| 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 |