Essay Sentence Starters

LIBRARY AND LEARNING SERVICES | SENTENCE STARTERS
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Sentence Starters,
transitional and other useful words

To introduce
This essay discusses
is explored
is defined
The definition of will be given
is briefly outlined
is explored
The issue focused on
is demonstrated ...
is included
In this essay
is explained
are identified
The key aspect discussed
are presented
is justified
Views on range from .
is evaluated
is examined
The central theme
is described
is analysed
Emphasised are
is explained and illustrated with

examples
To conclude
In summary,
To review,
In conclusion,
In brief,
To summarise,
To sum up,
To conclude,
Thus,
Hence,
It has been shown that
In short,
To compare and contrast
Similarly,
In the same way
Likewise,
In comparison
Complementary to this
Then again,
However,
This is in contrast to
In contrast,
And yet
Nevertheless,
Conversely,
On the contrary,
On the other hand,
Notwithstanding
Whereas
In contrast to
That aside, . . .
While this is the case
. . . disputes
Despite this, . . .
To add ideas
Also,
Equally important . . .
Subsequently,
Futhermore,
Moreover,
As well as . . .
Next
Another essential point
Additionally, . . .
More importantly,
In the same way
Another . . .
Then,
In addition,
Besides . . .
Then again,
Firstly, ... secondly, ... thirdly, ... finally, ... To elaborate, . . .

To present uncommon or rare ideas
Seldom . . .
Few . . .
Not many . . .
A few . . .
. . . is uncommon
. . . is scarce . . .
Rarely . . .
. . . is rare . . .
. . . is unusual . . .
To present common or widespread ideas

Numerous . . .
Many . . .
More than . . .
Several . . .
Almost all . . .
The majority . . .
Most . . .
Commonly . . .
Significant . . .
. . . is prevalent . . .
. . . is usual . . .
Usually . . .
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To present inconclusive ideas

Perhaps . . .
. . . may be . . .
. . . might be . . .
There is limited evidence for . . .
. . . is debated . . .
. . . is possibly . . .
. . . could . . .
. . . may include . . .
To give examples
For example, . . .
. . . as can be seen in . . .
. . . supports . . .
An illustration of . . .
. . . as demonstrated by . . .
. . . is observed . . .
Specifically, . . .
. . . is shown . . .
. . . exemplifies . . .
Such as . . .
As an example . . .
To illustrate, . . .
For instance, ...

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 concluded that ... Subsequently, . . .
The effect is . . .
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 . . .
To present prior or background ideas

In the past, . . .
Historically, . . .
Traditionally, . . .
Customarily, . . .
Beforehand, . . .
Originally, . . .
Prior to this, . . .
Earlier, . . .
Formerly, . . .
Previously, . . .
Over time, . . .
At the time of . . .
Conventionally, . . .
Foundational to this is . . .
In earlier . . .
Initially, . . .
At first, . . .
Recently . . .
Until now, . . .
The traditional interpretation . . .

To present others ideas
According to . . .
Based on the findings of ... it can be

argued . . .
proposed that
As explained by
states that
claims that
However, ... stated that
... suggested
concluded that
Similarly, stated that
for example,
agreed that
Based on the ideas of
defined as
relates
As identified by
disputed that
contrasts
With regard to argued that
concluded that
confirmed that
. . . argues
highlights
demonstrates
found that
identifies
. . . wrote that
demonstrated
also
reported
pointed out that
maintained that
hypothesised that
expressed the opinion that
. . . also mentioned
. . . asserts that
identified
goes on to state/suggest/say
emphasises
challenges the idea
showed that
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. Updated August 22, 2012

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LIBRARY AND LEARNING SERVICES | SENTENCE STARTERS

transitional and other useful words

The definition of will be given

The issue focused on

The key aspect discussed

Views on range from .

The central theme

is explained and illustrated with

It has been shown that

In the same way

On the other hand,

While this is the case

Another essential point

In the same way

Firstly, ... secondly, ... thirdly, ... finally, ... To elaborate, . . .

To present common or widespread ideas

Want more information?

974 8000 ext 6045

LIBRARY AND LEARNING SERVICES | SENTENCE STARTER

To present inconclusive ideas

There is limited evidence for . . .

For instance, ...

For that reason . . .

The evidence suggests/shows . . .

It can be seen that . . .

These factors contribute to . . .

Considering ... it can be concluded that ... Subsequently, . . .

To present prior or background ideas

The traditional interpretation . . .

Based on the findings of ... it can be

However, ... stated that

Similarly, stated that

Based on the ideas of

With regard to argued that

pointed out that

expressed the opinion that

challenges the idea

explored the idea

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