Often times, students have an intuitive understanding of what they _want_ to say, but they lack they vocabulary to make the [[rhetorical move|rhetorical moves]] they want. (This is why the templates in [[They Say, I Say - 3rd ed (2014)]] are so useful.) Teaching students that vocabulary also lets them more critically look at their own work. An implication of this concept is that spending too much time on strategy or higher-level thinking can be a trap. Students intuitively know "what" to do, but they don't have the vocabulary to do it.