澳洲塔斯马尼亚论文代写:证据论据

Keywords:澳洲塔斯马尼亚论文代写

利用证据加强他们的主张并为读者提出有说服力的论据。引文displayedenable读者访问的资源用来证实是否准确，调查和深入研究的课题。这为读者提供了一个机会，使读者对作者的主张有更深入的了解，这使他们的论点更有说服力。多重引证还表明作者进行了深入的研究，描述他们对戏剧有着透彻的理解，创造了一个令人信服的论点。引用其他学者进一步认为，共享相同的看法引导发挥Weisberg等人，使文章更有效。此外，多个研究实例加强了作者的主张，因为他们提供了证据如何转化为实践的证据。例如，其中一项研究表明，从事引导游戏的儿童比从事自由游戏的儿童表现得更好，而学习词汇（狄金森等人，2013），从而证实了作者的论点。此外，直接引语的使用简明地强调作者的观点，同时提供有力的佐证，提出更有力的要求。大多数论点都非常有说服力，因为支持他们的结果没有其他解释。然而，文章中很少有人可以用另一种方式解释，削弱了作者的主张。例如Weisberg（2015）认为学习和玩之间的关系本质上是通过引导发挥联系。虽然事实上，这一发现也可以支持一个不同的论点，如学习和自由发挥之间的联系，因为所有的游戏都是学习的催化剂。
澳洲塔斯马尼亚论文代写:证据论据
have utilised evidence to strengthen their claims and formulate a convincing argument to readers. The citations displayedenable readers to access the resources cited to confirm if the evidence is accurate and to investigate and delve deeper into the topic. This provides the opportunity for readers to gain a deeper understanding of the authors claim, which makes their argument more convincing. The multiple citations also suggest that the authors engaged in an in-depth research, depicting that they share a thorough understanding of play, creating a convincing argument. The citations further suggest that other academic scholars share the same perspective about guided-play as Weisberg et al, making the article more potent. Additionally, multiple examples of studies strengthen the claim of the authors as they provide evidence of how ideas translate into practice. For example, one of the studies provided portrayed that children engaging in guided-play outperformed those who engaged in free-play, whilst learning vocabulary (Dickinson et al., 2013), thus validating the argument of the authors. Moreover, the use of direct quotations emphasise the point of the authors in a concise manner whilst providing strong supporting evidence, making a stronger claim. Majority of the arguments presented are highly convincing as the findings used to support them do not have alternative explanations. However, few cases within the article can be interpreted in another manner, weakening the authors claim. For example Weisberg (2015) claims that the relationship between learning and play is intrinsically linked through guided play. Although factual, this finding could also support a different argument such as the link between learning and free-play, as all play acts as a catalyst of learning.