The document discusses different types of transitions used in writing. It defines transitions as words or phrases that connect sentences and paragraphs by establishing logical relationships between ideas. It provides examples of simple transitions that use common words like "also" or "furthermore" and more subtle transitions that indirectly connect ideas. The document advises using a mix of simple and subtle transitions to avoid sounding cliche while still clearly linking ideas.
2. Transitions are words or phrases
that establish logical connections
between sentences, paragraphs,
and sections of your essays.
What’s a Transition?
3. Transitions between paragraphs:
• Will highlight the relationship that already exists
between two paragraphs by summarizing the
previous paragraph and suggesting something that
will be part of the content in the paragraph that
follows.
What’s a Transition?
Transitions between sentences:
• Transitions within paragraphs act as cues by helping
readers to anticipate what is coming before they
read it. They can show the relationship between the
idea in one sentence and the idea in the next.
4. Examples:
Think of a transition sentence as a bridge that goes
from one place to another. If the bridge is too short or
not properly constructed, it can be a jarring experience.
There are many bridges in writing.
For instance, ‘warty characters’ (characters that
have physical, emotional, or psychological flaws), act
as a bridge to help the reader separate side characters
from the main character. Imagery is another bridge, as it
connects written words to the five senses. Likewise,
transition sentences are a bridge that carry the reader
from a previous topic or sentence to a new one.
5. Examples:
Show similarity between one
idea and the next:
also,
in the same way,
just as …
so too,
likewise,
similarly,
Show a sequence or order of
ideas:
first, second, third, …
next,
then,
finally,
Simple Transitions
6. Examples:
Show that one idea contrasts
from another, or is an exception
to the previous statement:
but,
however,
in spite of,
on the one hand…on the other hand,
nevertheless,
nonetheless,
notwithstanding,
in contrast,
on the contrary,
still,
yet,
Show emphasis on an idea:
even,
indeed,
in fact,
of course,
Simple Transitions
7. Examples:
Show how ideas are related to
time:
after,
afterward,
at last,
before,
currently,
during,
earlier,
immediately,
later,
meanwhile,
now,
recently,
simultaneously,
subsequently,
then,
Simple Transitions
8. Examples:
Introduce an example:
for example,
for instance,
namely,
specifically,
significantly,
to illustrate,
Show how ideas are related to
location:
above,
adjacent,
below,
beyond,
here,
in front,
in back,
nearby,
there,
Simple Transitions
9. Examples:
Include additional support or
evidence:
additionally,
again,
also,
and,
as well,
besides,
equally important,
further,
furthermore,
in addition,
moreover,
Simple Transitions
10. Examples:
Show how one idea causes/
effects another:
accordingly,
consequently,
hence,
so,
therefore,
thus,
because…
Show conclusion of ideas:
finally,
in a word,
in brief,
in the end,
on the whole,
thus,
to conclude,
to summarize,
Simple Transitions
11. Simple vs. Subtle Transitions
Simple Transition:
• Short, common words and phrases that connect
ideas. This are perfectly acceptable to use, as long
as you don’t rely on them too much. The danger of
simple transitions is that they might sound cliche.
Subtle Transition:
• “Subtle” means indirect, or not obvious. A subtle
transition is a link between ideas that is less obvious
than making a statement like “in conclusion” or
“similarly.” Subtle transitions are more difficult to
write, and therefore, more interesting to read.
12. Word Link
Last sentence of previous paragraph about
Jedi robes:
• …the Jedi robe is elegant, and would look great at
state dinners.
First sentences of next paragraph about Jedi
light sabers:
• The robe is impressive, but not half as impressive as
a light saber. Many state leaders have worn
ceremonial swords throughout history, so why not
wear a light saber?…
13. Word Link
Last sentence of previous paragraph about
Jedi robes:
• …the Jedi robe is elegant, and would look great at
state dinners.
First sentences of next paragraph about Jedi
light sabers:
• The robe is impressive, but not half as impressive as
a light saber. Many state leaders have worn
ceremonial swords throughout history, so why not
wear a light saber?…
Repeating a word from the last sentence of
the first paragraph in the first sentence of the
second paragraph creates a connection.
14. Idea Link
Last sentence of previous paragraph about
Jedi robes:
• …the Jedi robe is elegant, and would look great at
state dinners.
First sentences of next paragraph about Jedi
light sabers:
• That would probably impress visiting heads of state,
but not as much as a light saber hanging from the
president’s belt.
15. Idea Link
Last sentence of previous paragraph about
Jedi robes:
• …the Jedi robe is elegant, and would look great at
state dinners.
First sentences of next paragraph about Jedi
light sabers:
• That would probably impress visiting heads of state,
but not as much as a light saber hanging from the
president’s belt.
“That” refers to “the elegant Jedi robe”
mentioned in the previous paragraph. It does
not make a connection to a single word, but
to a longer idea/concept.
16. Good:
Sometimes students need to spend "extra" time doing research because
they are not satisfied with what they have found so far in the research
process. Also, students often feel rushed during the proofreading stage of
their writing process.
Better:
Sometimes students need to spend "extra" time doing research because
they are not satisfied with what they have found so far in the research
process. Not only do students need "extra" time for research, they also
feel rushed during the proofreading stage of their writing process.
Best:
Sometimes students need to spend "extra" time doing research because
they are not satisfied with what they have found so far in the research
process. Because students often have to spend more time than
anticipated working through earlier stages of the writing process, such as
researching, they frequently feel rushed during the proofreading stage of
their writing process.
