How can I use these templates?
Glancing at a collection of phrases that help with common writing tasks can energize us and give us a sense of our options as we write. Here we include all the template phrases from Chapter 2: Reading to Figure out the Argument, Chapter 3: Writing a Summary of Another Writer’s Argument, Chapter 4: Assessing the Strength of an Argument, and Chapter 5: Responding to an Argument. Each section heading links to the relevant textbook section for more information.
Phrases to introduce elements of an argument
- We should _____________.
- We ought to _____________.
- We must _____________.
- Let’s _____________.
- The best course is _____________.
- The solution is to _____________.
- The next step should be _____________.
- We should consider _____________.
- Further research should be done to determine _____________.
- Research suggests that _____________.
- The data indicate that _____________.
- _____________is increasing or decreasing.
- There is a trend toward _____________.
- _____________causes _____________
- _____________leads to _____________.
- _____________is terrible/disappointing/underwhelming.
- _____________is mediocre/average/decent/acceptable.
- We should celebrate _____________.
- _____________is great/wonderful/fantastic/impressive.
- _____________is the best _____________.
- _____________is the worst _____________.
- _____________is better than _____________.
- _____________is worse than _____________.
- _____________is just as good as _____________.
- _____________is just as bad as _____________
- Because_____________, _____________.
- Because of this, _____________.
- If_____________, then _____________.
- Since_____________, _____________.
- For this reason,_____________.
- We can conclude_____________.
- Therefore, _____________.
- Consequently, _____________.
- As a result, _____________.
- It follows that _____________.
- It is a popular misconception that_____________.
- Some have fallen for the idea that_____________.
- Many people mistakenly believe that_____________.
- Many people think _____________.
- Some, on the other hand, will argue that _____________.
- Some might disagree, claiming that _____________.
- Of course, many have claimed that _____________.
- Some will take issue with _____________, arguing that _____________.
- Some will object that _____________.
- Some will dispute the idea that _____________, claiming that _____________.
- One criticism of this way of thinking is that _____________.
- It is true that ___________.
- I do concede_____________.
- We should grant that_____________.
- We must admit that_____________.
- I acknowledge that _____________.
- X has a point that _____________.
- Admittedly, _____________.
- Of course, _____________.
- To be sure, _____________.
- There may be something to the idea that _____________.
- This idea misses the fact that _____________.
- I disagree because _____________.
- This depends on the assumption that _____________ which is incorrect because _____________.
- This argument overlooks _____________.
- This argument contradicts itself _____________.
- This is mistaken because _____________.
- It is true that ___________, but___________.
- I do concede_____________, and yet___________.
- We should grant that_____________, but we must still acknowledge that ___________.
- We can admit that____________ and still believe that ___________..
- I acknowledge that _____________, and yet we should nevertheless recognize that _____________.
- Critics have a point that _____________; however it is more important that we focus on _____________.
- Admittedly, _____________. However, ___________.
- Of course, _____________, but I still insist that__________..
- To be sure, _____________; but _____________.
- There may be something to the idea that _____________, and yet _____________.
- Perhaps, ________.
- It is worth considering the idea that ________.
- ________ may________.
- ________could possibly________.
- Probably, ________.
- Very likely, ________.
- Almost certainly,________.
- Few ________.
- The vast majority of ________.
- Almost all________.
- ________ unless________.
- If it is not the case that________, then ________.
- ________, except in the case that ________.
- We can exclude cases where _____________.
Phrases for Summarizing
- In an article for _____________, writer _____________ discusses _____________.
- The recent account of _____________ by _____________ focuses on _____________.
- Writing in the journal _____________, the scholar _____________ argues that _____________.
- They argue that _____________.
- She maintains that _____________.
- He contends that _____________.
- They assert that _____________.
- She holds that _____________.
- He insists that _____________.
- She thinks_____________.
- They believe that_____________.
- He informs us of _____________.
- She describes_____________.
- They note that _____________.
- He observes that _____________.
- She explains that _____________.
- The writer points out the way in which_____________.
- They praise_____________.
- He celebrates_____________.
- She applauds the notion that_____________.
- They endorse_____________.
- He admires_____________.
- She finds value in_____________.
- They rave about_____________.
- The author criticizes_____________.
- She deplores____________.
- He finds fault in_____________.
- They regret that_____________.
- They complain that_____________.
- The authors are disappointed in_____________.
- The author gives a mixed review of_____________.
- She sees strengths and weaknesses in_____________.
- They endorse_____________ with some reservations.
- He praises_____________ while finding some fault in _____________
- The authors have mixed feelings about_____________. On the one hand, they are impressed by_____________, but on the other hand, they find much to be desired in_____________.
- They advocate for_____________.
- She recommends_____________.
- They encourage_____________to _____________.
- The writers urge_____________.
- The author is promoting_____________.
- He calls for_____________.
- She demands_____________.
- He suggests_____________.
- The researchers explore the possibility of_____________.
- They hope that_____________can take action to_____________.
- She shows why we should give more thought to developing a plan to_____________.
- The writer asks us to consider_____________.
- She reasons that _____________.
- He explains this by_____________.
- The author justifies this with_____________.
- To support this perspective, the author points out that_____________.
- The writer bases this claim on the idea that_____________.
- They argue that_____________ implies that _____________ because_____________.
- She argues that if _____________, then _____________.
- He claims that _____________ necessarily means that_____________ .
- She substantiates this idea by_____________.
- He supports this idea by_____________.
- The writer gives evidence in the form of_____________.
- They back this up with_____________.
- She demonstrates this by_____________.
- He proves attempts to prove this by _____________.
- They cite studies of _____________.
- On the basis of _____________, she concludes that _____________.
- The writer acknowledges that _____________, but still insists that _____________.
- They concede that _____________; however they consider that _____________.
- He grants the idea that _____________, yet still maintains that _____________.
- She admits that _____________, but she points out that_____________.
- The author sees merit in the idea that _____________, but cannot accept_____________.
- Even though he sympathizes with those who believe _____________, the author emphasizes that _____________.
- She refutes this claim by arguing that _____________.
- However, he questions the very idea that _____________, observing that _____________.
- She disagrees with the claim that _____________ because _____________.
- They challenge the idea that _____________ by arguing that _____________.
- He rejects the argument that_____________, claiming that _____________.
- She defends her position against those who claim _____________ by explaining that _____________.
- He qualifies his position by_____________.
- She limits her claim by_____________.
- They clarify that this only holds if _____________.
- The author restricts their claim to cases where_____________.
- He makes an exception for_____________.
- Just as A does, B believes that______________.
- Both A and B see ______________ as an important issue.
- We have seen how A maintains that ______________. Similarly, B ______________.
- A argues that______________. Likewise, B ______________.
- A and B agree on the idea that ______________.
- A focuses on______________; however, B is more interested in______________.
- A’s claim is that______________. Conversely, B maintains that ______________.
- Whereas A argues that______________, B______________.
- While A emphasizes______________, B______________.
- Unlike A, B believes that______________.
- Rather than ______________ like A, B______________,
- Whereas A argues that ______________, B maintains ______________.
- While A condemns the weaknesses of ______________, B praises its strengths.
- A outlines the problem of ______________ in the abstract while B proposes solutions to the problem.
- Though A and B agree on the root cause of ______________, they differ on its solution.
Phrases for assessing arguments
Lack of clarity
- What exactly does X mean by _____________?
- He seems to imply that _____________, but leaves ambiguous whether or not that means_____________.
- They fail to clarify what exactly _____________ refers to.
- He does not define what he means by _____________.
- She explores _____________, but fails to articulate a clear message.
- X leaves open the question of _____________.
- The argument never specifies whether _____________ or _____________.
- Readers will wonder if they mean_____________ or _____________.
- Readers may be confused by the shifting meaning of the term “_____________.”
- Many will interpret _____________ to mean _____________, but some might also take it to mean _____________.
Praise for clarity
- This piece clearly articulates the case that _____________.
- The argument lays bare the assumptions on which the whole case for _____________ is based.
- X has clarified the reasoning that underpins the common opinion that _____________.
Pointing out exceptions
- The argument is based on the idea that _____________, but this is not entirely true because _____________.
- The reason given is that _____________, but the author has not considered the possibility that, in fact, _____________.
- The author does not acknowledge that _____________ might be the case.
- The argument presents only two possibilities,_____________ and _____________, when in fact it could be the case that _____________
- The question _____________ assumes that _____________, when, in fact, it could be that_____________.
- She convincingly supports this claim by _____________.
- They give many examples of _____________ to support the idea that _____________.
- His evidence of _____________ ranges from anecdotes to large-scale academic studies to expert testimonials.
- X refers to credible academic studies of _____________ to bolster their argument that _____________.
- X refers to a number of credible experts to establish that, in general, _____________.
- X asserts that _____________ but does not offer any evidence.
- The argument builds on the premise that _____________, but fails to support that premise.
- X offers scant evidence for the claim that _____________.
- The argument gives an example to support the claim that _____________, but gives no evidence that this example is typical.
- _____________ is not enough to show that _____________.
- The essay offers only _____________ as evidence when it should also point to _____________ and _____________.
- The argument presents _____________ as a reason to believe _____________, but this supposed reason is just a rewording of the claim.
- The writer provides no real justification for the idea that _____________; to convince us they just repeat that idea with different phrasing.
- The argument claims that _____________ will inevitably lead to _____________, but this is far from certain.
- They assume that _____________ will set off a chain reaction leading to _____________; however this is unlikely because _____________.
- _____________relies on the idea that _____________; however, _____________.
- The argument assumes that _____________ without providing evidence.
- _____________takes for granted that _____________, but we may wonder whether this is a justified assumption because_____________.
- _____________depends on the assumption that_____________. Is this always the case? Some might say that _____________.
- _____________ depends on a belief in _____________, which may not be shared by all readers because _____________.
- The underlying idea here is that _____________; however we must ask ourselves whether _____________.
- The implicit assumption is that _____________ but some may question whether, in fact, _____________.
- X is correct in their assumption that _____________ because _____________.
- X rightly assumes that _____________.
Assessing the treatment of counterarguments
- The author effectively counters the common view that _____________ by arguing that, in fact, _____________.
- The writer acknowledges that _____________ but explains that this is because _____________.
- The argument responds to the _____________ critique of their position by noting that _____________.
- The argument fails to mention the opposing view that _____________.
- The author attempts to respond to critics by claiming that _____________, but this response is not convincing because _____________.
Praise a subsection
- Although the argument does not succeed in proving that _____________, it does help us understand _____________.
- Though the evidence X presents does not prove _____________, it does provide rich material for further discussion.
- X’s conclusion that _____________ doesn’t seem fully justified, but the evidence does show that _____________.
- X makes an important point when they note that _____________.
- X’s insight into _____________ sheds new light on _____________.
- X clearly outlines the problem of _____________, even though their solution leaves much to be desired.
- This piece does clarify the nature of _____________ even though it does not _____________.
Praise for bringing attention
- X brings much-needed attention to the issue of _____________, which is helpful because_____________.
- The essay drives home the need for more focus on _____________.
- This piece highlights the urgent situation of _____________.
Praise the framing
- X’s discussion of _____________ provides a new way to think about _____________.
- The argument’s biggest contribution lies in its framing of _____________ as _____________.
Praise for raising a question
- X’s focus on _____________ helps clarify an important question for further exploration: _____________?
- The argument points toward the need for further study of _____________ to determine _____________.
- X’s analysis reveals the gaps in our understanding of _____________.
Phrases for responding to further the conversation
Call for clarification
- X should specify whether they mean _____________ or _____________.
- X should explain what they mean by _____________.
- X should elaborate on the concept of _____________.
Call for support and research
- Further research on _____________ could show us _____________.
- A study of _____________ might show whether _____________.
- Is it really the case that _____________? We need more information about _____________.
- An investigation of _____________ could help us determine the role of _____________ in _____________.
Suggest a limit to the claim
- We should recognize that this pattern is limited to cases where _____________.
- The argument holds true in situations where _____________.
- It is important to note that this claim only applies to _____________.
- _____________ is a notable exception because _____________.
- We should note that this claim is certainly not true of _____________.
Point to further implications
- The idea that _____________ could apply to _____________ as well.
- Beyond _____________, X’s argument has implications for _____________.
- This argument shows how important it is that we take action on _____________.
- If we accept the idea that _____________, as we should, then the time has come to _____________.
- Given X’s points, shouldn’t we consider _____________?
Introduce alternative or additional reasons
- Better evidence for _____________ lies in _____________.
- Another reason why _____________ is that _____________.
- The fact that _____________ provides further support for X’s claim.
- My own experience has also shown that _____________ , which leads me to agree with X.
- I have seen firsthand how _____________.
- In addition to the evidence X gives, it is also worth considering that _____________.
Underscore the importance of an argument
- X’s claim is important because _____________.
- This is especially concerning because _____________.
- We should take note of this since _____________.
Suggest ways to spread the word
- We could help spread awareness of _____________ by _____________.
- The idea that _____________ should be taught in _____________ classes.
- We should all talk to those we know about _____________.
Introduce alternate claims
- Instead of _____________, I would argue that _____________.
- A more accurate claim would be _____________.
- In actuality, _____________.
- The idea that _____________ better accounts for the evidence.
- We can find a better explanation of _____________ in _____________.
- As we have seen, it is not true that _____________. Rather, _____________.
Reframe the issue
- Instead of focusing on _____________, we should look at the question in the light of _____________.
- A better way to frame the issue of _____________ would be in terms of _____________.
- To better understand _____________, we should first ask ourselves _____________.