| No. | Item | Definition |
|---|---|---|
| 1. | A clear pattern emerges: | Introduces an obvious trend. |
| 2. | A closer look shows that | Introduces a more detailed view. |
| 3. | A likely reason is | Offers a probable explanation. |
| 4. | A possible factor is | Introduces a contributing cause. |
| 5. | According to the data, | Cites data as the source. |
| 6. | Across categories, | Compares different groups or types. |
| 7. | Across the sample, | Refers to the whole group. |
| 8. | Another notable point is | Introduces an additional insight. |
| 9. | As a result, | Signals a consequence. |
| 10. | As expected, | Introduces an unsurprising result. |
| 11. | At the same time, | Adds a simultaneous point. |
| 12. | Based on the data, | Draws a point from evidence. |
| 13. | Because of this, | Links cause to effect. |
| 14. | By comparison, | Signals a comparison is coming. |
| 15. | Compared with earlier data, | Sets up a comparison over time. |
| 16. | Contrary to expectations, | Introduces an unexpected outcome. |
| 17. | Even so, the results suggest | Introduces a concession. |
| 18. | For example, the data shows | Introduces a specific illustration. |
| 19. | For this reason, | Introduces a reasoned conclusion. |
| 20. | From the data, we can see | States an observation from data. |
| 21. | Importantly, | Marks a key point. |
| 22. | In contrast, the data shows | Introduces a contrasting result. |
| 23. | In fact, | Adds emphasis or correction. |
| 24. | In general, the data suggests | States a broad takeaway. |
| 25. | In practical terms, | Shifts to real-world meaning. |
| 26. | In summary, the data shows | Wraps up the main message. |
| 27. | In this case, the data shows | Applies evidence to one case. |
| 28. | Interestingly, | Flags something surprising or engaging. |
| 29. | It is important to note that | Emphasizes a key caution. |
| 30. | It is too early to say | Signals uncertainty remains. |
| 31. | It is worth noting that | Highlights an important detail. |
| 32. | It remains unclear whether | States unresolved uncertainty. |
| 33. | It would be useful to know | Points to missing information. |
| 34. | Looking at the data, | Shifts attention to the evidence. |
| 35. | Meanwhile, the data suggests | Adds a parallel observation. |
| 36. | More broadly, | Widens the scope. |
| 37. | More specifically, | Narrows to detail. |
| 38. | Notably, | Flags something important. |
| 39. | On closer inspection, | Frames a deeper review. |
| 40. | One interpretation is that | Offers one reading of results. |
| 41. | One key finding is that | Presents an important result. |
| 42. | One possible explanation is | Offers a reason for results. |
| 43. | Over time, the data shows | Introduces a time-based trend. |
| 44. | Overall, the results show | Summarizes the main result. |
| 45. | Relative to the baseline, | Compares against a starting point. |
| 46. | Still, the data indicates | Adds contrast while continuing. |
| 47. | Surprisingly, | Introduces an unexpected result. |
| 48. | That said, the data also shows | Adds a qualification or contrast. |
| 49. | The analysis found that | Reports an analytical result. |
| 50. | The bottom line is that | Gives the essential conclusion. |
| 51. | The chart shows that | Refers to a visual result. |
| 52. | The data also shows that | Adds another data-based point. |
| 53. | The data points to | Indicates an emerging conclusion. |
| 54. | The data shows that | Introduces a finding from data. |
| 55. | The evidence suggests that | Signals a supported conclusion. |
| 56. | The figures indicate that | Points to what numbers suggest. |
| 57. | The findings show that | Summarizes what was found. |
| 58. | The gap narrows when | Notes decreasing difference. |
| 59. | The gap widens when | Notes increasing difference. |
| 60. | The implication is that | States what follows from data. |
| 61. | The key question is whether | Introduces a central issue. |
| 62. | The main point is that | States the central message. |
| 63. | The numbers reveal that | Highlights what the numbers show. |
| 64. | The opposite pattern appears in | Introduces a reverse pattern. |
| 65. | The pattern suggests that | Introduces a recurring signal. |
| 66. | The results suggest that | Presents a likely interpretation. |
| 67. | The same pattern appears in | Extends a pattern elsewhere. |
| 68. | The table indicates that | Refers to a tabular result. |
| 69. | The takeaway is that | States the main lesson. |
| 70. | The trend indicates that | Points to a directional pattern. |
| 71. | There appears to be | Introduces a cautious observation. |
| 72. | There is a clear trend toward | States a strong directional trend. |
| 73. | There is evidence that | States support exists. |
| 74. | There is little evidence of | Notes weak support. |
| 75. | There is no clear sign of | Notes absence of a pattern. |
| 76. | There seems to be | Signals a tentative pattern. |
| 77. | These results imply that | States what findings may mean. |
| 78. | This can be seen in | Directs attention to evidence. |
| 79. | This challenges the view that | Questions a prior belief. |
| 80. | This could mean that | Offers a possible implication. |
| 81. | This data highlights | Emphasizes an important aspect. |
| 82. | This helps explain why | Connects data to explanation. |
| 83. | This is reflected in | Points to supporting evidence. |
| 84. | This matters because | Explains significance. |
| 85. | This may indicate | Suggests a possible signal. |
| 86. | This may reflect | Suggests a possible cause. |
| 87. | This raises the question of | Introduces a follow-up issue. |
| 88. | This suggests that | Links evidence to meaning. |
| 89. | This supports the idea that | Backs a stated claim. |
| 90. | Viewed another way, | offers a different perspective |
| 91. | Viewed by segment, | frames segment-level analysis |
| 92. | Viewed over time, | frames a time-based view |
| 93. | We can infer that | draws a conclusion |
| 94. | We can observe that | states a visible finding |
| 95. | What stands out is that | Introduces a notable pattern. |
| 96. | What this suggests is that | introduces an interpretation |
| 97. | When broken down by group, | introduces subgroup analysis |
| 98. | When compared across groups, | sets up a comparison |
| 99. | When taken together, | combines multiple findings |
| 100. | Within this group, | Narrows focus to a subgroup. |

