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sentence transitions  

(pdf)

Problem

Transitions are tools to create coherence and consistency (i.e., “flow”) in your paper. Without them, your writing is likely to seem choppy or disorganized, and the relationship between ideas may be unclear to the reader. English relies heavily on these transitional words to clarify relationships among ideas and sentences.

Solutions

USE WORDS FROM THIS CHART to make these logical relationships explicit.

LOGICAL
RELATIONSHIP

TRANSITION
WORDS

COORDINATE CONJUNCTIONS

SUBORDINATE CONJUNCTIONS

Addition

moreover, furthermore,
finally,

in addition (to)

, and

, nor

 

Cause and Effect

therefore, consequently,
thus,

as a result (of),
for this reason

, so

, for

since

because

if...then

Comparison

likewise,
similarly,
in the same way,

in the same
manner

   

Contrast

however, nevertheless,
in spite of,
despite,
in contrast,
on the other hand,

on the contrary

, but

, yet

although, though,

even though,

despite, in spite of, whereas*

Concession

of course,
to be sure,
granted,
naturally,
no doubt

   

Conclusion

therefore,
in short,
in conclusion,

to summarize,
on the whole,
as I have demonstrated,
as the data show

   

Emphasis

in fact, indeed

   

Example

for example,
for instance, in particular, specifically,
namely,
to illustrate

   

Repetition

to repeat, in other words, again, as explained/
mentioned earlier

   

Time or Sequence

first,
second,
third

then,
next,
finally

afterwards

meanwhile

 

when, whenever

while, until

before, after

as soon as

as long as

*This subordinate conjunction requires a comma.

PAY ATTENTION TO PUNCTUATION PATTERNS.

Transition words between two complete sentences are typically preceded by a period (.) or a semi-colon (;) and followed by a comma (,).

  • I respected his intelligence. However, I did not hire him.
  • I respected his intelligence; however, I did not hire him.

Coordinate Conjunctions (and, but, yet, so, for, nor, or) are preceded by a comma when used to join two complete sentences in formal writing.

  • I respected his intelligence, but I did not hire him.

Subordinate Conjunctions may or may not require a comma, depending where clause is.

  • Although I respected his intelligence, I did not hire him. (comma)
  • I respected his intelligence although I did not hire him. (no comma)

SOME LOGICAL RELATIONSHIPS CAN BE ASSUMED from the order of sentences, such as a general statement followed by supporting details (either your own or from a source). Such a relationship does not need to be explicitly stated.

Wrong:
Some public school teachers are reluctant to use computers because they lack experience. This is supported by Jim Berger in his article that “many teachers are unfamiliar with computers and confused about how they could be used in the classroom other than for teaching programming” (para. 20).
  

Correct:
Some public school teachers are reluctant to use computers because they lack experience.  Jim Berger, a technology specialist in an elementary school, explains that “many teachers are unfamiliar with computers and ...” (para. 20).

DO NOT RELY ENTIRELY ON TRANSITIONS. Use words like this, these and such, followed by the appropriate noun, as well as repetition of key words to shift smoothly from old to new information. (See Quicktip on Choppy Sentences.)   

Example:
“The emerging outlines of the Web's global village have some people very excited and others worried. The worried contingent are concerned that the relationships people are building on the Net lack an essential core of humanity. [These virtual relationships], they believe ... [are] being substituted for a social reality made up of real human beings. And such a world, based entirely on the transmission of electronic signals, is potentially a world in which human beings will be unable to conceive of others as human beings” (Maasik and Solomon 701).

 

 

For more information:

Anson, Chris M., and Robert A. Schwegler. The Longman Handbook for Writers and Readers. 2nd ed. New York: Addison Wesley Longman, Inc., 2000. 91-95.

Azar, Betty Schrampfer. Understanding and Using English Grammar. 2nd ed. Upper Saddle River, New Jersey: Prentice Hall, 1989. 306-308.

Works Cited:

Berger, Jim I. “Effectiveness of computers in Albe classrooms: an analytical review of the literature.” Adult Basic Education 11.3 (Fall 2001): 162. Academic Search Premier. EBSCO Host. UM Lib., Mpls, MN. 15 April 2005.

Maasik, Sonia, and Jack Solomon, eds. Signs of Life in the USA. Boston: Bedford Books, 1997.

        

 


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