Non Argumentative: Presenting facts, move 2

Sentence Examples: Non Argumentative-Presenting Facts - 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

3 Rhetorical Moves in "Introduction"	Stance: Click on each sentence to see its context (What is this?). * bold = Stance Keywords
Move 2: Establish a niche	1. semantic ambiguities exist. (Lee)
	2. Our aim is to articulate the multifaceted features of intent participation. (Rogoff)
	3. 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.
	4. Our contrast between intent participation and assembly-line instruction is not a dichotomy or a single dimension..
	5. The contrast is intended to bring features of each of these two systems into relief.(Rogoff)
	7. The ensuing changes in the social and ethnic composition of student populations have far-reaching implications for educational psychology. (Phalet)
	8. Not only task aspects but also relational and cultural aspects of the classroom environment come into play. (Phalet)
	9. The language of reform reflects these disagreements, often urging history teachers to choose either student-centered or teacher centered pedagogies. (Bain)
	10. History is a vast and constantly expanding storehouse of information about people and events in the past.
	11. For students, learning history leads to encounters with thousands of unfamiliar and distant names, dates, people, places, events, and stories.
	12. . . . storing information in memory in a way that allows it to be retrieved effectively depends on the thoughtful organization of content. . . (Bain)
	13. Moreover, learning history entails teaching students to think quite differently than their ??natural?? inclinations. (Bain)
	14. . . .the writing classroom of the new millennium is characterized by digitally mediated communication and. . .
	15. As multimodalities and multiliteracies become the reality of the writing classroom. . .
	16. These are the central topics with which we are concerned in this paper. (Rayner)
	17. The major instructional methods traditionally used to teach reading have been whole-word and phonics instruction.
	18. Several pitfalls keep showing up, related both to the transcription and coding of corpus data, and to their analysis. (Rietveld)
	19. The aim of the present paper is thus to investigate whether positive experiences can lead to religion and spirituality.(Saroglou)
(back to top)	20. 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)