The author critically reviews recent suggestions from Buchmann, Fenstermacher, and Zumwalt that teachers draw their own conclusions from research findings, rather than accepting the conclusions researchers draw. Drawing on Gusfield's analysis of the language of social science, the author considers the suggestions as proposals for the rhetoric that should be used in research reporting. It is argued that acknowledging the importance of teachers' rationality does not require researchers to abandon drawing implications and attempting to persuade teachers to accept those implications. (Author)