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Med Argumentative -All Examples
- Move 2
(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 2. Establish the niche 1. Most subsequent educational critics have shared Hall's concerns about the quality of history instruction (Bain)
2. ... historical thinking may often be an "unnatural" act, requiring us to think outside familiar and comfortable assumptions and world views. (Bain)
3. For example, negative teacher stereotypes of minority students as lazy or dumb may become self-fulfilling prophecies (Steele and Aronson, 1995). (Phalet)
4. Furthermore, repeated experiences of school failure may threaten the self-esteem of disadvantaged minority youth, leading to disengagement with learning (Okagaki et al., 1996).
5. From their side, minority students may have different experiences in the same classroom than their native classmates.
6. For instance, they may have difficulty in understanding teacher instructions and in structuring school tasks. . .
7. Some minority students may lack social or cultural skills to participate actively in classroom interactions (Connell et al., 1994). (Phalet)
8. Others may actively resist schoolwork as a reaction against perceived ethnic discrimination by teachers or peers (Ogbu and Simons, 1998).
9. ... their study can be informed by considering general principles of human self-regulation ([Carver and Scheier, 1998] and [Kuhl and Goschke, 1994]). (Kazen)
10. It may be less clear, however, whether there is a role for trust in democratic politics. (Lenard)
11. ... they can more effectively address the vital fourth issue. . .(Rayner)
12. In the psychological literature, several definitions of forgiveness have been proposed . . . (Orth)
13. ... forgiveness may be defined by prosocial motivational changes towards a transgressor, consisting in a decrease in interpersonal avoidance, a decrease in revenge motivation, and an increase in benevolence (cf. [McCullough and Hoyt, 2002], [McCullough et al., 1997] and [McCullough et al., 1998]). (Orth)
14. Teacher's feedback about students' writing is often expressed in general terms which is of little help . . .(Burstein)
15. ... feedback like that used in traditional textbook teaching of writing can be directed toward specific text segments in students writing. (Burstein)
(back to top) 16. These kinds of questions are often used in textbooks to encourage students to reflect on the organizational components in their writing: . . . (Burstein)
