Sentence Starters, Transitional and Other Useful Words
LIBRARY AND LEARNING SERVICES STUDY GUIDE | SENTENCE STARTERS 2.eit.ac.nz/library/OnlineGuides/Sentence Starters.pdf
Sentence Starters, Transitional and Other Useful Words
This essay discusses . . . The definition of . . . will be given The issue focused on . . . In this essay . . . The key aspect discussed . . . Views on . . . range from . . . The central theme . . . Emphasised are . . .
To introduce
. . . is explored . . . . . . is briefly outlined . . .
. . . is defined . . . . . . is explored . . .
. . . is demonstrated . . . . . . is explained . . . . . . are presented . . . . . . is evaluated . . . . . . is described . . . . . . is explained and illustrated with examples . . .
. . . is included . . . . . . are identified . . . . . . is justified . . . . . . is examined . . . . . . is analysed . . .
In summary, . . . In brief, . . . To conclude, . . . It has been shown that . . .
To conclude
To review, . . . To summarise, . . . Thus, . . . In short, . . .
In conclusion, . . . To sum up, . . . Hence, . . .
Similarly, . . . In comparison . . . However, . . . And yet . . . On the contrary, . . . Whereas . . . While this is the case . . .
To compare and contrast
In the same way . . . Complementary to this . . . This is in contrast to . . . Nevertheless, . . . On the other hand, . . . In contrast to . . . . . . disputes . . .
Likewise, . . . Then again, . . . In contrast, . . . Conversely, . . . Notwithstanding . . . That aside, . . . Despite this, . . .
Also, . . . Furthermore, . . . Next ... More importantly, . . . Then, ... Then again, . . .
To add ideas
Equally important . . . Moreover, . . . Another essential point . . . In the same way . . . In addition, . . . Firstly, . . . secondly, . . . thirdly, . . . finally, . . .
Subsequently, . . . As well as . . . Additionally, . . . Another . . . Besides . . . To elaborate, . . .
LIBRARY AND LEARNING SERVICES STUDY GUIDE | SENTENCE STARTERS 2.eit.ac.nz/library/OnlineGuides/Sentence Starters.pdf
Seldom . . . A few . . . Rarely . . .
To present uncommon or rare ideas
Few . . .
Not many . . .
. . . is uncommon
. . . is scarce . . .
. . . is rare . . .
. . . is unusual . . .
Numerous . . . Several . . . Most . . . . . . is prevalent . . .
To present common or widespread ideas
Many . . .
More than . . .
Almost all . . .
The majority . . .
Commonly . . .
Significant . . .
. . . is usual . . .
Usually . . .
To present inconclusive ideas
Perhaps . . .
. . . may be . . .
. . . might be . . .
There is limited evidence for . . . . . . is debated . . .
. . . is possibly . . .
. . . could . . .
. . . may include . . .
For example, . . . An illustration of . . . Specifically, . . . Such as . . . For instance, . . .
To give examples
. . . as can be seen in . . . . . . as demonstrated by . . . . . . is shown . . . As an example . . .
. . . supports . . . . . . is observed . . . . . . exemplifies . . . To illustrate, . . .
To show relationship or outcome
Therefore . . .
As a result . . .
For that reason . . .
Hence, . . .
Otherwise, . . .
Consequently, . . .
The evidence suggests/shows . . . It can be seen that . . .
With regard to . . .
After examining . . .
These factors contribute to . . . It is apparent that . . .
Considering . . . it can be
Subsequently, . . .
The effect is . . .
concluded that . . .
The outcome is . . .
The result . . .
The correlation . . .
The relationship . . .
The link . . .
the convergence . . .
The connection . . .
. . . interacts with . . .
Both . . .
. . . affects . . .
Thus it is . . .
. . . causes . . .
. . . influences . . .
. . . predicts . . .
. . . leads to . . .
. . . informs . . .
. . . presupposes
. . . emphasises
. . . demonstrates . . .
. . . impacts on . . .
. . . supports . . .
LIBRARY AND LEARNING SERVICES STUDY GUIDE | SENTENCE STARTERS 2.eit.ac.nz/library/OnlineGuides/Sentence Starters.pdf
In the past, . . . Customarily, . . . Prior to this, . . . Previously, . . . Conventionally, . . . Initially, . . . Until now, . . .
To present prior or background ideas
Historically, . . .
Traditionally, . . .
Beforehand, . . .
Originally, . . .
Earlier, . . .
Formerly, . . .
Over time, . . .
At the time of . . .
Foundational to this is . . .
In earlier . . .
At first, . . .
Recently . . .
The traditional interpretation . . .
According to . . .
As explained by . . . However, . . . stated that . . . Similarly, . . . stated that . . . Based on the ideas of . . . As identified by . . . With regard to . . . argued that . . . . . . argues . . . . . . found that . . . . . . demonstrated . . . . . . pointed out that . . . . . . expressed the opinion that . . . . . . identified . . . . . . challenges the idea . . .
To present others
Based on the findings of . . . it can be argued . . . . . . states that . . . . . . suggested . . . . . . for example, . . . . . . defined . . . as . . . . . . disputed that . . . . . . concluded that . . . . . . highlights . . . . . . identifies . . . . . . also . . . . . . maintained that . . . . . . also mentioned . . . . . . goes on to state/suggest/say . . . showed that . . .
. . . proposed that . . .
. . . claims that . . . . . . concluded that . . . . . . agreed that . . . . . . relates . . . . . . contrasts . . . . . . confirmed that . . . . . . demonstrates . . . . . . wrote that . . . . . . reported . . . . . . hypothesised that . . . . . . asserts that . . . . . . emphasises . . . explored the idea . . .
References
Manalo, E., Wont-Toi, G., & Bartlett-Trafford, J. (2009). The business of writing: Written communication
skills for business students (3rd ed.). Auckland: Pearson Education New Zealand.
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