writing
Transition Words and Clause Connectors:
A paragraph is composed of a group of sentenses. So the first thing we need is to link our sentenses to each others to form our paragraph.
here are linkers or let's say transion words which you may use in any paragraph:
Add or move to a
similar idea
Also, Additionally
Furthermore, . . . , too
In addition, . . . , as well
Moreover, Besides,
. . . , and
. . . , nor (does
she)
another
an additional
in addition to
besides
Compare
In the same way,
Likewise,
Similarly,
. . . , too
. . . , and
not only (is he)
. . ., but (he)
also . . .
as as if
as though just as
rather than than
whenever whether
while
also as . . . as
like/alike just like
similar to be alike
be similar
both . . . and
neither . . . nor
Conclude
All in all, Thus,
In brief, Consequently,
In conclusion, Indeed,
In short, In summary,
Hence, Finally,
It is clear that . . .
The evidence
suggests that . . .
These examples
show that . .
Contrast
or move to
an opposite idea
However, Despite this,
In contrast, Instead,
In/By comparison,
Nevertheless,
Nonetheless,
On the other hand,
On the contrary,
Still, Conversely,
. . . , but
. . . , yet
although
even if
even though
though
whereas
while
despite + noun
even so
compared to/with
be different (from)
be dissimilar
be unlike
differ (v) (from)
instead of
State order of
importance
Above all,
First and foremost,
More/Most importantly/
significantly,
Secondly…Thirdly…
a more important
the most important
the primary
. . . primarily . . .
Indicate place
In the front,
In the back,
Nearby,
In the distance,
anywhere
everywhere
where
wherever
Give reason or cause
. . . , for because
since
as
in order that
so that
result (v) from
be the result of
due to
because of
the effect of
the consequence of
as a result of
as a consequence of
Give an example
For example, Namely,
For instance
Specifically,
such as like
an example of
. . ., e.g., . .
Provide result or
effect
Accordingly,
As a result,
As a consequence,
Consequently,
Hence,
Thus,
Therefore,
. . . , so result (v) in
cause (v)
have an effect of
affect (v)
the cause of
the reason for
Signal time order
First/Second/(etc.),
First of all,
Then, Eventually,
Next, Currently,
Now, Soon,
Last/Finally,
Meanwhile,
Gradually,
After that,
Afterward,
Since then,
Subsequently,
after
as
as soon as
before
since
until
till
when
while
now that
as long as
once
whenever
the first
the second
the next
the last
the final
before lunch
after the war
since 1999
in the year 2002
(any time
expression)
Restate
Indeed, Hence,
That is to say, In brief,
In sum, To summarize,
. . ., i.e., . . .
that is
Show purpose
in order that
so that
that
to + verb
So the first thing you will do in writing a paragraph is writing your ideas in the form of isolated sentences then use transition words to link them and get your paragraph. But we still can't begin
our work in the test paper because we have to prepare 1_ a topic sentence 2_ supporting ideas
(wich are our sentences) 3_ concluding sentence
Characteristics of a good paragraph:
-
Topic sentence, which includes the topic and a controlling idea.
-
Supporting ideas (usually 3 - 6), which support the topic sentence.
-
RENNS (reasons, examples, names, numbers, senses), which develop the supporting ideas by giving details and explanation.
-
Optional concluding sentence, which expresses the importance of the information in the paragraph, may summarize the supporting ideas if the paragraph is long, or provides a transition to the next paragraph of the essay.
-
Unity, which means that all sentences in the paragraph directly support the topic sentence.
-
Coherence, which means that all the information of the paragraph is well-organized, logically ordered and easy to follow. This is accomplished by:
-
Repetition of key words and phrases (often from the topic sentence)
-
Parallel grammatical structure
-
your paragraph structure:
-
-
Topic sentence:
-
A. Supporting idea 1.
-
1. 2. 3.
B. Supporting idea 2.
-
1. 2. 3.
C. Supporting idea 3.
-
1. 2. 3.
-
Concluding sentence:
-
-
-
Put your supporting ideas in a logical order.
-
For each supporting idea, think of RENNS that further explain the idea. For balance, each supporting idea should have about the same number of RENNS.
-
Think of a concluding sentence.
-
Write your paragraph using sentences. Use the coherence strategies to make your paragraph easy to follow.