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... embody the same relation/ use the same generation of software.
... apply the same rules/ follow the same rule.
 This notion ... refers to a whole set of theories/ changes the whole picture.
 I shall explore ... how these assumptions fit into the model as a whole.

2.1.9. Emphatic connectors

•  P and Q might be compared ... even if they were not historically related.
 [NN] is an important book ... even if one is in disagreement with F's views.
 Even though ... this issue has been scrutinized, there hasn't been a scientific
conclusion.

 This concept of affinity ... dominates most thinking about biological reactions
even though it is relevant only at equilibrium.
•  I have no explanation for this difference; ... however, I feel that P.
 We have seen that P; however, ... we have not yet argued that Q.
 In detail, however, ... we shall see that P.
 However, ... this is what cannot be taken for granted.
 Before looking at this matter, however, ... it is worth noting that P.
 F's book has a variety of virtues; ... I do, however, have certain criticisms.
 This approach is the most transparent; ... nevertheless it is informative to present
P.
 There is no clear way of testing P; ... nevertheless, we can refine Q.
 To assess, nevertheless, whether P, ... we turned to Q.
 It may be helpful nevertheless ... to summarize P.
 Nevertheless ... it has been advocated that P.
 In acknowledging that P, (I trust) ... it is none the less clear that Q.
... the outcome of the research (of all these efforts) my hope is that P.
 P should be explained/ given ... whenever necessary/ possible.

2.2. Emphasis; Impersonal constructions accounting for

2.2.1. (Impersonal constructions accounting for) Backgrounds
•  It is ... common knowledge (experience)/ well known/ commonplace/ a
matter of common observation/ generally agreed/ accepted that P.
 It is ... claimed (being claimed)/ has been shown in [NN] that P.
 In mathematics ... it is taken for granted that P.
•  It is ... not entirely clear in the literature what is meant by Q. It is
... encouraging that P (is Q)/ realistic to expect that P.
 It is ... hoped that eventually P will happen.
 It ... turns out/ proves to be very fruitful to study P.
 It ... would be of great interest to develop P. It seems as if time is right for Q.
 I do not think it too far-fetched ... to see P in the near future.

2.2.2. (Demonstrative constructions accounting for) Focusing

•  This ... implies/ proves/ shows/ yields that Р/ was the case with P.
... is meant to support our theory/ will allow me to propose P.
... offers a way of clarifying Р/ is another way of approaching P.

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