Templates for Academic Writing: A Creative Approach

How do Gerald Graff and Cathy Birkenstein provide templates for academic writing?

What are the arguments made by Graff and Birkenstein regarding the types of writing templates they offer?

Gerald Graff and Cathy Birkenstein provide templates designed to __________. Specifically, Graff and Birkenstein argue that the types of writing templates they offer __________. As the authors themselves put it, "__________." Although some people believe __________, Graff and Birkenstein insist that __________. In sum, then, their view is that __________. I [agree/disagree/have mixed feelings]. In my view, the types of templates that the authors recommend __________. For instance, __________. In addition, __________. Some might object, of course, on the grounds that __________. Yet I would argue that __________. Overall, then, I believe __________–an important point to make given __________.

Gerald Graff and Cathy Birkenstein provide templates designed to help students engage in academic writing by presenting their ideas in conversation with the ideas of others. Specifically, Graff and Birkenstein argue that the types of writing templates they offer can provide crucial rhetorical strategies for effectively entering academic dialogues. As the authors themselves put it, "Templates for writing help students make their ideas more persuasive and, at the same time, recognize the arguments of others." Although some people believe that relying on such templates may restrict original thinking, Graff and Birkenstein insist that these frameworks actually foster critical engagement and clearer expression of one's own arguments. In sum, then, their view is that templates act as a valuable stepping stone to assist students in developing their writing skills and engaging with scholarly debates.

In my view, the types of templates that the authors recommend serve as effective tools for beginners learning to navigate complex arguments. For instance, they can help students structure their thoughts coherently and introduce and integrate the viewpoints of others into their own writing. In addition, these templates assist in the overall organization and clarity, which is pivotal in academic writing. Some might object, of course, on the grounds that such scaffolding limits creativity. Yet I would argue that by providing structure, these templates allow novice writers to focus on developing their ideas, rather than worrying about the mechanics of writing. Overall, then, I believe that the use of Graff and Birkenstein's templates is beneficial—an important point to make given that these tools can help students to become more confident and skilled in academic writing.