The idea of 'framing' is that language can create a frame around the basic statement of ideas ... and this frame will modify the way that the audience understands or interprets the basic statements. Consider the following argument:-

Generally, poverty is considered to be a bad thing. Clearly, however, it is important to define what we mean by 'poverty', in which context. An income which may be seen as meaning 'poverty' in one economic context could be seen as 'not poverty' in another context.

The two basic key statements, "poverty...a bad thing" and "... define what we mean by 'poverty'..." are modified by the framing terms "generally", "clearly" and "it is important", which provide indications of how we should consider and assess the basic simple statements.

Notice how the modals "may" and "could" then modify the certainty with which the definitions should be judged.

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** Why not use the Presentation mode button, first in the row at top left, to present the following ideas ?

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Subjective framing

The term 'subjective framing' is intended to describe how a level of complexity is added when the student has the linguistic resources to be capable of commenting on ideas, instead of merely stating them.

The simplest such term is 'personally,...', indicating that what follows is the writer's own point of view, and not necessarily 'The Truth'. Fair enough, but we should use such terms carefully and precisely, since academic discourse is generally supposed to focus on debating the ideas themselves, rather than on personal reactions to them.

Notice the distinction between STANCE : emphasising your personal opinion or position on an issue - and APPROACH : where you signal the type of statement you are making, and so how it should be taken.

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Indicating your personal attitude

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More valuable is the type of structure shown below, since such phrasing indeed focuses on the development of the argument itself, rather than how you are presenting it.

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Commenting on the next idea

'link verb' + adjective + 'that'.

for example :

* It is (essential) that .........

* It seems (apparent) that .........

* It should be (obvious) that ..........

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How true...? true certain doubtful likely probable possible

How clear...? clear obvious apparent evident plain

How important...? important appropriate necessary significant essential vital

How surprising...? surprising strange funny extraordinary

... and all the negative forms of these as well, of course - e.g. unlikely ... unclear ... inappropriate ... etc

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Adverbs to refine meaning

The following range of adverbs express pretty sophisticated ideas, and can be used to frame ideas with succinct comment. They are, for the most part, clearly not words that students with a competent grasp of colloquial language will naturally use - but they are vital for achieving a complex level of argument. They need to be taught actively.

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How clear ?

clearly ... definitely ... positively ... similarly

obviously ... distinctly ... predictably ... proportionately

How do we know ?

rationally ... intrinsically ... theoretically

logically ... implicitly ... technically

justifiably ... inevitably ... traditionally

How often ?

constantly

continuously

> persistently > reliably > temporarily > rarely

continually

consistently

When ?

previously <...

> initially > subsequently > consequently > eventually > finally > ultimately

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** In order to focus attention, and present these ideas clearly, you could also present by using this Powerpoint Presentation:-

  Qualifiers & Caution  ​