Key Concepts & Templates for Entering the Conversation (They Say / I Say)

Entering the Conversation

Writing is argumentative: to argue well you must enter a broader conversation, not speak in a vacuum.
Central move: present what 'they say' (others' views) and respond with what you say (your position).
Purpose: show engagement with others, summarize their views for recognition, then position your own claim.
Examples show that the 'they say' can come from critics, public figures, family, peers, or even your past beliefs.
The thesis ('I say') should be a response to the arguments of others; if you don’t identify the 'they say' your argument may lack justification.
Why it matters: real-world arguments arise from responses to others’ statements, actions, or beliefs.

The book’s key premise: templates help structure and generate writing by embedding it in conversation.
They say / I say encourages listening first, then responding with analysis and claims.
Reading to engage with others strengthens critical thinking and public discourse.
The structure can be expanded beyond simple yes/no to more nuanced positions (on the one hand / on the other hand).

Martin Luther King Jr., Letter from Birmingham Jail: extensive summary and response to critics.
Katha Pollitt, Put Out No Flags: yes-and-no response illustrating agreement and disagreement.
Gerald Graff: implied 'they say' in his own biographical example.
George Orwell, Politics and the English Language: starts with what others say and moves to his claim.
Zinczenko, Don't Blame the Eater: uses template-like structure even without explicit markers; still follows they say / I say logic.

A number of sociologists have recently suggested that X's work has several fundamental problems.
It has become common today to dismiss …
In their recent work, Y and Z have offered harsh critiques of …
Conventional wisdom has it that …
It is often said that …
My whole life I have heard it said that …
You would think that …
Many people assume that …

Although none of them have ever said so directly, my teachers have often given me the impression that education will open doors.
One implication of X's treatment of … is that …
Although X does not say so directly, she apparently assumes that …
While they rarely admit as much, … often take for granted that …

In discussions of X, one controversial issue has been …
On the one hand, … contends …; on the other hand, … argues …
Whereas some are convinced that …, others maintain that …
Theories or experts (e.g., Thomas Frank, Mark Aronoff) illustrate variations on this move.
Opening with a debate helps show there are conflicting views and clarifies your stance within that context.

After presenting initial 'they say', remind readers what is motivating your response at strategic points.
Return sentences help maintain a sense of mission and urgency: your argument responds to others' views rather than proceeding in isolation.
Example approach: signals like 'In conclusion, defenders of … can't have it both ways …' connect back to the initial 'they say'.

Templates are not limitations but tools that reflect sophisticated thinking.
They provide structure while content remains original; creativity comes from how you use the form, not from abandoning form.
Templates can be expanded, adapted, and combined to fit new situations.
They can even enhance originality when learners improvise and personalize the moves.
The Zinczenko example demonstrates creative use within a template framework.

You can begin with an anecdote, a quotation, a fact, or a relevant example to illustrate your view.
Any opening should lead quickly to your own claim and its relation to the larger conversation.

Always anchor your claim in what others are saying; identify the 'they say' early.
Use a mix of explicit quotes, paraphrase, or implied beliefs as the 'they say' you respond to.
Employ 'on the one hand / on the other hand' to add nuance.
Use return sentences to keep the conversation in view as your argument develops.
Treat templates as learning tools, not rigid prescriptions; aim for a natural, original voice within the moves.

Read a paragraph and identify its 'they say' and 'I say' components.
Recast an argument using at least two different templates to practice flexibility.
Create a 'return sentence' that reconnects to the initial opposite view later in your piece.