Sentence examples for students arguments from inspiring English sources

Students' arguments should include any statements or ideas published in the article they read, as well as any additional information specific to the case that they find online, including the official complaint (//news.findlaw.com/nytimes/docs/google/aggoog92005cmp.pdf).findlaw.com/nytimes/docs/google/aggoog92005cmp.pdf

He said that he was especially intrigued by a map the group created that showed how many keystrokes it took customers to reach various spots on the site and that he found persuasive the students' arguments for making India and Japan primary marketing targets.

Several lines of analyses have been conducted including the epistemic levels of students' arguments.

The source was used to confirm the students' arguments by appealing to authority and evidence.

Students' views of the purpose of the investigation may influence what data are valid in the argument, leading to our second dimension for coding students' arguments from evidence.

We used the "purpose of the investigation" arguments from the evidence coding dimension to compare with explanation learning-progression level (Table 5), because it best described the level of sophistication in the students' arguments from evidence.

These are features of a dialogic stance on teaching [ 35, 57] in which careful listening, attention to detail [ 93, 94] and the ability to follow the logic of, and diagnose errors in, students' argument all contribute to the creation of a knowledge-building conversation.

The ability to catch these errors often appears, to observers, to be about the teacher's content knowledge, but in fact it depends more on attentiveness, curiosity, and the ability to follow the logic of students' argument; in this study, the two most experienced teachers (T5 and T6) have 'lower' content-related qualifications than their colleagues.

The student argument that they drive as well as other people is not true.

But Eric Isenberg, a Mathematica researcher and one of the designers of the IMPACT value-added model for Washington, D.C., says he's "never been really compelled by the lower-the-expectations-for-students argument".

"Debate helps students master arguments that they don't necessarily agree with," Max Kenner, the founder and executive director of the Bard prison initiative, told the Guardian.