The Science Of Scientific Writing    Set 2     Set 2 - Indicator words : 3 types of Indicators : Example : Exercise 1 : Exercise 2 : Exercise 3 : Exercise 4 : Exercise 5 : Exercise 6-Quiz : Exercise 7 : Final page Set 2.

Course Home

OVERVIEW: The way to well-written science

How to do the Course

PART I: Paragraphs and Sentences

SET A: Paragraphs: The Maps Behind Them

SET B: Paragraphs: Using Maps to Meet Readers' Expectations

SET C: Paragraphs with Something Extra: Points and Tails

SET D: The Generic Section: Expectations and Maps as Blueprints

SET E: Scientific Sections: The Methods and Results

SET F: Scientific Sections: The Discussion

SET G : Scientific Sections: The Introduction

SET H : Sentences

SET I : The Paper as a Whole

PART II: The Paper and its Sections

Introduction

SET 1: Argument Parts

SET 2: Indicator Words

SET 3: Refining Claims

SET 4: Locating Arguments in Prose

SET 5: Rationale's Essay Planner

SET 6: Evidence in Arguments: Basis Boxes

SET 7: Assessing

SET 8: More on Assessing

SET 9: Analysis Maps

SET 10: Assessing Again

Synthesis 1: Position-Early Paragraphs

Synthesis 2: Position-Final Paragraphs

Synthesis 3: Writing a Discussion I

Synthesis 4: Writing a Discussion II

This is how your answer should look:

That seatbelts hold your body in place doesn't directly support the position - it explains why you'll be safer in a crash.

Content of this page drawn in whole or part from the Austhink Rationale Exercises with permission from Austhink .