| Key evaluative terms used in exercise 1 | Can you add any more? |
|---|---|
| It could be argued | |
| Therefore | |
| The point is | |
| We can attempt to establish | |
| Although this was not | |
| It can be seen | |
| This, then, appears to be | |
| It is also evident from | |
| This was certainly | |
| Overall | |
| There is no doubt | |
| However, at a closer look | |
| This is the crucial |
| Some evaluative terms to help you | |
|---|---|
| On the one hand…on the other hand | It could be argued |
| Alternatively | Therefore |
| Scholars such as ______ can be challenged | The point is |
| We can attempt to establish | Response |
| We can attempt to establish | This was certainly |
| There is no doubt | Although this was not |
| Overall | It can be seen |
| In conclusion | This, then, appears to be |
| We can conclude from this | It is also evident from |
| The result of this is that | However, at a closer look |
| A careful analysis reveals | This is the crucial |
| It is not necessary to accept | Ultimately, for (scholar) this is … |
| It can be claimed | The argument can be further developed |
| In essence, what can be | This would suggest |
| One contention with this is that | One objection to this |
| One success of / failure with this argument is | One of the strengths/weaknesses of this |
| It would be difficult to substantiate/support | This line of reasoning |
| To redress this | This appears a reasonable claim |
| This conclusion is unjustified/unsupported/weak | There is nothing inherently wrong with |
| (Scholar) appears to be misguided/mistaken | It would not be wise to argue/say |
| This is going too far / beyond what is presented | This may not be typical |
| There may well be other reasons/explanations | A fault with this argument/reasoning is |
| Although (scholar/evidence) suggests | It may be more likely that |