5.6: Common Response Phrases
- Page ID
- 110025
.jpg?revision=4 "Anna Mills")
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Here are all of the common phrases discussed in Chapter 5: Responding to an Argument. Each heading links to the relevant section of the text.
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 _____________.