Non Argumentative: Presenting facts, move 3

Sentence Examples: Non Argumentative-Presenting Facts - Move 3

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 3: Presenting the present work	1. The bulk of our paper focuses on examining contrasting features of the two traditions. . .(Rogoff)
	2. observation and listening-in are important for all children.(Rogoff)
	3. In this article, I present an analysis of two mechanisms to characterize how scaffolded tools can support learning. (Reiser)
	4. I describe how these dual mechanisms can address the challenges learners face.
	5. I develop the argument for these mechanisms by first considering how tools affect the experience of tasks for learners. (Reiser)
	6. Then I review some of the critical challenges learners face in complex domains such as science and mathematics learning. (Reiser)
	7. In describing each mechanism, I present brief examples of software environments to illustrate the mechanisms in practice.
	8. Finally, I consider how the mechanisms can interact and discuss issues of the embedding of tools in classroom contexts. (Reiser)
	9. In view of the many social, cultural, and academic obstacles that minority students encounter, the question of which motivational factors may support minority students' school achievement is a crucial one. (Phalet)
	10. In the first part of this review, we discuss mixed evidence on the motivational role of the future in sustaining minority students' school engagement and achievement. (Phalet)
	11. Typically, school failure is attributed to a lack of congruence between home and school cultures, or else to limited opportunities for disadvantaged minority youth. (Phalet)
	12. The second part builds on recent developments in motivational research on future time perspective and goal theory, with a view to developing a more fine-grained motivational theory of future goals. (Phalet)
	13. Extending recent motivational research to minority students' school achievement, we conclude that. . .
	14. This chapter addresses the challenges high school history teachers confront every day. (Bain)
	15. . . .they try to engage students in the intellectual work of learning and doing history.
	16. As a veteran high school history teacher with over 25 years of experience, I begin by showing how I cast traditional history topics and curricular objectives as historical problems for my students to study.
	17. This chapter takes a different approach to place inquiry at the heart of instruction. (Bain)
	18. Using a case study developed around my students' studies, I focus on ways teachers can restructure familiar curricular objectives that engage students in historical thinking.
	19. Formulating such historical problems is a critical first step in history teaching.
	20. This chapter goes beyond problem formulation to suggest ways teachers might design history-specific tools to help students do history throughout the curriculum. (Bain)
	21. These modest cognitive tools, mindtools as David Jonassen calls them, provide useful ways to help students grapple with sophisticated historical content.
	22. . . .as they learn historical content. . .
	23. . . .and construct historical meaning.
	24. . . .a post-critical framework, as detailed by Patricia Sullivan and James E. Porter (1997), provided an appropriate methodological foundation for studying the various digital writing practices of L2 writers. (DePew)
	25. They join others by challenging the traditional methodologies of the objective researcher.
	26. The alternative they propose prompts researchers to construct transparent methodological designs, designs that reveal the researchers' positions (ideological, theoretical, practical, physical).
	27. . . .diverse student populations bring global literacies to the university (as international students, immigrant students, and generation1.5 students) . . .
	28. . . .the inquiries about student populations and the writing technologies that they use are political discussions.
	29. After establishing a theoretical foundation for post-critical methods, we explain the implications of its application. ( DePew )
	30. In this paper, we first present some background on different writing systems and the alphabetic principle. (Rayner)
	31. We continue with a discussion of the methods that are used to teach children to read and what happens in classrooms where children are taught to read. (Rayner)
	32. We conclude by discussing research related to reading instruction. (Rayner)
	33. This paper is organized as follows. (Lee)
	34. In Section 2, we discuss some previous researches on automatic thesaurus acquisition and . . . (Lee)
	35.. . . we compare them with our own research
	36. In Section 4, we describe multiple heuristics for word sense disambiguation to solve the problem.
	37. In Section 5, we explain the method to combine these heuristics to boost each heuristics interactive performance.
	38. Section 6 presents comprehensive experiment results and analyses for evaluation. (Lee)
	39. In Section 2, we start with transcription and coding, where conflicting judgments between experts or evaluators quite often show up. (Rietveld)
	40. The statistical analysis of frequency data is the central topic of Section 3. (Rietveld)
	41. The primary technique is v2 analysis, a technique explained in introductory textbooks on statistics.
	42. We show how two kinds of dependences may interfere in the statistical analysis, both resulting in a Type I error which is too high . . .
	43. Section 4 deals with two other well-known problems in v2 analysis, viz. the effects of small and large samples.
	44. In Section 5, we discuss the use of the log odds ratio as an alternative to v2 analysis.
	45. Log odds form the basis of attractive multivariate techniques, such as logit analysis and logistic regression.(Rietveld)
	46. Distrust refers to a suspicious or cynical attitude towards others (Lenard).
	47. . . .in other words, we have good reason to worry about their stability.
	48. I then turn to a concept that is closely aligned with but not identical to distrust: mistrust. (Lenard)
	49. Mistrust refers to a cautious attitude towards others . . .
	50. The concept of vigilance is motivated by an attitude of mistrust while simultaneously demanding the existence of widespread trust relations.
	52. The article addresses these issues via a discussion of what was at stake in the Rushdie affair, i.e. freedom of expression and toleration. (Lagaard)
	53. The reason for drawing on discussions of the Rushdie affair is that . . .
	54. . . and (c) the cartoon controversy has to date not received much systematic theoretical treatment comparable to the treatments of the Rushdie affair considered here.
	55. . . and it is considered under what conditions one such feature might justify legal restrictions on freedom of expression.(Lagaard)
	56. In this article, we begin by addressing some normative matters that attend the voting age debate. (Chan)
	57. Thereafter, we offer arguments that support the justice of an age-based allocation of voting rights, which rest on the importance of political maturity for democracy. (Chan)
	58. Thus we turn to an examination of available survey data that are relevant to the age of electoral majority. (Chan)
	59. The main purpose of this research is to investigate initiation of actions as a function of the interactive effect of state vs. action orientation and personal demands. (Kazen)
	60. In the first experiment, we use a modified event-based paradigm of PM with different pre-cuing conditions . . .
	61. In the next section, we review research on individual differences in the cognitive maintenance of intentions. (Kazen)
	62. Subsequently, we describe the personality systems interactions (PSI) theory ([Kuhl, 2000] and [Kuhl, 2001]) (Kazen)
	63. . . .as it relates to volitional action.(Kazen)
	64. By use of longitudinal data and latent growth curve analyses, the authors analyzed three psychologically meaningful parameters, i.e., the intercept of the curve, the slope of the curve, and situational deviations from the curve. (Orth)
	65. This model then allowed investigation of distinct effects of predictors (e.g., transgression severity, empathy) on the three statistical parameters.
	66. The results showed, for example. . .
	67. . . .that empathy was related to forbearance and temporary forgiveness. . .
	68. . . .but (was) unrelated to trend forgiveness (adjustment indicators were not examined by McCullough et al., 2003). (Orth)
	69. This study builds on previous work that reports on the identification of a single sentence associated with the thesis statement text segment, using Bayesian classification (Burstein et al., 2001). (Burstein)
	70. The results indicate that . . .
	71. In this article, we address the following questions:
	72. A machine learning decision tree algorithm, C5.0 with boosting, was used for model building and labeling.
(back to top)	73. . . .that R/Sp, theorized as components of positive psychology (Mattis, 2004; Pargament & Mahoney, 2002), are linked with positivity in life, happiness, and specific positive emotions (Fredrickson, 2002; Koenig, McCullough, & Larson, 2001; Lewis & Cruise, 2006). (Saroglou)