Non Argumentative: all examples, move 2

Sentence Examples: Non Argumentative - All Examples - Move 2

Learning Objectives & Strategies:
Find the patterns for expressing Non Argumentative stance. Below are the steps:
1. Look at the "Linguistic Expressions for Non 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

Presenting Facts
- Move 1
- Move 2
- Move 3
Presenting Actions/Procedures
- Move 1
- Move 2
- Move 3
All Examples
- Move 1
- Move 2
- Move 3

Rhetoric Moves in "Introduction"	Stance: Click on each sentence to see its context (What is this?). * bold = Stance Keywords
Move 2: Establish a niche	1. This paper presents a novel approach to automatic WordNet mapping, using word sense disambiguation. (Lee)
	2. To clarify the description, an example is given in Figure 1.
	3. To link the first sense of Korean word "gwan-mog" to a WordNet synset, we employ a bilingual Korean-English dictionary. (Lee)
	4. semantic ambiguities exist. (Lee)
	5. To remove the ambiguities, we develop new word sense disambiguation heuristics to construct a Korean WordNet based on the existing English WordNet. (Lee)
	6. We focus on the mapping of nouns. . .(Lee)
	7. Our aim is to articulate the multifaceted features of intent participation. (Rogoff)
	8. To do so, we contrast it with assembly-line instruction, which is based on transmission of information from experts, outside the context of productive, purposive activity. (Rogoff)
	9. This tradition of organizing learning is common in many U.S. schools and middle-class family interactions, perhaps related to historical changes connected with industrialization and child labor laws.
	10. Our contrast between intent participation and assembly-line instruction is not a dichotomy or a single dimension..
	11. The contrast is intended to bring features of each of these two systems into relief.(Rogoff)
	13. The ensuing changes in the social and ethnic composition of student populations have far-reaching implications for educational psychology. (Phalet)
	14. Learning and teaching in multicultural classrooms pose a major challenge to both students and teachers. (Phalet)
	15. Teachers are facing the difficult task of providing an optimal learning environment to students from varying social, cultural, and linguistic backgrounds.
	16.. . .and hence use less effective learning strategies (Tharp, 1989).
	17. Not only task aspects but also relational and cultural aspects of the classroom environment come into play. (Phalet)
	18. The language of reform reflects these disagreements, often urging history teachers to choose either student-centered or teacher centered pedagogies. (Bain)
	19. Framing the instructional situation as a set of either-or choices, such as substituting student inquiry projects for teachers' lectures, ignores the challenges that history students and teachers face.
	20. History is a vast and constantly expanding storehouse of information about people and events in the past.
	21. For students, learning history leads to encounters with thousands of unfamiliar and distant names, dates, people, places, events, and stories.
	22. . . .storing information in memory in a way that allows it to be retrieved effectively depends on the thoughtful organization of content. . . (Bain)
	23. Moreover, learning history entails teaching students to think quite differently than their "natural" inclinations. (Bain)
	24. . . .that researchers develop projects about issues in which they have little grounding. . .(DePew)
	25. . . .the writing classroom of the new millennium is characterized by digitally mediated communication and. . .
	26. . . .is populated by students from around the world.
	27. Both writing instructors and writing researchers face situations that specializations have not prepared them for. (DePew)
	28. As multimodalities and multiliteracies become the reality of the writing classroom. . .
	29. Scholars, such as George Braine (2001, 2003), Martha Pennington (1996), Marianne Phinney and Sandra Khouri (1993), Jeanne Marie Rose (2004), Taku Sugimoto (2004), and FrankTuzi (2004), have begun a discussion about digital/L2 writing with their theories and examinations. . .(DePew)
	30. As scientists learn more about the starting point, the process, and the end point of learning to read. . .
	31. These are the central topics with which we are concerned in this paper. (Rayner)
	32. The major instructional methods traditionally used to teach reading have been whole-word and phonics instruction.
	33. In whole-word instruction (also called the look-say method), a sight vocabulary of 50 to 100 words is taught initially. (Rayner)
	34. . . .and the debate on how to best teach reading has focused on whole-language versus phonics approaches.
	35. Several pitfalls keep showing up, related both to the transcription and coding of corpus data, and to their analysis. (Rietveld)
	36. In this paper, we address some of the pitfalls.
	37. In 2003, the UK Electoral Commission conducted an extensive public consultation on the question of the minimum age of voting and candidacy in UK elections (Electoral Commission, 2003; 2004).(Chan)
	38. The Commission considers several arguments that have been advanced in favour of lowering the voting age to sixteen.
	39. In each case, the Commission marshals arguments and evidence to show that the case for lowering the voting age is not conclusively established. (Chan)
	40. Therefore, the aim of the present study was to investigate the relation between forgiveness and psychological adjustment through the use of longitudinal data.
	41. McCullough, Fincham, and Tsang (2003) investigated this conception of forgiveness by modeling forgiveness as intraindividual changes in forgiveness indicators (avoidance, revenge, benevolence). (Orth)
	42. The aim of the present paper is thus to investigate whether positive experiences can lead to religion and spirituality.(Saroglou)
	43. The present article considers what might make a publication like that of the Mohammad cartoons morally problematic. . .(Lagaard)
	44. (The present article considers) whether such moral features would justify the demands by some critics for legal restrictions on freedom of expression.
(back to top)	45. The discussion accordingly distinguishes between whether an act of expression is (a) imprudent or unwise; (b) morally problematic (bad, wrong); and (c) whether it should, for either of these reasons, be legally restricted (prohibited). (Lagaard)