PB2B

When we say an author has a “move,” we are referring to a special way they word or phrase certain ideas, or possibly something with the structure of their writing.  In this project builder, I am going to find specific examples of ‘moves’ from the articles we have read in the reader.

            In “How to Read Like a Writer,” Mike Bunn uses the move Capturing Authorial Action (i.e. X acknowledges that__, X claims that__).  An example of this in RLW is when Bunn brings up Charles Moran, a professor of English at the University of Massachusetts, urging us to read like writes because…and then goes on to explain why.  Following the template, this can be seen as “Charles Moran claims that___.” (Bunn, 75) The reason the author has chosen to do this a few times in this piece is because he wants to bring in outside and credible sources to support his own argument.  I believe this is effective because Moran is arguing the same exact thing that Bunn is – that we need to read like writers.

            In “Steps Toward Rhetorical Analysis,” Carroll uses Explaining Quotations (i.e. In other words, X believes­­__).  Carroll brings up a quote said by Lloyd Blitzer and then follows it by saying “In other words, rhetorical discourse is……” (Carroll, 48).  Many authors use this move, but Carroll used this move because she wanted to make sure that the author she quoted was clearly understood by the readers.  I believe it was effective because without Carroll using this move, the readers would be confused on the purpose and the meaning of the quoted author. 

            Continuing with Carroll’s piece, another move she uses is Embedding Voice Markers. (i.e. These conclusions, which X discusses in___, add weight to the argument that___).  After she explains what the quote meant, she says “Understanding the exigence is important because…” which follows the template (Carroll, 49).  Carroll is referring to Blitzer’s quote adding weight to her argument.  She uses this technique to supplement this quote towards her argument.  I believe this is effective because it only adds to her support and is trailing off of Blitzer’s argument as well.

            In “Teaching Two Kinds of Thinking by Teaching Writing,” Peter Elbow uses the move Introducing Objections Informally (i.e. But is my proposal realistic?  Is it the case that___).  Elbow exclaims “But does free writing or uncensored, generative writing really enhance creative first-order thinking?” (Elbow, 33).  The reason Elbow decides to use this move is because it grabs the reader’s attention and makes you question Elbow’s question.  He is questioning his own argument and then goes on to further support the argument.  This technique is effective because the author brings up the question that the readers may be thinking of whether doing this actually enhances first-order thinking.  It allows him to be able to write like a reader (See what I did there, cool!).

            Another move that Elbow uses in his piece is Establishing Why Your Claims Matter (i.e. Although X may seem of concern, the fact is that­­__).  Elbow states “I’m not trying to disparage spoken discourse or nonverbal back-burner work, but they are not as reliable as writing for enhancing first-order thinking” (Elbow, 33).  Elbow acknowledges that reader’s may believe that spoken discourse is as much as reliable as writing for enhancing first-order thinking.  He recognizes that may be the case, but ultimately lets the readers know that writing to enhance first-order thinking is more reliable.  This is effective because he truly lets the reader know what is the best method for enhancing that writing.

            In Boyd’s “Murder!” she uses The Italicizer.  This move is when an author uses multiple italicized words in order to get their point across to the reader.  Boyd uses this move to do exactly that.  She italicizes multiple words in a sentence.  For example, “But each time you write you will find yourself in a rhetorical situation, in other words within a context or genre, that nudges you to choose the right diction or even jargon and to strike the right tone” (Boyd, 100).  This is effective because this allows the reader to pick up important words that the author wants in order to get her point in the reader’s minds. 

            Another move Boyd uses in “Murder!” is the Irrelevant Relevant Section Titles.  Throughout the piece, Boyd has titles that seem irrelevant to the piece, but are actually creative and witty that do relate to the piece.  For example, “Cultivating Your Inner Coroner” (Boyd, 91) is a title she uses.  The purpose of doing this is to have a fun and witty title but also to be able to connect the title to her argument.  Boyd describes how a coroner’s report uses very ‘precise and concise description’ (Boyd, 92).  This move is effective because she is able to make a title regarding a coroner, then relate it to her argument, and ultimately tie in how precise writing, such as a corner has to do, is effective in your own personal writing.

            In “Shitty First Drafts” by Anne Lamott, a move that is used is Prologue Abstract.  At the beginning of the piece, there is an introductory paragraph that gives a background on the author herself as well as what the piece is going to be talking about.  I believe the author has chosen to do this because it gives her more credibility talking about previous works she has done.  It is also effective because it gives the reader an idea of what the piece is about which is nice for the reader.

            A move used in “Spaces for Writing” is Visual Aided Literacy.  As we know, the piece is told through the use of a comic book layout.  I believe the author chose to do this because they specifically discuss how visual literacy is important in writing and how it can be used when learning about visual literacy itself.  It is definitely effective in this case because along with what the author is actually writing, the pictures express the words in a visual sense, which is very appealing.

            One last move that is used in Bunn’s RLW is the Finishing Hook.  In RLW, Bunn ends the piece with “Are you ready to start reading?” (Bunn, 85).  I believe he chose to use this move is because the overall tone of the piece was more casual, so it would be a good way to connect back to the main idea of the whole piece while also leaving the reader thinking.  It was effective because the question refers back to the main idea of the piece which is about learning to read as if you were the one writing it.  It was a very clever move.