BASIC SENTENCE PATTERNS 1 PATTERNS FOR SAYING WHAT OTHERS ARE SAYING Part I: Ways to introduce standard views These offer a way to bring up a topic about a view so widely accepted that is it basically the conventional way of thinking about that topic. These are good for challenging the beliefs and examining their strengths/weaknesses. 1) {People/Group} today tend to believe that {common belief}. EX: Americans today tend to believe that it is their right to live beyond their financial means. 2) Conventional wisdom has it that {common belief}. EX: Conventional wisdom has it that those who work the hardest have the greatest chance of success. 3) Common sense seems to dictate that {common belief}. EX: Common sense seems to dictate that those who work hard improve their chances of success. 4) The standard way of thinking about {topic} has it that {common belief}. EX: The standard way of thinking about education has it that the higher the level of education the more opportunities will be available. 5) It is often said that {common belief}. EX: It is often said that the best way to achieve financial stability is to live within one s means rather than to purchase on credit. 6) {Some/Many/Americans/etc} (believe/think/assume) that {common belief}. EX: Americans assume that that they will be able to control their spending and not abuse their credit cards. Part II: Ways to introduce something implied or assumed These offer a way to summarize an indirectly stated point. They are good for critically thinking. They look beyond that is actually stated to get to the unstated assumptions and the implications of the statement or assumption WHICH YOU NEED TO DO!!! 1) Although (few/none) have ever said so directly, {people/group} often give the impression that {summary of point implied}. EX: Although few have ever said so directly, movie producers often give the impression that they want to make money more than actually entertain fans. 2) One implication of {person/group} s treatment of {topic} is that {summary of point implied}. EX: One implication of the Kevin Murphy s treatment of movie theater food is that it is tolerable when eaten in moderation. 3) Although {person/group} does not say so directly, (he/she/they) apparently assumes that {summary of point implied}. EX: Although Kevin Murphy does not say so directly, he apparently assumes that larger movie theaters are in business just to make money rather that to provide entertainment. 4) While rarely (admitting/stating) as much, {person/group} often take(s) for granted that {summary of point implied}. EX: While rarely stating as much, Kevin Murphy often takes for granted that big-budget, actionpacked blockbusters can often be entertaining and fun.
2 Part III: Templates for introducing an ongoing debate These offer a way to summarize a debate that presents 2 or more views. These acknowledge that there is more than one opinion on the topic. After using these, you must keep these ideas in view, reminding the audience what claims you are responding to (see the return sentence below as an example). 1) In discussions of {topic}, one controversial issue has been {controversial issue}. On one hand, {person/group} argues that {one argument}. On the other hand {person/group} contends {the other argument}. There are others, such as {yet another person/group} who maintain {argument}. 2) When it comes to the topic of {controversial topic}, (most/many) readily agree that {controversial issue}. Where this agreement usually ends, however, is on the question of {area of disagreement}. Whereas some are convinced that {one side of the argument}, others maintain that {other side of the argument}. Return Sentence: Defenders/Supporters/Proponents of {argument opposed to yours} cannot have it both ways. Their assertion that {their side of the argument} is contradicted by their claim that {another aspect of their argument that contradicts the earlier argument}. PATTERNS FOR QUOTING WHAT OTERS ARE SAYING Part IV Templates for introducing summaries and quotes USE THESE TO SUMMARIZE GOOD BUT LONG INFO/QUOTES GOOD IDEA TO FOLLOW WITH A GOOD/GOOD PART OF A QUOTE. Be sure to use good action verbs (see lists below) when introducing summaries and quotations. Though they may be appropriate at times, generally avoid using says or believes. VERBS FOR MAKING A CLAIM: argue, believe, claim, emphasize, insist, observe, remind, report suggest VERBS FOR EXPRESSING AGREEMENT: acknowledge, admire, agree, celebrate the fact that, corroborate, do not deny, endorse, extol, praise, reaffirm, support, verify VERBS FOR QUESTIONING OR DISAGREEING: complain, complicate, contend, contradict, deny, deplore the tendency to, disavow, question, refute, reject, renounce, repudiate VERBS FOR MAKING RECOMMENDATIONS: advocate, call for, demand, encourage, exhort, implore, plead, recommend, urge, warn For Introducing Summaries: 1) {Person/Group/They} demonstrate(s) that {summary}. Students in poorly-funded schools demonstrate that they are eager to learn yet lack the resources. 2) {Person/Group/They} celebrate(s) the (fact/idea) that {summary}. Kozol celebrates the fact that there are teachers and students who succeed despite the poor learning environment and social hindrances that threaten to crush any academic ambitions they may have. 3) {Person/Group/They} admit(s) that {summary}. For Introducing Quotes: NOTE: Use these sparingly; having analytical statements before the quote that transition to the quote are preferable, especially when you are using quotes by the author. Weak Example: Schools that have less money could have fewer supplies, teachers, and other necessities essential for providing a quality education. Kozol states, The school I am told has 26 computers for its 1,300 children (87). Better Example: Schools that have less money could have fewer supplies, teachers, and other necessities essential for providing a quality education. The school I am told has 26 computers for its 1,300 children (Kozol 87).
1) {Quoted Person} states, {This person s quote} (citation). 3 2) As the prominent (philosopher/author/etc) {Quoted Person} put it, {This person s quote} (citation). 3) According to {Quoted Person}, {This person s quote}. 4) {Quoted Person} (himself/herself) writes, {This person s quote}. 5) In (his/her) book, (Book Title), {Quoted Person} maintains that, {This person s quote}. 6) Writing in the article ( Article Title ), {Quoted Person} complains that, {This person s quote}. 7) {Quoted Person} agrees/disagrees when (he/she) writes, {This person s quote}. 8) {Quoted Person} complicates matters further when (he/she), {This person s quote}. For Explaining Quotes: NOTE: These are often not necessary and lead to summarizing already present and obvious information. 1) Basically, {Quoted/Paraphrased/Summarized Person} is (saying/arguing/criticizing/etc) {explanation}. 2) In other words, {Quoted/Paraphrased/Summarized Person} (believes/says/argues/criticizes) {explanation}. 3) In making this comment, {Quoted/Paraphrased/Summarized Person} argues that {explanation}. 4) {Quoted/Paraphrased/Summarized Person} is (insisting/pointing out) that {explanation}. 5) The essence of {Quoted/Paraphrased/Summarized Person} s argument is that {explanation}. PATTERNS FOR RESPONDING TO WHAT OTERS ARE SAYING Part V Templates for Disagreeing With Reasons IF YOU PLAN TO DISAGREE CONSIDER THESE. These offer a way to more than simply disagree; they force you to offer persuasive reasons why you disagree, and that is much more effective. 1) {Person Being Disagreed With} is mistaken because (he/she) overlooks {overlooked points}. 2) {Person Being Disagreed With} s claim that {that claim} rests upon the questionable assumption that {questionable assumption}. 3) {Person Being Disagreed With} s view that {that view} is off target because, as recent research has shown, {results of contradictory research}. 4) {Person Being Disagreed With} contradicts (himself/herself). On the one hand, (he/she) argues that {one view}, but on the other hand, (he/she) also says {same person s contradictory view}. 5) By focusing on {less important focus}, {Person Being Disagreed With} (overlooks/ignores) the deeper problem of {what the real focus should be}. 6) {Person Being Disagreed With} claims {an obvious claim}, a claim that is unnecessary. Those familiar with {topic} have long known that {something obvious about the earlier obvious claim}.
Part VI Templates for Agreeing 4 1) {Person/Group Being Agreed With} is surely correct about {claim that person is correct about} because, as (he/she) may not be aware, recent studies have shown that {proof from recent studies}. 2) {Person/Group Being Agreed With} s theory of {person s theory} is useful because it sheds insight on the (difficult/important/crucial/etc) problem of {problem the theory helps explain}. 3) {Person/Group Being Agreed With} s point that {point that must be emphasized} must be emphasized, as many people believe {the opposite thing people believe}. 4) If {Person/Group Being Agreed With} is right, then the popular assumption that {popular assumption} must be reassessed. Part VII Templates for Agreeing, But With a Difference THIS IS THE QUALIFY MENTIONED IN SOME PROMPTS. These offer you a way to do add something new to the topic you are agreeing with; this allows you to do more than simply agree. It shows thought and extension good things. 1) Although {Person/Group Being Agreed With} is correct up to a point, (his/her) overall conclusion that {the incorrect conclusion} is incorrect. 2) Although (many/some) disagree with what {Person/Group Being Agreed With} says, they fully endorse (his/her) final conclusion that {agreeable final conclusion}. 3) Though (some/many) may concede that {point they somewhat agree with}, they still insist that {point they disagree with}. 4) While {Person/Group Being Agreed With} is probably (wrong/incorrect/off target/etc) with (his/her) claim that {off-target claim}, (he/she) is right that {on-target claim}. 5) Whereas {Person/Group Being Agreed With} provides ample evidence that {supported claim}, {researcher #1} s research on {topic of their research} offers proof that {opposite supported claim by researcher} instead. 6) (Some/Many support {Person/Group Being Agreed With} s position that {person s position}, yet find that {other person} s argument about {researcher} s research on {topic of that research} to be equally persuasive. PATTERNS FOR DISTINGUISHING WHAT YOU SAY FROM WHAT OTHERS SAY Part VIII Templates for Signaling Who is Saying What in Your Own Writing - These offer a way to do something very important: allow your reader to tell who is saying what. You know, but you need to be sure they do as well. If for whatever reason you do not know find out. 1) {Person/Group} argues {what they argue}. 2) According to both {person/group #1} and {person/group #2}, {what they say}. 3) (Politicians/Teachers/Scholars/Philosophers), {person arguing} argues, should {what those people should do/say/believe/etc.}. 4) Most (athletes/students/pharmacists/etc) claim that {what they claim}.
5) {Person/Group} is correct in stating that {what they correctly state}. 5 6) The evidence shows that {what the evidence shows}. 7) {Person/Group} s assertion that {the assertion} does not fit the facts. 8) Anyone familiar with {topic} should agree that {what about that topic they should agree with}. 9) {Person/Group} overlooks an important point about {topic they overlook important points about}. Part IX Templates for Using Refutation in your Text THESE ARE GOOD FOR THE PARAGRAPH BEFORE THE CONCLUSION. These allow you to enhance your point and credibility by offering the counter argument. You show the other point of view to show your point of view, identifying problems and answering them for the reader. It is very effective so do it. For Entertaining Objections: 1) Some may challenge the idea that {your view}. After all, many believe that {the view opposite of yours}. Indeed, the argument that {your argument re-stated} appears to ignore {what your argument appears to ignore}, but {proof that your idea is still the better/correct one}. 2) Of course, many will probably disagree with this assertion that {the assertion} because {why they probably disagree}. This disagreement is unfounded, however, as {why they are incorrect to disagree}. For Naming your Naysayers: 1) Here many (feminists/liberals/etc) would probably object to {what they would object to}. 2) But (social Darwinists/hardcore Republicans/etc) would certainly take issue with the argument that {what they would take argument with}. 3) (Biologists/Freudians/etc), of course, may want to dispute my claim that {claim they dispute}. 4) Nevertheless, both (followers and critics of Malcolm X/supporters and critics of the President/etc) will probably suggest otherwise and argue that {what they will argue}. 5) Although not all (Christians/Democrats/school administrators/etc) think alike, some will dispute the claim that {claim that they dispute}. For Making Concessions While Standing Your Ground: 1) Proponents of {cause/idea} are right to argue that {their correct argument}, but they are exaggerating when they claim that {claim that they are exaggerating}. 2) While it is true that {true/correct statement}, it does not necessarily follow that {possibly incorrect conclusion based on the true/correct statement}. Part X Templates for Indicating Who Cares These allow you to get across the relevance and importance of your topic and ideas. They tell who should care and the difference accepting these ideas could make.
For General Groups: 6 1) {Person/Group} used to think {what they used to think}, but (recently/within the last ten years/etc) {research/group/person/etc.} suggests that {claim that contradicts what they used to think}. 2) This interpretation challenges the work of those critics who have long assured that {what they have assured}. 3) These findings challenge the work of earlier researchers, who tended to assume that {assumption earlier researchers made}. 4) Recent studies like these shed new light on {newly researched aspect of the topic}, which previous studies had not addressed. For Naming Specifically Who Cares: 1) If (sports enthusiasts/movie fans/etc) stopped to consider it, many might simply assume that most (successful athletes/film directors/etc) {what most might assume without thinking}. However, new research shows {contradictory evidence from research}. 2) These findings challenge (dieters /politicians /teachers /etc.) common assumption that {common assumption}. 3) At first glance (teenagers/environmentalists/etc) might say {what they might say}, but on closer inspection {the actuality}. For Establishing Why Claims Matter: 1) {Important issue} (matters/is important) because {why it is important}. 2) Although {thing that may seem trivial} may seem trivial, it is in fact crucial in terms of today s concern over {topic for which that trivial thing is actually important}. 3) Ultimately, what is at stake here is {the thing at stake}. 4) These findings have important consequences for the broader domain of {larger topic that findings impact}. 5) The discussion of {topic of discussion} is in fact addressing the larger matter of {larger topic the topic addresses}. 6) (These conclusions/this discovery/etc) will have significant applications in {area this information can be applied to} as well as in {another area this information can be applied to}. 7) Although {topic/idea/conclusion/etc} may seem of concern only to a small group of {whoever is seemingly concerned}, it should in fact concern anyone who cares about {topic which would increase the number of people concerned}. 8) The point here that {the point} should interest those who {small group of those who should be interested}. Beyond this limited audience, however, the point should speak to anyone who cares about the larger issue of {topic which would increase the number of people concerned}.