Think about these questions, or answer them aloud.
In the first lesson of this course you used signposts to follow the structure of a lecture. Now you need to follow the argument: what the lecturer is trying to persuade you of, and how each part supports or challenges it.
Most academic arguments are built from a small set of moves:
Exam questions often target the gap between a reported view and the lecturer's own view. If you note down a claim that the lecturer goes on to reject, you will choose the wrong option.
| Move | What you hear | What to do |
|---|---|---|
| Received view | It's widely assumed that…; The usual explanation is…; Many people would say… | Note it with a question mark: the lecturer may reject it |
| Challenge | The trouble with that is…; That doesn't explain why…; That's only part of the story | Expect the lecturer's own view next |
| Cause and effect | This in turn leads to…; The knock-on effect is…; As a result…; which then… | Draw an arrow and keep the order |
| Vicious circle | …which makes the original problem worse; a self-reinforcing cycle | Draw an arrow back to the start |
| Concession | Admittedly…; Granted…; To be fair…; There's some truth in… | Note it, but wait for the rebuttal |
| Rebuttal | Even so…; Be that as it may…; But it doesn't follow that… | This is usually the lecturer's position |
| Evaluation | The more convincing explanation…; at best a partial solution; the evidence is mixed | Mark it + or −: it is often tested |
| Link, not cause | is linked to; is associated with; tends to go with | Do not turn a link into a cause |
Match each extract from a lecture to the move it makes in the argument. There is one move you do not need.
| What the lecturer says | Move | Note |
|---|---|---|
| The usual explanation is simply that there are too many cars | Received view | too many cars? |
| to be fair, volume does matter | Concession | volume matters, partly |
| But volume on its own can't explain… | Challenge | not enough on its own |
| The more convincing explanation focuses on… | Lecturer's view | drivers' reactions = main cause |
| brakes a little harder… harder still… until… a complete stop | Causal chain | small brake → harder → harder → stop |
| the jam itself travels backwards | Key point, flagged as counterintuitive | jam moves backwards! |
| In a well-known experiment in Japan… | Evidence | circular track, no obstacle → jam anyway |
| Admittedly, extra capacity can bring short-term relief. Even so… | Concession + rebuttal | more lanes: short-term only (new traffic) |
| A more promising approach, in my view… | Evaluation | + variable speed limits |
| although that remains largely untested | Qualification | automated cars: ? untested |
Two explanations, one position. The lecturer accepts that traffic volume matters a little, then gives the explanation they find more convincing. A question such as “What does the lecturer see as the main cause of phantom jams?” is answered by the way drivers react to each other, not by the number of cars.
The chain has a direction. Brakes slightly → brakes harder → brakes harder still → complete stop. In a flow chart, each link (the driver behind, the next driver, until) moves you one box on.
Concession + rebuttal = the lecturer's view. “Admittedly, extra capacity can bring short-term relief. Even so… congestion often returns.” The lecturer does not recommend building more lanes.
Evaluation comes in degrees. A more promising approach is positive; largely untested is uncertain. An option saying automated vehicles “have been shown to prevent jams” goes beyond what the lecturer said.
Complete the notes. Write NO MORE THAN TWO WORDS for each answer.
Choose the correct answer. Think about which views the lecturer reports and which the lecturer holds.
Listen once, taking notes. Then choose the best answer to each question.
Put the moves of the open-plan talk in the order the professor makes them.
Save words to review them later with flashcards.
“The lecture challenged the conventional wisdom that more roads mean less traffic.”
“It's counterintuitive, but the jam moves backwards while the cars move forwards.”
“Each driver's reaction amplifies the original slowdown.”
“Empty shops reduce footfall, which closes more shops: a vicious circle.”
“The road closure had a knock-on effect on local businesses.”
“Online retail accelerated a decline that had already started.”
“Granted, the evidence is limited. Even so, the trend is clear.”
“The scheme is expensive. Be that as it may, it works.”
“Free parking is at best a short-term fix.”
“Students sometimes accept headlines uncritically.”
“Without privacy, some employees withdraw and stop chatting.”
