Academic Discourse 101

Academic Discourse

Utilizing Arguments

  • Along similar lines, [X] argues that ___.
  • There seems to be no compelling reason to argue that ___.
  • As a rebuttal to this point, it might be (convincingly) argued that ___.
  • There are [three] main arguments that can be advanced to support ___.
  • The underlying argument in favor of / against [X] is that ___.
  • [X]‘s argument in favor of / against [Y] runs as follows: ___.


Clear Claims

  • In this [paper], I put forward the claim that ___.
  • [X] develops the claim that ___.
  • There is ample / growing support for the claim that ___.
  • [X]‘s findings lend support to the claim that ___.
  • Taking a middle-ground position, [X] claims that ___.


Deploying Data

  • The data gathered in the [pilot study] suggests / suggest that ___.
  • The data appears / appear to suggest that ___.
  • The data yielded by this [study] provides strong / convincing evidence that ___. (yielded = generated)
  • A closer look at the data indicates that ___.
  • The data generated by [X] is / are reported in [table “” not found /]
  • The aim of this [section] is to generalize beyond the data and ___.

In modern usage, data can also be treated as a mass / uncountable noun, like information. Before you submit your work, check whether the institution you’re writing for / on behalf of prefers data + plural verb.


Discussing Debates

  • [X] has fostered debate on ___. (fostered = encouraged)
  • There has been an inconclusive debate about whether ___.
  • The question of whether ___ has caused much debate in [our field of study] [over the years].
  • (Much of) the current debate revolves around ___.


Directing Discussion

  • For the sake of discussion, I would like to argue that ___.
  • The question under discussion is ___.
  • In this paper, the discussion centers on ___.
  • [X] lies at the heart of the discussion on ___.


Providing Evidence

  • The available evidence suggests that ___ / points to ___.
  • On the basis of the evidence currently available, it seems fair to suggest that ___.
  • There is overwhelming evidence corroborating the notion that ___. (corroborating = confirming)
  • Further evidence supporting / against [X] may lie in the findings of [Y], who ___.
  • These results provide confirmatory evidence that ___.



  • The ground covered in this [chapter] by ___ leads to the conclusion that…
  • On logical grounds, there is no compelling reason to argue that ___.
  • [X] takes a middle-ground position on [Y] and argues that ___.
  • On these grounds, we can argue that ___.
  • [X]‘s views are grounded on the assumption that ___.



  • The main theoretical premise behind [X] is that ___.
  • b. [X] and [Y] share an important premise: ___.
  • c. [X] is premised on the assumption that ___.
  • d. The basic premises of [X]‘s theory / argument are ___.
  • e. The arguments against [X]‘s premise rest on [four] assumptions: ___.


Pointing to the Issue

  • This study is an attempt to address the issue of ___.
  • In the present study, the issue under scrutiny is ___. 
  • The issue of whether ___ is clouded by the fact that ___. (clouded = made less clear)
  • To portray the issue in [X]‘s terms, ___.
  • Given the centrality of this issue to [my claim], I will now ___.
  • This [chapter] is concerned with the issue of [how/whether/what] ___.


In the Literature

  • [X] is prominent in the literature on [Y].
  • There is a rapidly growing literature on [X], which indicates that ___.
  • The literature shows no consensus on [X], which means that ___.
  • The (current) literature on [X] abounds with examples of ___.


Research Says!

  • This study draws on research conducted by ___.
  • Although there has been relatively little research on / into [X], ___.
  • In the last [X] years, [******] research has provided ample support for/to ___.
  • Current research appears / seems to validate the view that ___.
  • Research on / into ___ does not support the view that ___.
  • Further research in this area may include ___ and ___.
  • Evidence for [X] is borne out by research that shows ___.
  • There is insufficient research on / into ___ to draw any firm conclusions about / on ___.


Opinions are like…(View)

  • The consensus view seems to be that ___.
  • [X] propounds the view that ___. (propound = put forward for consideration)
  • Current research (does not) appear(s) to validate such a view.
  • There have been dissenters to the view that ___. (dissenter = someone who disagrees)
  • The answer to [X] / The difference between [X] and [Y] is not as clear-cut as popular views might suggest.
  • The view that _____ is (very much) in line with [common sense].
  • I am not alone in my view that ___.
  • [X] puts forward the view that ___.
  • [X]‘s views rest on the assumption that ___.