Hypothetical-Real textual pattern

This textual pattern consists of a series of claims and contrasting counterclaims, which is
presented on a given topic:
Claim 1 (Hypothesis) → Counterclaim 1 (Real) → Claim 2 (Hypothesis) →
Counter-claim 2 (Real) → …

This pattern can be found more frequently in:

1) Political journalism texts (newspapers and magazines);
2) Letters-to-the editor pages (newspapers and magazines);
3) Academic essays

(McCarthy 1993: 161)

For the purpose of identifying the textual pattern, lexical signals are very useful. For
instance, through lexical items, such as claim, assert, truth and false. In fact, ‘segments’
containing them, can be identified as elements of the ‘Hypothetical-Real’ structure.

Jordan (1984) provides a sample list of 31 lexical items, which can be signals of this
textual pattern, including. For instance,

"according to", "apparently", "believe", "estimate", "evidently", "imagine", "likely",

"might", "perhaps", "probably", "seem", and "suggest"
(Jordan 1984: 148).

The Following text can best be characterized as “Hypothetical-Real”. In this pattern,

three elements, “common ground”, “Hypothesis” and “Real”, can be discerned.

(1) Some people think that online learning would make learning easier for everyone as
we can learn at any time and at any place. (2) But when I started online learning I found
it not as easy as others think. (3) I would say that online learning is just a convenient
way to receive education—not an easier way. (4) In fact, many students say it requires
much more time and effort. (5) Requirements for online courses are not less than those
of any quality program.

(New horizon college English, Book 2, p.73)

Sentence (1) is the hypothetical element in the structure, giving some people’s opinion
about online learning.
Sentence (2) is the correction of the idea.
Sentence (3), the real element, establishes the writer’s own idea: only a convenient way
of education, not an easy way.
Sentences (4) and (5) present some facts to support the writer’s viewpoint.

All of the "claim" signals carry strong elements of hypothesis. Among "claim" signals
are the following:
“It is argued that early...”
“The savannah theory claims that...”,
“The most widely accepted theory attempts to account...”,
“Analysis of... suggest…” .

Some "Real (counterclaim)" markers are:

“...proponents of the aquatic theory Development of reading and writing abilities by
teaching textual patterns stress the fact...”,
“... the argument proceeds by noting...”
“... they point to the fact that...”
“... the theory takes as its starting point...”
“... they point to the fact that...”
“It is thus proposed...”
“It does not follow the fact that …”

The "Real (counterclaim)" markers often give the general impression of the
counterclaim sections as
credible, organized, logical, respected and truthful.

References

Jordan, M. (1984). Rhetoric of everyday English texts. London: Alenn and Unwin.
McCarthy, M. (1993). Discourse analysts for language teachers. Cambridge: Cambridge
University Press.