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    Sentence Starters, Transitional and Other Useful Words: To Introduce

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    José Henríquez Galán
    This document is a study guide from a university library that provides a list of sentence starters, transitional phrases, and other words to help students write academic essays and papers. It includes starters for introducing topics, concluding, comparing and contrasting ideas, adding ideas, providing examples, showing relationships between ideas, and presenting others' views. The goal is to give students tools to write more clearly and cohesively by starting sentences in various ways.

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    Sentence Starters, Transitional and Other Useful Words: To Introduce

    Uploaded by

    José Henríquez Galán
    238 views3 pages
    This document is a study guide from a university library that provides a list of sentence starters, transitional phrases, and other words to help students write academic essays and papers. It includes starters for introducing topics, concluding, comparing and contrasting ideas, adding ideas, providing examples, showing relationships between ideas, and presenting others' views. The goal is to give students tools to write more clearly and cohesively by starting sentences in various ways.

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    starters

    Original Title

    Starters

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    This document is a study guide from a university library that provides a list of sentence starters, transitional phrases, and other words to help students write academic essays and papers. It includes starters for introducing topics, concluding, comparing and contrasting ideas, adding ideas, providing examples, showing relationships between ideas, and presenting others' views. The goal is to give students tools to write more clearly and cohesively by starting sentences in various ways.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    238 views3 pages

    Sentence Starters, Transitional and Other Useful Words: To Introduce

    Uploaded by

    José Henríquez Galán
    This document is a study guide from a university library that provides a list of sentence starters, transitional phrases, and other words to help students write academic essays and papers. It includes starters for introducing topics, concluding, comparing and contrasting ideas, adding ideas, providing examples, showing relationships between ideas, and presenting others' views. The goal is to give students tools to write more clearly and cohesively by starting sentences in various ways.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    At a glance
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    The document provides a comprehensive list of sentence starters that can be used to structure paragraphs and essays in different ways such as to introduce topics, compare ideas, present examples, and discuss others' views.

    Some examples of sentence starters to introduce ideas are: This essay discusses..., is explored..., is defined..., The issue focused on..., In this essay..., The key aspect discussed...

    Some sentence starters to compare and contrast ideas include: Similarly..., In the same way..., Likewise..., In comparison..., Complementary to this..., However..., This is in contrast to..., In contrast...

    LIBRARY AND LEARNING SERVICES STUDY GUIDE | SENTENCE STARTERS

    www.2.eit.ac.nz/library/OnlineGuides/Sentence Starters.pdf

    Sentence Starters, Transitional and Other Useful Words


    To introduce
    This essay discusses . . . . . . is explored . . . . . . is defined . . .
    The definition of . . . will be . . . is briefly outlined . . . . . . is explored . . .
    given
    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, . . .
    Furthermore, . . . 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, . To elaborate, . . .
    . . finally, . . .
    LIBRARY AND LEARNING SERVICES STUDY GUIDE | SENTENCE STARTERS
    www.2.eit.ac.nz/library/OnlineGuides/Sentence Starters.pdf

    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 . . .

    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 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
    www.2.eit.ac.nz/library/OnlineGuides/Sentence Starters.pdf

    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
    According to . . . Based on the findings of . . . it . . . proposed that . . .
    can be argued . . .
    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.

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