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In their book "They Say/I Say: The Moves That Matter in Academic Writing," Gerald Graff and Cathy Birkenstein make several arguments for the use of templates. While there are more than three arguments presented in the book, here are three key points they make:
Templates help students engage in meaningful academic conversations: Graff and Birkenstein argue that using templates helps students enter into ongoing academic debates and conversations. By providing students with a structure for expressing their ideas and engaging with the ideas of others, templates empower students to participate more effectively in academic discourse.
Templates teach students the rhetorical moves of academic writing: The authors suggest that templates can serve as models for the key rhetorical moves that are common in academic writing. By familiarizing students with these moves, such as summarizing, analyzing, and making counterarguments, templates help students develop their own writing skills and become more proficient in academic writing.
Templates provide a foundation for critical thinking: According to Graff and Birkenstein, templates can serve as a scaffolding tool, helping students develop their critical thinking skills. By providing a structure for organizing and articulating arguments, templates encourage students to think critically about their own ideas and the ideas they encounter in academic texts.
It is worth noting that the use of templates is not without its critics, and there are ongoing debates about the extent to which templates should be used in academic writing. However, Graff and Birkenstein argue that when used appropriately, templates can be valuable tools for students to develop their writing and critical thinking skills.