Joining the Conversation: The Art and Craft of Academic Argument in AP Language

by Eliot R. Teller

Introduction: Why Academic Writing is a Conversation

Imagine walking into a room where a lively debate is already underway. Some voices are strong and direct, others more tentative, but everyone in the circle is speaking not in isolation, but in response to what’s come before. Academic writing isn’t a solitary speech—it’s your opportunity to join an ongoing conversation. To write well, especially at the AP Language and Composition level, you must listen, respond, and add your own voice in ways that both honor the discourse and move it forward.

This chapter will teach you the essential moves of joining academic conversations, closely following the They Say / I Say method and connecting directly to the AP English Language and Composition standards. You will learn to identify "they say" (the conversation you’re entering), state your own argument ("I say"), embed evidence, respond to counterarguments, and ultimately craft paragraphs that show real thinking—writing that matters.

Section 1: Understanding the Rhetorical Situation—Setting the Stage

What Is the Rhetorical Situation?

Every effective piece of writing comes from a specific situation. In AP Language, this is called the rhetorical situation. It’s made up of six parts:

• Exigence: The spark that prompts someone to write—what problem or debate needs addressing?

• Writer: Who is making the argument, and what is their perspective?

• Audience: Who is the intended reader, and what do they value or believe?

• Purpose: What does the writer hope to achieve (to inform? persuade? provoke? entertain?)?

• Context: The larger occasion—the time, place, or cultural background surrounding the writing.

• Message: The main point or claim the writer delivers.

AP Standard Connection: Learning to read and write with these elements in mind will deepen your understanding of how texts work—and make your own arguments more strategic and powerful.

Section 2: The "They Say / I Say" Framework—Your Entry Pass to Academic Dialogue

Why "They Say / I Say"?

Too often, students are told to "write an argument" as if it exists in a vacuum. Yet sophisticated writers know all arguments start as responses to other voices. As Gerald Graff and Cathy Birkenstein explain, effective writing always answers or builds from what someone else has said before.

Key Concept:

“The underlying structure of effective academic writing—and of responsible public discourse—resides not just in stating our own ideas but in listening closely to others... summarizing their views in a way that they will recognize, and responding with our own ideas in kind”.

This approach is not formulaic or simplistic; it is dynamic and creative, helping you discover new perspectives while making your own stance clear.

Step 1: Summarizing "They Say"—Entering the Ongoing Conversation

Your argument needs context. Start by articulating what people already believe or debate about your topic—the "they say."

Templates to Help You Start:

• Many people believe that _____

• It is often said that _____

• The standard way of thinking about X has it that _____

• Some argue _____, while others contend _____

This shows your awareness of the conversation, avoids making isolated claims, and frames your writing as purposeful and relevant.

Step 2: Stating "I Say"—Your Claim

Once you establish what "they say," you make your move: what do YOU want to add?

Your claim should do more than state a fact—it should make a statement that requires defense, provoking interest and demanding reasons or evidence.

Templates:

• I disagree with _____ because _____

• I agree that _____, and would add that _____

• My own view is that _____

• While I understand the impulse to _____, my own view is _____

Step 3: Defending Your Claim with Evidence

Great claims need great support. AP standards ask you to gather and embed evidence directly into your argument.

Types of Evidence:

• Facts, anecdotes, analogies, statistics, examples, expert opinions, personal observations, and more.

How to Embed Evidence:

• According to [source], “_____.” This shows that _____

• For example, when [author] says _____, she suggests that _____

Remember: evidence should be woven smoothly into your writing—not dumped in and left unexplained.

Step 4: Addressing Counterarguments—Planting a Naysayer

Advanced writers recognize that strong arguments anticipate and reply to opposing views. This is how you “plant a naysayer.”

Templates:

• Of course, some might object that _____ . Although I concede that _____ , I still maintain that _____ .

• Although some believe _____, I would reply that _____ .

• A possible objection to my view is that _____ . However, _____ .

Addressing a counterargument shows your maturity as a thinker and makes your claim more persuasive.

Step 5: Synthesis—Crafting the Academic Paragraph

Now, integrate all the threads: summarize the conversation, state and defend your claim with evidence, and respond to a counterargument—all in a clear, logical sequence. Aim for at least 200–250 words per paragraph (as per your unit’s practice).

Section 3: Model Paragraph and Commentary

Example:

Many people believe that men today are less engaged with fiction and that this isn’t a serious issue. However, in her article “Attention, Men: Books Are Sexy!”, Maureen Dowd contends that the decline in male readers is troubling and has real cultural consequences. I agree with Dowd that fiction plays a vital role in broadening empathy and shaping identity, especially in an era dominated by digital distractions. When Dowd notes, “Men are reading less. Women make up 80 percent of fiction sales,” she highlights a real imbalance that's also a loss for men themselves. Of course, critics like Richard Babcock suggest the crisis may be exaggerated, but I would argue that the decline matters deeply: novels “enlarge your sympathies” and counter the isolation that comes with “hunching over fiendish little personal devices.” In sum, diminishing fiction reading among men isn’t just a literary concern—it reflects and shapes how our society values empathy and imagination.

Commentary:
This paragraph:

• Opens by naming the “they say” (common belief about men and reading)

• Identifies Dowd’s claim (“I say”)

• States the writer’s own perspective/claim, inviting discussion

• Embeds and explains key evidence from the article

• Addresses a counterargument

• Synthesizes elements into a clear, AP-level paragraph

Section 4: Practical Tips for Success

• Don’t skip the summary: Your reader needs to know what debate you’re joining.

• Make your claim matter: If nobody could disagree, it’s not an argument.

• Integrate, don’t “drop” quotes: Always frame and explain your evidence.

• Address real objections: Your writing is more interesting and trustworthy when you answer possible naysayers.

• Practice paragraph-building: Sharpen your argument muscle in small chunks before tackling whole essays.

Section 5: Reflection and Transfer

Joining academic conversations is not just a skill for AP Lang—it’s the core of higher-level thinking, participation in your world, and citizenship. By making these moves habitual, you’ll write with power and authenticity in any situation.

Section 6: Templates Toolbox (Quick Reference)

Opening the Conversation (“They Say”):

• Many people argue that _____

• It is often believed that _____

• Some contend _____

• The standard view is _____

Stating Your Claim (“I Say”):

• I believe that _____

• My own view is that _____

• I agree/disagree because _____

• While I understand the opposing view, I argue that _____

Embedding Evidence:

• For example, _____

• According to _____,

• As _____ notes, “_____”

Acknowledging Counterarguments:

• Of course, some might object that _____

• Although I concede that _____, I still maintain that _____

• Critics might say _____, but _____

Final Word

Academic writing is your chance to enter the conversation. By mastering these rhetorical moves, you become not just a more skilled writer, but a more rigorous thinker and a more empowered participant in all the debates that shape your education—and your life.

Practice