Chapter 1-7: Productive Disagreement and Reading Strategies (Flashcards)

Healthy Disagreement and Discourse Communities

Disagreement should be productive, kind, and aimed at improving society or a topic, not at attacking others.
We operate in discourse communities every day (e.g., deciding what to cook) where collaboration and differing views occur.
Key terms: healthy (productive), rigorous, kind; avoid name-calling or simply going along with the group.
Disagreement should be civil and thoughtful, not reflexive or dismissive.

Peter Elbow: Believing vs Doubting Games

Believing game: pause the impulse to dismiss briefly, seek to understand the argument on its own terms before disagreeing.
Doubting game: scrutinize arguments that align with your views too; look for logical flaws and insufficient evidence.
Both games cultivate careful listening, fair evaluation of arguments, and stronger writing/discussion.

They Say, I Say: Thesis and Pattern

They say: present the existing view or what others think.
I say: present your response, with reasons and evidence.
Thesis structure example:
\text{They say: fossil fuels have been the only economically feasible solution.}\
\text{I say: renewable energy can be generated efficiently and cheaply.}
You can also frame agreement with new information (they say, I say) to show nuance.
The pattern is used across disciplines to anchor arguments.

Reading Actively: Skim, Then Read with Purpose, Then Respond

Three-stage process: skim (titles, headings, first/last paragraphs) → read actively with targets and notes → summarize and respond after reading.
Purpose of active reading: identify thesis, the they say / I say pattern, and key evidence.
Pro tips: use headings to form questions; annotate and capture questions or counterpoints for later response.
After reading: summarize, discuss with classmates, and practice writing a response.

Practice Activity: Hot Dog vs. Sandwich

Group discussion to practice productive disagreement and argument structure.
Encourage defending or reframing positions with reasons; consider alternative viewpoints.
Demonstrates how disagreement can be engaging and insightful rather than confrontational.

Essay Process and Academic Writing as Conversation

Academic writing is a conversation: you read others, respond, and build your own argument.
For the course, you’ll likely write a response to others’ arguments (e.g., about electric vehicles) using five sources.
The core pattern remains: they say, I say, and you respond with evidence and reasoning.

Constructing a Thesis: They Say, I Say

They say: summarize existing viewpoints.
I say: present your counterpoint or refinement with justification.
You can also align with others and add new information; the pattern continues throughout the essay.

How to Respond: Disagree vs Agree with New Contributions

If you disagree: address the specific argument, provide evidence, identify flaws or gaps, and explain why the argument is weak.
If you agree: contribute something new (new evidence, a clearer example, additional consequences).
Always push the conversation forward; avoid simply repeating “I disagree” or “I agree” without justification.

Practical Tips for Active Reading and Writing

Do not rely on prereading only; use staged reading with clear targets.
Write a summary after reading to consolidate understanding.
When responding, use the they say, I say framework to maintain a constructive dialogue and to demonstrate your own contribution.
Remember: the goal is a strong, well-reasoned argument, not simply winning a debate.