High Argumentative: All examples, move 3

Sentence Examples: High Argumentative-All Examples - Move 3

Learning Objectives & Strategies:
Find the patterns for expressing High Argumentative stance. Below are the steps:
1. Look at the "Linguistic Expressions for High Argumentative"
2. Then search [EDIT->Find in the browser] by recurrent patterns in the linguistic expressions (keywords, pre/suffix, tense, etc.). Here is a reference list for you.
3. When ready, take an exercise.
(SEE ALSO "Start with clause" for breaking a text into clauses)

(1) Select a 'function'

(2) Select a MOVE (What is this?) the function falls into

3 Rhetoric Moves in "Introduction"	Stance: Click on each sentence to see its context (What is this?). * bold = Stance Keywords
Move 3. Present the present work	1. First, however, we summarize research indicating that learning through observation and listening-in is pervasive in children??s lives and is effective. (Rogoff)
	2. Although we argue for cultural differences in emphasis on this kind of learning. . .(Rogoff)
	3. . . . but often teachers see it as something either on the margins of instruction or as a replacement for traditional teaching. (Bain)
	4. But it is not sufficient simply to add problem formulation to the extant history curriculum and pedagogy. (Bain)
	5. Again drawing on my experiences with my students, this chapter makes a case for transforming lectures and textbooks from mere accounts of events into supports that help students grapple with historical problems. (Bain)
	6. This review focuses specifically on the motivational force of future goals in multicultural classrooms, bringing together motivational research in the United States and Europe. (Phalet)
	7. . . .the future is both highly relevant and of prime importance for school achievement in general, and for the achievement of minority students in particular.(Phalet)
	8. Specifically, frequent findings of "resistance to schooling," in spite of future expectations, cast doubt on the motivational force of the future in minority students' school careers.(Phalet)
	9. For researchers looking to contribute to this emerging conversation, as we know from designing our own research projects. . .(DePew)
	10. . . . one has to creatively extrapolate from both fields to cobble together pedagogical and methodological strategies. (DePew)
	11. Because such research draws on multiple methodological and disciplinary traditions . . .(DePew)
	12. Grounded in the field of digital writing, Sullivan and Porter have emphasized that ??all methodology is rhetorical, an explicit or implicit theory of human relations which guides the operation of method?? (p. 10).
	13. A post-critical methodology encourages researchers to forefront these ideological issues in a research project??s design.
	14. Although we recognize that . . .( DePew )
	15. . . .post-critical strategies provide only one of many useful methodological approaches for designing digital/L2 writing research projects . . .( DePew )
	16. In Section 3, we formally define the problem.(Lee)
	17.1. (that is to say that) the significance of an effect is claimed too often where in fact there is no effect. (Rietveld)
	18. . . . while the ??high significance?? levels obtained with large samples are often incorrectly interpreted as indicators of substantial effects.
	19. . . . precisely this assumption is problematic in corpus research. (Rietveld)
	20. Its use is still quite rare in corpus analysis. . .
	21. . . .although it has outstanding statistical properties. (Rietveld)
	22. Next, I refute arguments that make distrust central to democracy. (Lenard)
	23. . . . the two cases are very similar in most of the relevant respects. . . (Lagaard)
	24. Although some of the complaints against the publication may be genuine and legitimate from a liberal point of view, . . . (Lagaard)
	25. We challenge certain arguments that the Commission and others deploy in defence of retaining the status quo. (Chan)
	26. These normative considerations motivate an examination of certain empirical questions concerning the relationship between age and political maturity.
	27. On the basis of these considerations, we defend the conclusion that . . . (Chan)
	28. . . .the voting age should not be lowered to sixteen, . . . (Chan)
	29. . . . whereas in the second we apply a key-pressing task simulating self-choice and action initiation in goal pursuit. (Kazen)
	30. It relates specifically to system performance with regard to a system's recognition of the possible multiple text segments corresponding to thesis and conclusion text segments in student writing. (Burstein)
	31. There is of course substantial correlational evidence. . .(Saroglou)
	32. However, this causal direction may be double-sided. (Saroglou)
	33. . . . but they may also be, as we argue here, antecedents of attachment to and endorsement of R/Sp.(Saroglou)
(back to top)	34. In this way, therefore, democracies require widespread trust relations in order to be effective. (Lenard)