers follow your argument by inserting phrases that signal why you\u2019re doing what you\u2019re doing. Here are some examples:<\/p>\n<ul>\n<li>\u201cMany people have believed \u2026, but I have a different opinion.\u201d<br \/>\nTo state that what you\u2019re saying in your thesis is in opposition to what others have said.<\/li>\n<li>\u201cNow let\u2019s take a look at the supporting research.\u201d<br \/>\nTo move from a reason to a summary of a research study that supports it (evidence).<\/li>\n<li>\u201cThe point they make is\u2026\u201d<br \/>\nTo introduce a summary of a resource you\u2019ve just mentioned.<\/li>\n<li>\u201cAt this point I should turn to an objection some are likely to be raising\u2026\u201d<br \/>\nTo acknowledge an objection you believe a reader could have.<\/li>\n<li>\u201cBut am I being realistic?\u201d<br \/>\nIf the objection is that you\u2019re not being realistic.<\/li>\n<li>\u201cSo in conclusion\u2026\u201d<br \/>\nTo move from the body of an essay to the conclusion.<\/li>\n<\/ul>\n<p>Phrases like these can grease the skids of your argument in your readers\u2019 minds, making it a lot easier for them to quickly get it instead of getting stuck on figuring out why you\u2019re bringing something up at a particular point. You will have pulled them into an argument conversation.<\/p>\n<div class=\"example\">\n<div class=\"textbox shaded\">\n<h3><strong>Examples:<\/strong> The Language of Arguments<\/h3>\n<p>The blog that accompanies the book <em>They Say\/I Say<\/em> with Readings, by Gerald Graff, Cathy Birkenstein, and Russel Durst, contains short, elegantly constructed contemporary arguments from a variety of publications. Take a look at the <a href=\"http:\/\/www.theysayiblog.com\" target=\"_blank\">They Say\/I Say blog<\/a> for a moment and read part of at least one of the readings to see how it can be helpful to you the next time you have to make a written argument.<\/p>\n<p>The book <em>They Say\/I Say<\/em> with Readings provides templates of actual language to be used in written arguments. This can be extremely helpful to beginning writers because it takes some of the mystery out of what to say and when to say it. For these templates, check the book out from your library.<\/p>\n<\/div>\n<\/div>\n<h1>Additional Advice Sources<\/h1>\n<p>Take a look at these sites for argument essay advice for students:<\/p>\n<ul>\n<li><a href=\"http:\/\/writing-speech.dartmouth.edu\/learning\/materials\/materials-first-year-writers\/developing-your-thesis\">Developing Your Thesis \u2013 Dartmouth Institute for Writing &amp; Rhetoric<\/a><\/li>\n<li><a href=\"http:\/\/cstw.osu.edu\/writing-center\/handouts\" target=\"_blank\">Handouts<\/a> \u2013 Ohio State Center for the Study and Teaching of Writing<\/li>\n<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/724\/01\" target=\"_blank\">Introductions, Body Paragraphs, and Conclusions for an Argument Paper<\/a> \u2013 Purdue Online Writing Lab (OWL)<\/li>\n<li><a href=\"http:\/\/writingcenter.unc.edu\/handouts\/argument\" target=\"_blank\">Argument Handout<\/a> \u2013 University of North Carolina Writing Center<\/li>\n<li><a href=\"http:\/\/muse.jhu.edu\/books\/9780874215397\" target=\"_blank\">Rewriting: how to do things with texts<\/a> \u2013 Utah State University Press (Project Muse affiliates only)<\/li>\n<\/ul>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-804\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Choosing &amp; Using Sources: A Guide to Academic Research. <strong>Authored by<\/strong>: Teaching &amp; Learning, Ohio State University Libraries. <strong>Provided by<\/strong>: The Ohio State University. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/osu.pb.unizin.org\/choosingsources\/\">https:\/\/osu.pb.unizin.org\/choosingsources\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":20,"menu_order":3,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Choosing & Using Sources: A Guide to Academic Research\",\"author\":\"Teaching & Learning, Ohio State University Libraries\",\"organization\":\"The Ohio State University\",\"url\":\"https:\/\/osu.pb.unizin.org\/choosingsources\/\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-804","chapter","type-chapter","status-publish","hentry"],"part":865,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/wp-json\/pressbooks\/v2\/chapters\/804","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/wp-json\/wp\/v2\/users\/20"}],"version-history":[{"count":4,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/wp-json\/pressbooks\/v2\/chapters\/804\/revisions"}],"predecessor-version":[{"id":1314,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/wp-json\/pressbooks\/v2\/chapters\/804\/revisions\/1314"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/wp-json\/pressbooks\/v2\/parts\/865"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/wp-json\/pressbooks\/v2\/chapters\/804\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/wp-json\/wp\/v2\/media?parent=804"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/wp-json\/pressbooks\/v2\/chapter-type?post=804"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/wp-json\/wp\/v2\/contributor?post=804"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/wp-json\/wp\/v2\/license?post=804"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}