PB2A "Moves"

In this PB2A I’ll be spotting, examining and evaluating the moves authors make. The article that I choose to evaluate is an article from NYTIMES. The name of the article is “Teenage Drivers? Be Very Afraid”. This author showed a lot of moves that I’ve noticed. I’m going to list the moves that I found first and then the They Say, I Say Appendix.

Move 1- Parent-Teenager Conversation- I believe the author choose to make this move because conversations between a parents and teens are so common. Your child’s first car and first driving experience is always frightening and scary to believe as a parent. A teenage driver? Sounds scary as a parent. This is an affective move because parents are always scared when their teen first start driving and they have to lay down the rules. The conversation usually offers a long list of does and don’ts when becoming a beginner driver. Using this move explains why the author opened the text saying parents generally have conversations about driving with their teenagers. It’s important.

Move 2- Connecting claims to title- Since the title is “Teenage Drivers? Be Very afraid” why not introduce what occurs when teenagers are drivers. I certainly believe the author choose to make this move to explain what can happen when teenagers are driving. This move gave the author a chance to explain accidents and deaths. This is a very effective move because it points right at the title. The authors is giving you a reason on why the title was chosen. These claims broke the title right down.

Move 3- Phones off- I call this the phone off move because towards the middle and end of the passage the author made plenty of truthful claims about phones. And how phones are a big distraction. The author may have chosen to use this move to explain how teens are addicted to their cellphones. The authors states “Teens’ prevalence for engaging their devices is higher than other age groups,” This move also relates back to the title on a reason why you should be afraid of teenage drivers. This is a very affective move because as a teen having a cellphones is addictive, we check notifications, messages and even blast music. Doing this while driving is a big, NO, No. just as the author described.

Introducing Implied or Assumed Move 1- The most surprising thing I learned is how passionately researchers believe that parents are not doing nearly enough to supervise their children. “Our studies show that the more the parent is involved when a teen is learning, the lower their chances are for a crash,” This move explains that basically studies show if a parent is more involved in what tasks the teens are learning when driving, this lowers the chances of a car crash, but from the authors studies many researchers “Assume” parents are not involved enough. This is an affective move, it goes to show that what people assume may not always be as true as they think/believe.

Capturing Authorial Move 2- “Cars have gotten safer, roads have gotten safer, but teen drivers have not,” she said. By using this move the author get to explain what she “believes” is true or not. The is effective because it shows what she thinks/ knows before her studying which can change once the research is done. Using this move lets you emphasize.

Signaling who is saying what move 3- “In 2013, just under a million teenage drivers were involved in police-reported crashes, according to AAA. These accidents resulted in 373,645 injuries and 2,927 deaths, AAA said”.  This move let’s you know who is stating this claim. This is an affective move when reading because it tells you who said what, and who is supporting this claim. By saying Triple AAA said x,y,z it helps you as a reader know that the author did accurate research.