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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