what other words in the essay connect to this concept

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Master the art of crafting a concept essay and perfect your writing skills.

Every great work of literature begins with a spark of inspiration, a kernel of an idea that germinates within the writer’s mind. It is this concept, this central theme, that serves as the foundation of the entire writing process, guiding the writer along the creative journey. In the realm of academic writing, the concept essay holds a special place, as it requires the writer to explore abstract ideas, dissect complex theories, and present their understanding of a particular concept.

Unlike traditional essays where arguments are made, and evidence is provided, concept essays delve into the intangible realm of ideas, taking the reader on a captivating exploration of abstract concepts. These essays challenge the writer to convey their understanding of a concept without relying on concrete evidence or facts. Instead, they rely on the writer’s ability to provide clear definitions, logical explanations, and compelling examples that elucidate the intricacies of the concept at hand.

Effectively crafting a concept essay requires skillful mastery of language and an astute understanding of how ideas interconnect. It is a delicate dance between the power of words and the depth of thought, where metaphors and analogies can breathe life into otherwise elusive notions. The successful concept essay requires more than merely stating definitions or describing the concept; it necessitates the writer’s ability to engage and captivate the reader, transporting them into the realm of ideas where the abstract becomes clear and tangible.

Mastering the Art of Crafting a Conceptual Essay: Indispensable Suggestions and Instructions

Embarking on the journey of composing a conceptual essay necessitates an astute understanding of the complexities involved. This particular form of written expression empowers individuals to delve deeply into abstract concepts, unravel their intricacies, and articulate their findings in a clear and coherent manner. To accomplish this task with finesse, it is imperative to familiarize oneself with indispensable suggestions and instructions that pave the way to success.

1. Explore Profusely:

Investigate, scrutinize, and immerse yourself in the vast realm of ideas, allowing your mind to explore a myriad of perspectives.
Delve into diverse disciplines and subjects, sourcing inspiration and insight from a wide array of sources such as literature, art, philosophy, science, and history.
Be cognizant of the fact that the more extensive your exploration, the richer your conceptual essay will be.

2. Define Your Focus:

Once you have gathered an abundant collection of ideas, narrow down your focus to a specific concept that captivates your interest.
Choose a concept that is both intriguing and stimulating, as this will fuel your motivation throughout the writing process.
Strive to select a concept that possesses a level of complexity, rendering it ripe for analysis and interpretation.

3. Establish a Clear Structure:

Prior to commencing the writing process, create a well-structured outline that delineates the key sections and points you wish to convey in your essay.
Ensure that your essay possesses a clear introduction, body paragraphs that expound upon your chosen concept, and a comprehensive conclusion that ties together your arguments.
Organize your thoughts in a logical manner, employing effective transitions that allow your essay to flow seamlessly.

4. Support your Claims:

Avoid presenting mere conjecture or personal opinions; instead, bolster your arguments with credible evidence and examples.
Cite reputable sources, such as scholarly articles, books, or studies, to lend credibility and authority to your assertions.
Engage critically with the works of other esteemed thinkers, analyzing their viewpoints and incorporating them into your own exploration of the concept.

5. Polish and Perfect:

Once you have crafted the initial draft of your conceptual essay, allocate ample time for revision and refinement.
Engage in meticulous proofreading to eliminate any errors in grammar, punctuation, or syntax that may detract from the overall impact of your work.
Solicit feedback from trusted peers or mentors, incorporating their suggestions into your final version.

In conclusion, mastering the art of crafting a conceptual essay demands diligent exploration, focused attention, and a commitment to delivering a well-structured and thought-provoking piece of writing. By following these essential tips and guidelines, you can navigate the intricacies of this unique form of expression and develop an essay that both captivates and informs its readers.

Understanding the Purpose of a Concept Essay

Having a clear understanding of the purpose behind writing a concept essay is crucial for creating a successful piece of writing. Concept essays aim to explore and explain abstract ideas, theories, or concepts in a way that is accessible and engaging to readers.

Although concept essays may vary in subject matter, their main objective is to break down complex ideas and make them understandable to a wider audience. These essays often require deep analysis and critical thinking to present the chosen concept in a comprehensive and enlightening manner.

A concept essay goes beyond simply defining a concept but delves deeper into the underlying principles and implications. It requires the writer to provide insight, examples, and evidence to support their claims and demonstrate a thorough understanding of the concept being discussed.

Concept essays also provide an opportunity for writers to explore new and innovative ideas and present them in a thought-provoking way. They allow for personal interpretation and creativity, encouraging writers to examine a concept from different angles and offer unique perspectives.

Furthermore, concept essays can be used as a tool for education and learning, helping readers expand their knowledge and gain a deeper understanding of various concepts. By breaking down complex ideas into more digestible forms, these essays enable readers to grasp abstract concepts and apply them to real-world situations.

In conclusion, the purpose of a concept essay is to convey abstract ideas or concepts in a clear and engaging manner, utilizing critical thinking and analysis. By presenting complex ideas in a comprehensive way, concept essays facilitate understanding and encourage readers to explore and expand their knowledge in the chosen subject area.

Choosing a Strong and Specific Concept

When it comes to crafting a well-written piece of work, selecting a compelling and precise concept is crucial. The concept you choose will serve as the foundation for your essay, shaping the content, tone, and direction of your writing.

Before diving into the process of choosing a concept, it’s important to understand what exactly a concept is. In this context, a concept can be defined as a broad idea or theme that encapsulates a particular subject or topic. It is the main point or central idea that you want to convey to your readers through your essay.

An effective concept should be strong, meaning it should be able to capture the attention and interest of your readers. It should be something that has depth and substance, allowing for exploration and analysis. A strong concept will engage your audience and motivate them to continue reading.

In addition to being strong, your concept should also be specific. It should be focused and clearly defined, narrowing down your topic to a specific aspect or angle. A specific concept will help you maintain a clear direction in your writing and prevent your essay from becoming too broad or unfocused.

To choose a strong and specific concept, start by brainstorming ideas related to your topic. Think about the main themes or issues you want to address in your essay. Consider what aspects of the topic interest you the most and which ones you feel are worth exploring further.

Once you have a list of potential concepts, evaluate each one based on its strength and specificity. Ask yourself whether the concept captures your interest and whether it has the potential to captivate your audience. Consider whether it is specific enough to guide your writing and provide a clear focus for your essay.

By choosing a strong and specific concept, you will set yourself up for success in writing your concept essay. Remember to select a concept that is compelling, focused, and meaningful to you and your readers. With a well-chosen concept, you will be able to create a thought-provoking and engaging essay that effectively conveys your ideas.

Developing a Clear and Coherent Thesis Statement

When crafting an effective essay, one of the most important elements to consider is the development of a clear and coherent thesis statement. The thesis statement acts as the central theme or main argument of your essay, providing a roadmap for your readers to understand the purpose and direction of your writing.

A well-developed thesis statement not only states your main argument but also provides a clear focus for your essay. It helps you organize your thoughts and ensures that your essay remains cohesive and logical. A strong thesis statement sets the tone for your entire essay and guides the reader through your main ideas.

To develop a clear and coherent thesis statement, it is crucial to thoroughly understand the topic you are writing about. Conducting research and gathering relevant information will help you form a solid foundation for your thesis statement. Make sure to analyze different perspectives on the topic and consider any counterarguments that may arise.

Once you have a good understanding of the topic, you can begin brainstorming and drafting your thesis statement. Start by considering the main idea or argument you want to communicate to your readers. Your thesis statement should be concise and specific, clearly conveying your main point. Avoid vague or general statements that lack focus.

In addition to being clear and concise, your thesis statement should also be arguable. It should present a debatable claim that can be supported with evidence and logical reasoning. This allows you to engage your readers and encourages them to consider different perspectives on the topic.

After drafting your thesis statement, it is important to review and revise it as needed. Make sure it accurately reflects the content and direction of your essay. Consider seeking feedback from peers or instructors to ensure that your thesis statement is clear, coherent, and effectively conveys your main argument.

In conclusion, developing a clear and coherent thesis statement is essential for writing an effective essay. It sets the tone for your entire essay, provides a clear focus, and guides the reader through your main ideas. By thoroughly understanding the topic, brainstorming and drafting a concise and arguable thesis statement, and revising as needed, you can ensure that your essay is well-structured and persuasive.

Structuring Your Concept Essay Effectively

Creating a well-organized structure is vital when it comes to conveying your ideas effectively in a concept essay. By carefully structuring your essay, you can ensure that your audience understands your concept and its various aspects clearly. In this section, we will explore some essential guidelines for structuring your concept essay.

1. Introduction: Begin your essay with an engaging introduction that captures the reader’s attention. This section should provide a brief overview of the concept you will be discussing and its significance. You can use an anecdote, a rhetorical question, or a thought-provoking statement to make your introduction compelling.

2. Definition: After the introduction, it is crucial to provide a clear definition of the concept you will be exploring in your essay. Define the concept in your own words and highlight its key characteristics. You may also include any relevant background information or historical context to enhance the reader’s understanding.

3. Explanation: In this section, you will delve deeper into the concept and explain its various elements, components, or features. Use examples, analogies, or real-life situations to illustrate your points and make them more relatable to the reader. Break down complex ideas into simpler terms and highlight the connections between different aspects of the concept.

4. Analysis: Once you have provided a thorough explanation of the concept, it is time to analyze it critically. Discuss different perspectives or interpretations of the concept and evaluate their strengths and weaknesses. Consider any controversies or debates surrounding the concept and present a balanced view by weighing different arguments.

5. Examples and Case Studies: To further support your arguments and enhance the reader’s understanding, include relevant examples and case studies. These examples can be from real-life situations, historical events, or fictional scenarios. Analyze how the concept has been applied or manifested in these examples and discuss their implications.

6. Conclusion: Conclude your concept essay by summarizing your main points and restating the significance of the concept. Reflect on the insights gained from your analysis and offer any recommendations or suggestions for further exploration. End your essay on a thought-provoking note that leaves the reader with a lasting impression.

By structuring your concept essay effectively, you can ensure that your ideas are presented coherently and persuasively. Remember to use clear and concise language, provide logical transitions between sections, and support your arguments with evidence. With a well-structured essay, you can effectively communicate your understanding of the concept to your audience.

Using Concrete Examples to Illustrate Your Concept

One effective way to clarify and reinforce your concept in a concept essay is by using concrete examples. By providing specific and tangible instances, you can help your readers grasp the abstract and theoretical nature of your concept. Concrete examples bring your concept to life, making it easier for your audience to understand and relate to.

Instead of relying solely on abstract theories, you can support your concept with real-life scenarios, research studies, or personal anecdotes. These examples add depth and relevance to your essay, making it more engaging and meaningful.

When choosing examples to illustrate your concept, it is important to select ones that accurately represent the core elements of your concept. Look for examples that exhibit the underlying principles, attributes, or behaviors that are associated with your concept.

For instance, if your concept is “leadership,” you can provide examples of influential leaders from history or modern-day society. These examples can demonstrate the qualities that define effective leadership, such as integrity, communication skills, and the ability to inspire and motivate others.

Additionally, when presenting concrete examples, ensure that they are relevant and relatable to your target audience. Consider the background and interests of your readers and choose examples that they can easily comprehend and connect with. This will enhance the effectiveness of your essay and create a stronger impact.

In conclusion, using concrete examples is a powerful technique for illustrating your concept in a concept essay. By incorporating specific instances, you can bring clarity, relevance, and authenticity to your writing. This approach allows your readers to grasp your concept more easily and appreciate its practical application in real-life scenarios.

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Writing effectively

Connecting ideas

How to connect ideas at the sentence and paragraph level in academic writing.

What is cohesion?

Cohesion refers to the way we use vocabulary and grammatical structures to make connections between the ideas within a text. It provides flow and sequence to your work and helps make your paragraphs clear for the reader.

Cohesive devices are words and expressions that show relationships between parts of text and ideas, such as cause and effect, time, addition, or comparison and contrast.

Watch the video to learn how to make your ideas link together and your narrative flow.

How can I create cohesion?

Let’s look at types of cohesive devices.

Linking words

Academic writing usually deals with complex ideas. To enable the reader to follow your thoughts, they need to be clearly and smoothly linked. To join ideas and sentences, we use a number of connecting words and phrases. For example:

Additionally, and, also, apart from this, as well (as), in addition, moreover, further, furthermore.

If, in that case, provided that, unless.

Correspondingly, equally, for the same reason, in a similar manner, in comparison, in the same way, on the one hand, similarly.

Alternatively, although, but, conversely, despite, even so, even though, however, in contrast, in spite of, instead, on the contrary, contrary to, nevertheless, nonetheless, notwithstanding, on the other hand, rather, still, though, yet, whereas, while.

Again, in fact, interestingly, indeed, it should be noted (that), more important(ly), most importantly, to repeat, (un)fortunately, unquestionably.

A further instance of this is..., an example of this is…, for example, for instance, such as, thus, as follows.

In other words, more simply, namely, simply put, to put it differently / another way, such as, that is.

A / the consequence of, because, due to, for, the effect of …, since, the result of …

Accordingly, as a result/consequence, consequently, for this reason, hence, so, therefore, thus.

Admittedly, although, clearly though, even though, however, indeed, obviously.

As a rule, for the most part, generally, in general, in most cases, normally, on the whole, usually.

First, second, third (etc), next, before, earlier, finally, following, given the above, later, meanwhile, subsequently, then, to conclude, while.

A note about presentation and style

Check a usage guide for exact rules for punctuation. Many introductory phrases have a comma after them. For example, 'therefore,' and 'in addition,'.

Referring backwards

To avoid repeating words and phrases many times, we use cohesive devices to make references to other parts of a text, such as:

Pronouns: it, he, she, his, her, they, their
Demonstratives: this, that, these, those
Articles: a, the
Adverbs: previously, subsequently

The Australian prime minister has called an early election. The date was selected to coincide with the start of the Olympic Games. This decision was based on the views of his ministerial advisors, who predicted that voter confidence in the government’s policies would be strong at this time . As previously mentioned , decisions on the timing of elections are based on predictions of voter confidence in the existing government.

In the example above:

The date - refers back to the election date
This decision - refers to the prime minister calling an early election
His - refers to the Australian prime minister
this time - refers to the start of the Olympic Games
As previously mentioned - refers to all of the earlier information about the selection of election dates

Looking forward

We often use words and phrases to highlight new information for the reader. This helps make a smooth transition from one point to another. Such phrases include: the following, as follows, below, next, subsequently .

The following dates have been proposed for the forthcoming election: September 8, September 15 and 3 October.

The next issue to be discussed is the influence of the media on voter confidence in the government.

Connecting paragraphs

Apart from using the linking words / phrases above, showing the link between paragraphs could involve writing ‘hand-holding’ sentences. These are sentences that link back to the ideas of the previous paragraph. For instance, when outlining the positive and negative issues about a topic you could use the following:

Example (from beginning of previous paragraph):

One of the main advantages of X is…

When you are ready to move your discussion to the negative issues, you could write one of the following as a paragraph opener:

Having considered the positive effects of X, negative issues may now need to be taken into account…
Despite the positive effects outlined above, negative issues also need to be considered...

It is always important to make paragraphs part of a coherent whole text; they must not remain isolated units.

Checking for paragraph links in your own work

When you are editing your next written assignment, ask yourself the following questions as you read through your work (Gillett, Hammond, & Martala, 2009):

Does the start of my paragraph give my reader enough information about what the paragraph will be about?
Does my paragraph add to or elaborate on a point made previously and, if so, have I made this explicit with an appropriate linking word / phrase?
Does my paragraph introduce a completely new point or a different viewpoint to before and, if so, have I explicitly shown this with a suitable connective?
Have I used similar connectives repeatedly? If yes, try to vary them using the above list.

Strategies to improve cohesion

Select a piece of writing, preferably from a textbook or journal article, from your area of study.
Choose a paragraph and underline or highlight all the different forms of cohesion used, such as using linking words, referring backwards, looking forwards or adding synonyms.
Which forms are the most common?
Choose a couple that you think are effective and practice using them in your own writing.
Try to use a variety of ways to show the relationship between your ideas.

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Connecting Ideas Through Transitions

Writing that Establishes Relationships and Connections between Ideas

Introduction Common Kinds of Relationships Writers Establish between Ideas Cohesion Coherence Transition Words and Phrases

Introduction

According to poet and science writer Diane Ackerman, “one of the brain’s deepest needs [is] to fill the world with pathways and our lives with a design.” We naturally look for how things are related. In writing, this means that readers tend to assume that two side-by-side sentences or adjacent paragraphs relate to each other. If the pathways and design of your writing aren’t clear to readers, readers will either get confused or frustrated or try to mistakenly intuit their own connections. Both responses can be disastrous.

Good writing provides clear passages through all of your ideas so that readers don’t get lost or start to blaze their own conceptual trail. These connections between ideas occur at the sentence, paragraph, section, and (for longer works) even chapter level. As a writer, it is your responsibility to make sure that your readers follow this progression, that they understand how you arrive at your various ideas and how those ideas relate to each other. In this page, we explore how to make your connections between ideas understandable by using common relationship categories to compose sentences that are cohesive, paragraphs that are coherent, and transitions that clearly order and introduce ideas.

Common Kinds of Relationships Writers Establish between Ideas

Writers are always working to establish clear relationships between and within all of their ideas. Consider how Derek Thompson moves naturally between one concept to another in this short passage from his The Atlantic feature about the future of jobs entitled “A World Without Work”:

[1] One common objection to the idea that technology will permanently displace huge numbers of workers is that new gadgets, like self-checkout kiosks at drugstores, have failed to fully displace their human counterparts, like cashiers. [2] But employers typically take years to embrace new machines at the expense of workers. [3] The robotics revolution began in factories in the 1960s and ’70s, but manufacturing employment kept rising until 1980, and then collapsed during the subsequent recessions.

In the first sentence, Thompson begins with an idea that is familiar to readers at three different levels. The argument that machines haven’t replaced all retail employees and therefore won’t do so in the future is common to anyone who has thought much about workplace technology. This idea is also specifically familiar to the individuals who have been reading Thompson’s article. Finally, Thompson makes this idea even more familiar by connecting it to an example that his readers are familiar with: the effects of self-checkout kiosks. In his second sentence, Thompson uses the transition word “but” to establish a contrastive relationship; what he is about to say in some way opposes what he just said. He concludes this passage with a sentence providing chronologically organized evidence for the idea he raised through that contrast. In this example, he very quickly leads us from the 1960s to the late 20 th century and is able to cover a lot of ground clearly because he starts with happened earlier and concludes with what has happened more recently.

In just these three sentences, we can see Thompson establishing different kinds of relationships between concepts. He is:

guiding us from familiar ideas into unfamiliar ones,
comparing two unlike things,
providing examples for his claims, and
presenting information chronologically.

Familiarity, contrast, example, and chronology are four common ways that topics can be related, but there are several others. The following lists identifies key relationships that we tend to find naturally in the world around us when we ask questions like, “Why did that happen?” and, “How do these two things fit together?” If you can obviously situate any your ideas within these well-known structures, then readers will be able to more quickly understand the connections you are establishing between your ideas. In the list that follows we identify these common relationship categories, explain them, and provide examples of sentences that establish these kinds of relationships. (All off these sample sentences are about research in Lake Mendota—the body of water just north of the UW-Madison campus.)

Familiarity– Connecting what readers know to what they don’t known.

Learning often involves drawing from existing knowledge in order develop new knowledge. As a result, this is one of the most important relationships you can establish in your writing. Start with what your readers know (either because you can assume a common knowledge or because you’ve already told them about this earlier in your paper or even in the preceding sentence) in order to then take them to something they don’t know.

Example: When you dive into a lake for a quick swim, you’re actually entering a diverse limnology laboratory—the research field for the ecologists who study inland waters.

Causation– Connecting the instigator(s) to the consequence(s)

We are very familiar with thinking about ideas and processes in relationship to cause and effect. You can use the prevalence of this relationship to your advantage by relating your ideas to causation.

Example: In the mid-19 th century, the white sand beaches that used to line Lake Mendota were engulfed by the additional four feet of water that the Tenney Locks brought into the lake (Van Eyck).

Chronology– Connecting what issues in regard to when they occur.

This is particularly useful if you are describing a sequence of events or the steps of a process.

Example: In 1882, E.A. Birge was gathering data about the prevalence of blue-green algae in Lake Mendota (Van Eyck). By 1897, he was publishing about plankton (Birge). Even when he became president of UW-Madison several years later, his interest in freshwater lakes never waned (“Past presidents and chancellors”).

Combinations

Lists–connecting numerous elements..

You can think of this as a “this + this + this” model. You are saying that a collection of concepts or elements contribute equally or simultaneously to something. Within lists, it’s still important that you are being strategic about which elements you are identifying, describing, or analyzing first, second, and third.

Example: Across its studied history, Lake Mendota has been negatively affected by blue-green algae, Eurasian milfoil, spiny water fleas, and zebra mussels, among others (Van Enyck).

Part/Whole— Connecting numerous elements that make up something bigger.

This is a “this + this + this = that” model. You are showing how discrete elements form something else through their connections.

Example: Across generations, the damage Lake Mendota has sustained as a result of the unnaturally prolific prevalence of blue-green algae, Eurasian milfoil, spiny water fleas, and zebra mussels has irreparably altered these waters.

Contrast– Connecting two things by focusing on their differences.

This establishes a relationship of dis-similarity. It helps readers understand what something is by comparing it with something that it is not.

Example: But whereas boosting the population of walleye and northern perch in Lake Mendota effectively reduced the prevalence of Eurasian milfoil, scientists haven’t been able to develop a plan to respond to the damaging spiny water fleas (Van Eyck).

Example– Connecting a general idea to a particular instance of this idea.

Arguments are made more understandable and persuasive when you develop your overall claims in relationship to specific evidence that verifies or exemplifies those claims. Which examples will be the most persuasive (e.g., statistical data, historical precedent, anecdotes, etc.) will depend on the knowledge, interests, disposition, and expectations of your reader.

Example: “These new challenges demand new solutions, some behavioral (such as cleaning boats from lake to lake) and some research-driven (for example, identifying a natural predator for the invasive species)” (Van Eyck).

Importance– Connecting what is critical to what is more inconsequential.

This can also be thought of as connecting what is big to what is small. You may also choose to reverse these relationships by starting with what matters least or what is smallest and building to what is the most important or what is the most prominent. Just make sure that you are helping your reader understand which end of the spectrum you are starting with.

Example: Boaters were inconvenienced by the Eurasian milfoil clogging their propellers, but the plants’ real harm was dealt to the lake’s native flora and, consequently, its fish (Van Eyck).

Location– Connecting elements according to where they are placed in relationship to each other.

Even if you aren’t writing about geographical entities, you can still clarify how various ideas are positioned in relationship to each other.

Example: Whether or not the lake is pretty is peripheral to the issue of whether or not its natural ecosystems are in balance.

Similarity– Connecting two things by suggesting that they are in some way alike.

This highlights commonalities to show readers how elements or ideas are serving the same function.

Example: Just as invasive water flora (i.e., Eurasian milfoil) disrupted Lake Mendota’s ecosystem in the 1970s, in 2009 scientists discovered that the lake was being damaged by invasive water fauna (i.e., spiny water fleas) (Van Eyck).

While the examples provided above for each of these relationships is a sentence or short series of sentences where relationships are established through sequencing and transition words, you should also develop these kinds of common connections between ideas on a large scale through grammatical parallelism, paragraph placement, and your progression from one section to another.

Also, as can be seen in these examples, sometimes multiple different relationships are functioning simultaneously. For instance, consider again the example for the “Importance” item:

The ideas in this sentence work within the following relationship categories:

Importance—Connecting what is more inconsequential (i.e., how boaters are bothered by Eurasian milfoil) to what is most critical (i.e., how the lake’s ecosystem is disrupted by Eurasian milfoil),
Contrast—Connecting two things (i.e., boaters’ concerns and the lake’s wellbeing) by focusing on their differences,
Causation—Connecting an instigator (i.e., Eurasian milfoil) to consequences (i.e., native plants’ destruction and, secondarily, the native animals’ destruction).

This collection of interwoven relational connections doesn’t mean that these ideas are jumbled; this is just an indication of how relationships can become interconnected.

Since clearly working within these relationship categories can be useful for organizing your key concepts as well as guiding readers through the structure of entire papers or particular paragraphs as well as sentences, different kinds of connections can be similarly layered across the whole structure of a paper. For example, if you are composing an argument about why it’s so hard for meteorologists to pin-point the severity and location of tornadoes, the overarching relationship of your ideas might be part/whole because you’re interested in how a range of factors contribute to a difficult prediction process. However, within your paragraphs, you might have to use chronological and causation relationships to describe the physical processes by which tornadoes are formed. And from sentence to sentence, you’ll need to make sure that you are starting with what’s familiar to your readers before moving into what’s new.

Joseph Williams and Joseph Bizup, in their handbook Style: Lessons in Clarity and Grace , identify the process of moving from what is known to what is unknown as “cohesion.” “Sentences are cohesive ,” they write, “when the last few words of one sentence set up the information that appears in the first few words of the next” (67). They relate this careful sequencing to the issue of “flow”—readers find that ideas follow each other naturally when one sentence begins where the previous sentence left off.

Consider another annotated example passage from Derek Thompson’s economic analysis of the effects of automation and technology on jobs. This paragraph comes after one about how horses (once primary forces for industrial production) were made obsolete by transportation technology.

[1] Humans can do much more than trot, carry, and pull. [2] But the skills required in most offices hardly elicit our full range of intelligence. [3] Most jobs are still boring, repetitive, and easily learned. [4] The most-common occupations in the United States are retail salesperson, cashier, food and beverage server, and office clerk. [5] Together, these four jobs employ 15.4 million people—nearly 10 percent of the labor force, or more workers than there are in Texas and Massachusetts combined. [6] Each is highly susceptible to automation, according to the Oxford study.

Thompson’s most obvious application of Williams and Bizup’s concept of cohesion happens at the end sentence 4 and the beginning of sentence 5 where he first lists four professions (salesperson, cashier, server, and clerk) then begins the next sentence with, “these four jobs.”

But even on a conceptual level, Thompson is continuously moving from old information to new information. Consider this analysis of the conceptual shifts within each of these six sentences where Thompson’s ideas have been stripped down and his key concepts have been highlighted in different colors:

[1] Humans have more skills than horses. [2] Humans’ full range of skills aren’t always utilized by many office jobs . [3] Many jobs don’t push us to our full potential. [4] Here are the most common jobs . [5] These jobs employ many people. [6] These jobs could be eliminated through automation .

Thompson begins this paragraph by connecting a new idea (i.e., humans’ present occupational relationship to technology) to an old idea from the previous paragraph (i.e., horse’s past relationship to technology). After introducing the human subject, he then uses it to bring in his next topic: workplace skills. Then, through skills he brings in the issue of jobs, and jobs eventually lead him to the issue of automation. This sequence holds together like a line of conceptual dominoes.

what other words in the essay connect to this concept

Connecting new ideas to old is a practice that you should implement across sentences, paragraphs, and even whole sections of your writing. However, be careful. If this practice becomes heavy-handed or overdone, your writing can become patronizing to your readers. Make sure that you are clearly and comprehensively connecting ideas and not just sequencing subjects.

In Style: Lessons in Clarity and Grace , Joseph Williams and Joseph Bizup also write about the importance of coherence. While “cohesion” and “coherence” sound similar, they are two different things. “Cohesion” is about ideas that connect to each other “the way two pieces of a jigsaw puzzle do,” whereas “coherence” “is when all the sentences in a piece of writing add up to a larger whole” (69). Sometimes this is also called “unity.” Coherence is achieved when the things you are writing about all clearly contribute to the same overarching topic. For example, let’s return to the domino example from above. The movement from humans to skills to jobs to automation works because Thompson’s larger article establishes a thematic connection between all of these topics: work changes in response to technological developments. Thompson is even able to start this paragraph with an otherwise unexpected reference to horses because in the previous paragraph he has shown his readers how horses also relate to this theme of work changing in response to technological development. Within your writing, it’s important to make sure that all of your smaller ideas are related to and pointed towards the same goal.

Williams and Bizup suggest one way of making sure that your writing is coherent or unified is to pay attention to what each of your sentences is about—its subject (the noun or pronoun that guides a sentence) and topic (the idea that is the focus of that sentence). In most sentences, your subject and topic should be the same thing. Also, most of the time your topic should be short and direct, and each paragraph should be primarily dedicated to one topic. As an example, consider again this paragraph from the Thompson article about human skills, jobs, and automation. The subjects/topics of each sentence have been highlighted.

1] Humans can do much more than trot, carry, and pull. [2] But the skills required in most offices hardly elicit our full range of intelligence. [3] Most jobs are still boring, repetitive, and easily learned. [4] The most-common occupations in the United States are retail salesperson, cashier, food and beverage server, and office clerk. [5] Together, these four jobs employ 15.4 million people—nearly 10 percent of the labor force, or more workers than there are in Texas and Massachusetts combined. [6] Each is highly susceptible to automation, according to the Oxford study.

Note that after setting up this paragraph in a way that connects back to the previous paragraph’s focus on horses, Thompson settles into the issue of jobs as his clear and primary focus. The final four sentences have some version of “jobs” as their subject and topic. This consistency allows him to develop coherent ideas about this one issue.

For more information about writing intentionally structured and unified paragraphs, check out our resource on paragraphing. Additionally, if you are trying to discern whether or not your paragraphs are functioning coherently across your entire paper, we recommend the practice of reverse outlining. You can find out more about this technique here.

Transition Words and Phrases

The best way to clearly communicate the logical pathways that connect your ideas is to make sure that you move smoothly from old information to new information (cohesion) and that your readers always understand how your primary topics contribute to the big picture of your overall argument (coherence). While we’ve considered ways that whole sentences and paragraphs can do this work, sometimes even individual words can help you establish clear, cohesive, and coherent relationships between your ideas. In writing these are often called “transition words.”

The following is a list of useful transition words and phrases. Following the list of common relationship categories provided above, these words are organized according to the kinds of relationships they frequently develop. Of course, establishing clear relationships between ideas requires much more than just dropping one of these into the start of a sentence, but used sparingly and carefully based on the logical associations they establish, these words can provide usefully obvious indications to your readers of the kind of connections you are trying to develop between your ideas.

Causation– Connecting instigator(s) to consequence(s).

accordingly as a result and so because

consequently for that reason hence on account of

since therefore thus

after afterwards always at length during earlier following immediately in the meantime

later never next now once simultaneously so far sometimes

soon subsequently then this time until now when whenever while

Combinations Lists– Connecting numerous events. Part/Whole– Connecting numerous elements that make up something bigger.

additionally again also and, or, not as a result besides even more

finally first, firstly further furthermore in addition in the first place in the second place

last, lastly moreover next second, secondly, etc. too

after all although and yet at the same time but

however in contrast nevertheless nonetheless notwithstanding

on the contrary on the other hand otherwise though yet

as an illustration e.g., (from a Latin abbreviation for “for example”)

for example for instance specifically that is

to demonstrate to illustrate

chiefly critically

foundationally most importantly

of less importance primarily

above adjacent to below beyond

centrally here nearby neighboring on

opposite to peripherally there wherever

Similarity– Connecting to things by suggesting that they are in some way alike.

by the same token in like manner

in similar fashion here in the same way

likewise wherever

Other kinds of transitional words and phrases Clarification

i.e., (from a Latin abbreviation for “that is”) in other words

that is that is to say to clarify to explain

to put it another way to rephrase it

granted it is true

naturally of course

finally lastly

in conclusion in the end

to conclude

Intensification

in fact indeed no

of course surely to repeat

undoubtedly without doubt yes

for this purpose in order that

so that to that end

to this end

in brief in sum

in summary in short

to sum up to summarize

Works Cited

Ackerman, Diane. “I Sing the Body’s Pattern Recognition Machine.” The New York Times , 15 June 2004. https://www.nytimes.com/2004/06/15/science/essay-i-sing-the-body-s-pattern-recognition-machine.html . Accessed 6 June 2018.

Birge, Edward Asahel. Plankton Studies on Lake Mendota . Harvard University Library of the Museum of Comparative Zoolog., 1897.

“Past presidents and chancellors.” Office of the Chancellor , University of Wisconsin-Madison, 2016. https://chancellor.wisc.edu/past-presidents-and-chancellors/ . Accessed 16 June 2018.

Thompson, Derek. “A World Without Work.” The Atlantic , July/August 2015, https://www.theatlantic.com/magazine/archive/2015/07/world-without-work/395294/. Accessed 14 June 2018.

Van Eyck, Masarah. “Lake Mendota: a scientific biography.” L&S News , College of Letters and Sciences University of Wisconsin-Madison, 29 Aug. 2016. http://ls.wisc.edu/news/lake-mendota-a-scientific-biography . Accessed 15 June 2018.

Williams, Joseph M. and Joseph Bizup. Style: Lessons in Clarity and Grace . 12 th ed., Pearson, 2017.

Improving Your Writing Style

This is an accordion element with a series of buttons that open and close related content panels.

Clear, Concise Sentences

Use the active voice

Put the action in the verb

Tidy up wordy phrases

Reduce wordy verbs

Reduce prepositional phrases

Reduce expletive constructions

Avoid using vague nouns

Avoid unneccessarily inflated words

Avoid noun strings

Transitional Words and Phrases

Using Transitional Words and Phrases

Chapter 8: Arguing Academically

8.3. Developing Relationships between Ideas

Monique Babin, Carol Burnell, Susan Pesznecker, Nicole Rosevear, Jaime Wood

Transitioning

So you have a main idea, and you have supporting ideas, but how can you be sure that your readers will understand the relationships between them? How are the ideas tied to each other? One way to emphasize these relationships is through the use of clear transitions between ideas. Like every other part of your essay, transitions have a job to do. They form logical connections between the ideas presented in an essay or paragraph, and they give readers clues that reveal how you want them to think about (process, organize, or use) the topics presented.

Why are Transitions Important?

Transitions signal the order of ideas, highlight relationships, unify concepts, and let readers know what’s coming next or remind them about what’s already been covered. When instructors or peers comment that your writing is choppy, abrupt, or needs to “flow better,” those are some signals that you might need to work on building some better transitions into your writing. If a reader comments that she’s not sure how something relates to your thesis or main idea, a transition is probably the right tool for the job.

When Is the Right Time to Build in Transitions?

There’s no right answer to this question. Sometimes transitions occur spontaneously, but just as often (or maybe even more often) good transitions are developed in revision. While drafting, we often write what we think, sometimes without much reflection about how the ideas fit together or relate to one another. If your thought process jumps around a lot (and that’s okay), it’s more likely that you will need to pay careful attention to reorganization and to providing solid transitions as you revise.

When you’re working on building transitions into an essay, consider the essay’s overall organization. Consider using reverse outlining and other organizational strategies presented in this text to identify key ideas in your essay and to get a clearer look at how the ideas can be best organized. See the “ Reverse Outlining ” section in the “Revision” portion of this text, for a great strategy to help you assess what’s going on in your essay and to help you see what topics and organization are developing. This can help you determine where transitions are needed.

Let’s take some time to consider the importance of transitions at the sentence level and transitions between paragraphs.

Sentence-Level Transitions

Transitions between sentences often use “connecting words” to emphasize relationships between one sentence and another. A friend and coworker suggests the “something old something new” approach, meaning that the idea behind a transition is to introduce something new while connecting it to something old from an earlier point in the essay or paragraph. Here are some examples of ways that writers use connecting words (highlighted with red text and italicized) to show connections between ideas in adjacent sentences:

To Show Similarity

When I was growing up, my mother taught me to say “please” and “thank you” as one small way that I could show appreciation and respect for others. In the same way , I have tried to impress the importance of manners on my own children.

Other connecting words that show similarity include also , similarly , and likewise .

To Show Contrast

Some scientists take the existence of black holes for granted; however , in 2014, a physicist at the University of North Carolina claimed to have mathematically proven that they do not exist.

Other connecting words that show contrast include in spite of , on the other hand , in contrast , and yet .

To Exemplify

The cost of college tuition is higher than ever, so students are becoming increasingly motivated to keep costs as low as possible. For example , a rising number of students are signing up to spend their first two years at a less costly community college before transferring to a more expensive four-year school to finish their degrees.

Other connecting words that show example include for instance , specifically , and to illustrate .

To Show Cause and Effect

Where previously painters had to grind and mix their own dry pigments with linseed oil inside their studios, in the 1840s, new innovations in pigments allowed paints to be premixed in tubes. Consequently , this new technology facilitated the practice of painting outdoors and was a crucial tool for impressionist painters, such as Monet, Cezanne, Renoir, and Cassatt.

Other connecting words that show cause and effect include therefore , so , and thus .

To Show Additional Support

When choosing a good trail bike, experts recommend 120–140 millimeters of suspension travel; that’s the amount that the frame or fork is able to flex or compress. Additionally , they recommend a 67–69 degree head-tube angle, as a steeper head-tube angle allows for faster turning and climbing.

Other connecting words that show additional support include also , besides , equally important , and in addition .

A Word of Caution

Single-word or short-phrase transitions can be helpful to signal a shift in ideas within a paragraph, rather than between paragraphs (see the discussion below about transitions between paragraphs). But it’s also important to understand that these types of transitions shouldn’t be frequent within a paragraph. As with anything else that happens in your writing, they should be used when they feel natural and feel like the right choice. Here are some examples to help you see the difference between transitions that feel like they occur naturally and transitions that seem forced and make the paragraph awkward to read:

Too Many Transitions: The Impressionist painters of the late 19th century are well known for their visible brush strokes, for their ability to convey a realistic sense of light, and for their everyday subjects portrayed in outdoor settings. In spite of this fact , many casual admirers of their work are unaware of the scientific innovations that made it possible this movement in art to take place. Then , In 1841, an American painter named John Rand invented the collapsible paint tube. To illustrate the importance of this invention , pigments previously had to be ground and mixed in a fairly complex process that made it difficult for artists to travel with them. For example , the mixtures were commonly stored in pieces of pig bladder to keep the paint from drying out. In addition , when working with their palettes, painters had to puncture the bladder, squeeze out some paint, and then mend the bladder again to keep the rest of the paint mixture from drying out. Thus , Rand’s collapsible tube freed the painters from these cumbersome and messy processes, allowing artists to be more mobile and to paint in the open air.

Subtle Transitions that Aid Reader Understanding : The Impressionist painters of the late 19th century are well known for their visible brush strokes, for their ability to convey a realistic sense of light, for their everyday subjects portrayed in outdoor settings. However , many casual admirers of their work are unaware of the scientific innovations that made it possible for this movement in art to take place. In 1841, an American painter named John Rand invented the collapsible paint tube. Before this invention , pigments had to be ground and mixed in a fairly complex process that made it difficult for artists to travel with them. The mixtures were commonly stored in pieces of pig bladder to keep the paint from drying out. When working with their palettes, painters had to puncture the bladder, squeeze out some paint, and then mend the bladder again to keep the rest of the paint mixture from drying out. Rand’s collapsible tube freed the painters from these cumbersome and messy processes, allowing artists to be more mobile and to paint in the open air.

Transitions between Paragraphs and Sections

It’s important to consider how to emphasize the relationships not just between sentences but also between paragraphs in your essay. Here are a few strategies to help you show your readers how the main ideas of your paragraphs relate to each other and also to your thesis.

Use Signposts

Signposts are words or phrases that indicate where you are in the process of organizing an idea; for example, signposts might indicate that you are introducing a new concept, that you are summarizing an idea, or that you are concluding your thoughts. Some of the most common signposts include words and phrases like first, then, next, finally, in sum , and in conclusion . Be careful not to overuse these types of transitions in your writing. Your readers will quickly find them tiring or too obvious. Instead, think of more creative ways to let your readers know where they are situated within the ideas presented in your essay. You might say, “The first problem with this practice is…” Or you might say, “The next thing to consider is…” Or you might say, “Some final thoughts about this topic are….”

Use Forward-Looking Sentences at the End of Paragraphs

Sometimes, as you conclude a paragraph, you might want to give your readers a hint about what’s coming next. For example, imagine that you’re writing an essay about the benefits of trees to the environment and you’ve just wrapped up a paragraph about how trees absorb pollutants and provide oxygen. You might conclude with a forward-looking sentence like this: “Trees benefits to local air quality are important, but surely they have more to offer our communities than clean air.” This might conclude a paragraph (or series of paragraphs) and then prepare your readers for additional paragraphs to come that cover the topics of trees’ shade value and ability to slow water evaporation on hot summer days. This transitional strategy can be tricky to employ smoothly. Make sure that the conclusion of your paragraph doesn’t sound like you’re leaving your readers hanging with the introduction of a completely new or unrelated topic.

Use Backward-Looking Sentences at the Beginning of Paragraphs

Rather than concluding a paragraph by looking forward, you might instead begin a paragraph by looking back. Continuing with the example above of an essay about the value of trees, let’s think about how we might begin a new paragraph or section by first taking a moment to look back. Maybe you just concluded a paragraph on the topic of trees’ ability to decrease soil erosion and you’re getting ready to talk about how they provide habitats for urban wildlife. Beginning the opening of a new paragraph or section of the essay with a backward-looking transition might look something like this: “While their benefits to soil and water conservation are great, the value that trees provide to our urban wildlife also cannot be overlooked.”

Evaluate Transitions for Predictability or Conspicuousness

Exercise: Try Out Some New Transition Strategies

Choose an essay or piece of writing, either that you’re currently working on, or that you’ve written in the past. Identify your major topics or main ideas. Then, using this chapter, develop at least three examples of sentence-level transitions and at least two examples of paragraph-level transitions. Share and discuss with your classmates in small groups, and choose one example of each type from your group to share with the whole class. If you like the results, you might use them to revise your writing. If not, try some other strategies.

8.3. Developing Relationships between Ideas by Monique Babin, Carol Burnell, Susan Pesznecker, Nicole Rosevear, Jaime Wood is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

Developing Relationships between Ideas

a photo of the Fremont Bridge in Portland, Oregon

Why are Transitions Important?

When Is the Right Time to Build in Transitions?

Let’s take some time to consider the importance of transitions at the sentence level and transitions between paragraphs.

Sentence-Level Transitions

To Show Similarity

Other connecting words that show similarity include also , similarly , and likewise .

To Show Contrast

Some scientists take the existence of black holes for granted; however , in 2014, a physicist at the University of North Carolina claimed to have mathematically proven that they do not exist.

Other connecting words that show contrast include in spite of , on the other hand , in contrast , and yet .

To Exemplify

Other connecting words that show example include for instance , specifically , and to illustrate .

To Show Cause and Effect

Other connecting words that show cause and effect include therefore , so , and thus .

To Show Additional Support

Other connecting words that show additional support include also , besides , equally important , and in addition .

A Word of Caution

Transitions between Paragraphs and Sections

Use Signposts

Use Forward-Looking Sentences at the End of Paragraphs

Use Backward-Looking Sentences at the Beginning of Paragraphs

Evaluate Transitions for Predictability or Conspicuousness

Finally, the most important thing about transitions is that you don’t want them to become repetitive or too obvious. Reading your draft aloud is a great revision strategy for so many reasons, and revising your essay for transitions is no exception to this rule. If you read your essay aloud, you’re likely to hear the areas that sound choppy or abrupt. This can help you make note of areas where transitions need to be added. Repetition is another problem that can be easier to spot if you read your essay aloud. If you notice yourself using the same transitions over and over again, take time to find some alternatives. And if the transitions frequently stand out as you read aloud, you may want to see if you can find some subtler strategies.

Exercise: Try Out Some New Transition Strategies

The Word on College Reading and Writing Copyright © by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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18 Concept Mapping – Seven Steps

Creating a concept map is a way of organizing your brainstorming around key concepts. Mapping was introduced in Chapter 8 – Note-taking Skills.

This video from the University of Guelph offers a brief and helpful overview of concept mapping: [1]

Let’s use our example where an instructor has given us the assignment: Write a 1000 word persuasive essay that responds to the question: “Are transit services effective for Kwantlen University students?” Include your own perspective in your analysis and draw on two primary and two academic sources.

Transit bus with KPU on its destination sign sits next to a transit stop. Text reads "Are transit services effective for Kwantlen University students?"

We’ll follow the seven steps of concept mapping outlined in the video below and I’ll include some examples.

If you have your own assignment that you are currently working on, use the steps below to make your own concept map for your assignment.

Identify the main topic
Brainstorm everything you know about the topic
Use relevant content from course, lectures, textbooks, and course material

Sticky notes can be a great way of jotting down ideas – you can move the notes around as you begin to identify similarities and differences. You can also ask questions and include reminders of work that you need to do. See the example below of some sticky notes I might use to start my assignment:

Sticky notes with ideas for transit assignment. Reasons include: Buses too crowded when I have to get to class; What are public transit options? Bus? Campus shuttle?; No SkyTrain service to campus - would this be more effective; Some students can study/read on the bus - but I can't; U-Pass is good for students - saves money; Takes way too long to go from Surrey to Richmond campus - especially for night classes.

I’ll add more sticky notes with key questions that relate back to the assignment – I’ll need to find primary and academic sources . I can use these questions as I begin my research process and identify the primary and academic sources I need to support the argument that I will make:

Sticky notes added to existing ideas: Where can I find information on ridership? Translink website? Primary source; Are there journal articles about Lower Mainland transit? Academic source; How much money is saved? How much is carpooling?

Organize information into main points

After noting down what I know about my topic and identifying key questions that I’ll need to research, I can focus on a few things that will be important to describe and analyze in my essay. I’ve made a list of some I can use:

Based on what I’ve done so far, I’m setting up a descriptive comparison of transit options for KPU students, though I will emphasize that current transit options are not effective. I want to look for further connections between ideas and see how I can shape my argument.

Start creating map
Begin with main points
Branch out to supporting details

Black and white photograph of workspace showing laptop, with a hand typing, and mobile phone. Text reads "Try it Now! Work on the Activity Below"

Give it a try! Based on your experience of public transport and the ideas that I’ve outlined so far, how might you start to create a concept map? You can use a piece of paper, or concept mapping software, to make notes of ideas and start to connect them.

Review map and look for more connections
Use arrows, symbols, and colours, to show relationships between ideas

I start to build layers of connections and relationships in my map:

Concept map centered around idea that students need quick, cost-effective, safe transportation to get to class, work, and home. Connections to: what would be effective; describe current transit options; why it is not effective; current options not effective because. Connections to current options not effective because: need flexible options; takes too long; not reliable - stressful.

Include details

This is where I can provide more information about each point – below, I’ve taken one of the points and added to it:

Expanded notes on small topic of not reliable - stressful: Primary source - Translink schedule and on-time records; My perspective - students want to complete courses but lack of transit options limits campuses, difficult to plan courses because buses are not on schedule; Academic source - Seamus (2019) students who carpool may be able to complete courses sooner.

Analyze and improve map by asking questions
How do ideas fit together?
Have all necessary connections been made?

This is where I can step back and review my map and keep the purpose of my assignment in mind. This is also a good time to follow up on questions that I might have. I can talk through my ideas with a classmate or visit my instructor as I continue to develop and refine my ideas.

Update concept map as you learn more
Ask key questions about connections between ideas

I’ll keep my map with me as I meet with my instructor to discuss my ideas and when I visit the library to locate any academic resources that I might need; this way, I can keep everything together.

“ How to Create a Concept Map ” by University of Guelph Library CC BY-NC-SA 4.0 ↵

first; original A primary source is one that is unmediated such as a first-hand account of events.

researched, reliable, written by academics and published by reputable publishers; often, but not always peer reviewed

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The Power of Transition Words: How they connect and clarify your academic writing

Academic writing demands clear communication of ideas to facilitate the exchange of knowledge, and to ensure that information is conveyed accurately and comprehensively. It serves as a vehicle for critical thinking, analysis, and synthesis, allowing scholars to contribute meaningfully to their fields of study. By employing suitable analogies and metaphors, writers can better understand the significance of their craft and strive to hone their skills in order to contribute meaningfully to the academic community. Let’s understand how we can achieve excellence in academic writing by using transition words.

What Are Transition Words?

Transition words are words or phrases that help establish connections between sentences, paragraphs, or ideas in a piece of writing. They act as bridges, guiding readers through the logical flow of information and signalling relationships between different parts of the text. Furthermore, they provide coherence and cohesion to your writing by clarifying the relationships between ideas, adding structure, and improving the overall readability.

Download this FREE infographic and make appropriate use of every transition word to enhance your academic writing.

Role of Transition Words in Effective Academic Writing

Transition words play a crucial role in enhancing clarity and coherence in academic writing. They act as linguistic signposts that guide readers through the text, helping them understand the relationships between ideas, and ensuring a smooth flow of information. The primary roles of these words in enhancing clarity and coherence can be summarized as follows:

A. Improving Readability and Comprehension

By facilitating smooth transitions and organizing information effectively, these words enhance the readability and comprehension of academic writing. They help readers navigate through complex texts, understand complex ideas, and follow the structure of the argument. Transition words facilitate reader navigation and comprehension, enhancing the reading experience with increased engagement and accessibility.

B. Organizing Thoughts and Paragraphs

Transition words assist in organizing thoughts and structuring the content of an academic paper. They provide a framework for presenting ideas in a coherent and systematic manner. By indicating sequence, order, or cause and effect relationships, these words help writers create a logical flow that guides readers smoothly from one point to the next. They enable the construction of well-organized paragraphs and facilitate the development of cohesive arguments.

C. Clarifying and Emphasizing

Transition words contribute to the clarity and precision of academic writing. They help define terms, rephrase or restate ideas, and provide necessary explanations. Additionally, they aid in emphasizing key points and drawing attention to important information. By strategically utilizing these words, writers can guarantee clear understanding of their ideas and effective conveyance of the intended message to the reader.

D. Coherence and Cohesion

Transition words are instrumental in creating coherence and cohesion within an academic paper. Coherence refers to the logical and smooth progression of ideas, while cohesion refers to the interconnectedness and unity of the text. They act as cohesive devices, linking sentences and paragraphs together and establishing a cohesive flow of information. They strengthen the logical connections between ideas, prevent abrupt shifts, and enable readers to follow the writer’s argument effortlessly.

E. Connecting Ideas

Transition words bridge the gap between sentences, paragraphs, and sections of an academic paper. They establish logical connections, indicating how ideas are related and allowing readers to follow the author’s train of thought. Whether showing addition, similarity, contrast, or example, these words help readers navigate between concepts and comprehend the overall message more effectively.

Types of Transition Words in Academic Writing

The types of transition words vary based on the situations where you can use them to enhance the effectiveness of your academic writing.

1. Addition

“Addition” transition words are used to introduce additional information or ideas that support or supplement the main point being discussed. They serve to expand upon the topic, provide further evidence, or present examples that strengthen your claims.

Examples of Addition Transition Words:

Furthermore, the study not only analyzed the effects of X but also examined the impact of Y.
Moreover, the results not only confirmed the initial hypothesis but also revealed additional insights.
Additionally, previous research has shown consistent findings, strengthening the validity of our study.

2. Comparison and Contrast

“Comparison and Contrast” transition words are used in academic writing when you want to highlight similarities, differences, or relationships between different concepts, ideas, or findings. They help to establish clear connections and facilitate the comparison and contrast of various elements within your research.

Examples of Comparison and Contrast Transition Words:

Similarly, other researchers have reported comparable findings, corroborating the generalizability of our results.
In contrast, previous studies have demonstrated consistent patterns, reinforcing the existing body of knowledge.
In comparison, the current study offers a unique perspective by examining the relationship from a different angle.

3. Cause and Effect

“Cause and Effect” transition words are used when you want to demonstrate the relationship between a cause and its resulting effect or consequence. They help to clarify the cause-and-effect relationship, allowing readers to understand the connections between different variables, events, or phenomena.

Examples of Cause and Effect Transition Words:

As a result, the data provides compelling evidence for a causal relationship between X and Y.
Consequently, the hypothesis can be supported by the observed patterns in the collected data.
Hence, the proposed model is validated, given the consistent and statistically significant results.

4. Example and Illustration

“Example and Illustration” transition words are used when you want to provide specific instances, evidence, or illustrations to support and clarify your main points or arguments. These words help to make your ideas more tangible and concrete by presenting real-life examples or specific cases.

Examples of “Example and Illustration” Transition Words:

For example, one study conducted by Jackson et al. (2018) demonstrated a similar phenomenon in a different context.
To illustrate this point, consider the case of Company X, which experienced similar challenges in implementing the proposed strategy.
In particular, the data highlights the importance of considering demographic factors, such as age and gender, in the analysis.

5. Sequence and Chronology

“Sequence and Chronology” transition words are used in academic research papers when you want to indicate the order, progression, or sequence of events, ideas, or processes. These words help to organize information in a logical and coherent manner, ensuring that readers can follow the chronological flow of your research.

Examples of “Sequence and Chronology” Transition Words:

First and foremost, the study aims to examine the long-term effects of intervention X on outcome Y.
Subsequently, the participants were randomly assigned to either the control or experimental group.
Finally, the data analysis revealed significant temporal trends that require further investigation.

6. Clarification and Restatement

“Clarification and Restatement” transition words are used in academic writing when you want to provide further explanation, clarify a point, or restate an idea in a different way. These words ensure that readers understand your arguments and ideas clearly, avoiding any ambiguity or confusion.

Examples of “Clarification and Restatement” Transition Words:

In other words, the phenomenon can be explained by the interplay of various psychological and environmental factors.
Specifically, the term “efficiency” refers to the ability to achieve maximum output with minimum resource utilization.
To clarify, the concept of “sustainability” encompasses the ecological, economic, and social dimensions of development.

7. Emphasis

“Emphasis” transition words are used when you want to place special emphasis on certain points, ideas, or findings. These words help to draw attention to key information, highlight the significance of particular aspects, or underscore the importance of your arguments.

Examples of Emphasis Transition Words:

Notably, this study addresses a significant gap in the existing literature.
Importantly, the findings have implications for future policy decisions.
In particular, the study examined the relationship between age and cognitive performance.

8. Summary and Conclusion

“Summary and Conclusion” transition words are employed in academic writing when you want to provide a concise summary of the main points discussed in your paper and draw a conclusion based on the findings or arguments presented. These help to signal the end of your paper and provide closure to your research.

Examples of “Summary and Conclusion” Transition Words

In conclusion, the findings unequivocally support the initial hypothesis, emphasizing the significance of the proposed theory.
Overall, the results indicate a consistent pattern, providing a foundation for future research in this area.
In summary, this research makes a valuable contribution to the existing literature by extending our understanding of the topic.

Common Mistakes to Avoid When Using Transition Words in Academic Writing

When using transition words in academic writing, it’s important to be mindful of common mistakes to ensure that your writing remains clear, cohesive, and effective.

1. Overusing Transition Words

Using too many transition words can make your writing appear cluttered and disrupt the flow of your ideas. Avoid overloading your sentences or paragraphs with excessive transitions. Instead, use them strategically to enhance clarity and coherence.

2. Using Inappropriate or Irrelevant Transitions

Choose transition words that are appropriate for the context and purpose of your writing. Avoid using them when they don’t align with the relationship between the ideas you are connecting. Ensure that the transitions you use are relevant and contribute to the overall coherence of your writing.

3. Neglecting Proofreading and Editing

As with any aspect of writing, proofreading and editing are crucial when using transition words. Carefully review your writing to ensure that you use transitions correctly and effectively. Look for any inconsistencies, redundancies, or errors in your use of transitions and make necessary revisions.

4. Failing to Understand the Meaning

It’s important to understand the precise meaning and usage of transition words before incorporating them into your writing. Using a transition word incorrectly or inappropriately can lead to confusion or misinterpretation. Therefore, it is important to consult reliable resources or style guides to familiarize yourself with the correct usage of each of these words.

5. Neglecting the Logical Flow

Transition words should help guide the reader through your writing and create a logical flow of ideas. Failing to use appropriate transitions can result in a disjointed or fragmented presentation. Ensure that your transitions establish clear connections and maintain the coherence of your writing.

6. Relying Only on Transition Words

While transition words are valuable tools, they should not replace effective writing and organization. Relying solely on transitions to connect your ideas can lead to weak or poorly structured writing. Focus on developing strong topic sentences, clear paragraph organization, and logical progression of ideas alongside the use of these words.

7. Ignoring Sentence Variety

Use transition words to enhance the variety and sophistication of your sentence structures. Avoid using the same words repeatedly, as this can make your writing monotonous. Instead, explore different transitions that convey the specific relationships between your ideas.

In essence, the strategic use of transition words is a powerful tool that connects and clarifies your academic writing. Furthermore, it elevates your work from a mere collection of ideas to a cohesive, well-structured, and thought-provoking piece of scholarship. By mastering the art of using these words effectively, you can enhance the impact of your academic writing and contribute meaningfully to your field of study.

What are your thoughts on other grammar nuances that can make academic writing more effective? Share your opinion in the comments below or write an article on our Open Platform !

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(ECC) Carry On

Explaining a concept.

Article Databases
1. Purpose & Project Overview
2. Concept Topic Choice
3. Audience

Concepts are central to the understanding of virtually every subject—in the community, at work, and in college. Concepts are the building blocks of academic subjects, and they include principles, ideals, theories, ideas, conditions, phenomena, and processes. To communicate effectively and efficiently about a particular subject—whether you are writing to insiders or novices—you need to be able to use and explain concepts clearly and compellingly.

Concepts serve a variety of purposes and can be written in a variety of formats. The main purpose of explaining a concept is to convey the information to the readers so that they can understand the scope of the concept. The information in a concept essay typically comes from carefully kept records and/or from research so that the writer becomes the expert on the topic. As you write this essay, you will also engage in developing your expository writing skills .

Choose any interesting concept of your choice based on the book Carry On by Lisa Fenn.

Your broad topic will have to be narrowed down to a more manageable size. Here are a few broad topic ideas: poverty, family, faith, race, disability, accidents, Paralympics, teen parenting, addiction, mental health, coaching, etc.

An example of how to narrow down a broad topic: poverty >> homelessness >> homelessness in the United States >> homelessness in Iowa

In your proposal, bibliography, and final essay, you must establish a clear and evident connection to the themes in the book. You may use the book as one of your sources if you wish.

The audience for this essay is a group of college-educated people who are not very familiar with the concept you selected. Your goal is to educate them and explain the concept to them.

I sometimes tell my students to think about this assignment as if they were writing a chapter of a textbook that would be read by their audience. What would it sound like (academic tone)? What information would be included (scholarly examples, facts, etc.)?

Explaining a Concept: Grading

5. Annotated Bibliography Requirements (5 x 10 = 50 points)
6. Proposal Requirements (50 points)
7. Concept Essay Requirements (220 points)

Do your research. Select five (5) valid sources you will use to write your research paper. At least two of your sources must originate from ProQuest Research Library.

Begin your research by going to the ECC Library or MCC Library website
Scroll down and click on Find Articles
Then scroll down and select the “ProQuest Research Library.” You may have to log in using your ID/password (same login as Blackboard or Canvas)

Download the Annotated Bibliography Template and complete it.

Go to File —> Download as —> Microsoft Word (.docx) to make the file your own
Evaluate the authority and credibility of your sources. Use the CRA A P test .
Write five separate textual analyses (summaries) for the five sources you selected.
Submit the completed template into its dropbox.
Do not use Wikipedia, BuzzFeed, and other similar non-credible sources.

Write a concept essay proposal, which will be one to two pages long. Follow basic MLA 8 layout (See the Purdue OWL MLA 8 Guide ). Use headings and subheadings if necessary. Submit the finished proposal via designated dropbox.

The proposal is intended to help you develop plans and goals for completing this complex assignment. Think carefully about all aspects of the essay and then put those thoughts into writing. This should help you focus on completing this assignment successfully.

The finished proposal should include:

A narrowed topic that relates to the broad topics outlined on page 1 and the reason for making this selection.
An explanation about why your narrow topic would be interesting or important to the audience.
This link to Purdue OWL may help you write an expository thesis statement

Example: For millennia, and often with disastrous consequences, humans have modified the Earth’s natural systems to fit their needs; therefore, to help future generations learn from our past mistakes, the field of environmental photography was born.

topic (concept) = environmental photography; attitude = writer believes that human modification of the Earth’s natural systems was negative, so that’s the lens through which the writer will approach the explanation of the topic

A plan for organizing the information, including at least three main points that would be used in the essay. Try to predict which writing strategies seem like the logical choice(s) for you to incorporate (common strategies = cause/effect, classify/divide, compare/contrast, definition, process, narration).
A plan for keeping track of research to make sure that you do not accidentally plagiarize or give credit to the wrong source.
Conclude your proposal with questions and concerns about the essay. I will do my best to address them in writing.

Write a concept essay that is 1,500-2,000 words in length. The essay content should be primarily informative, objective (not opinionated), and thorough. The essay must include a focused explanation of the concept you selected.

Ask yourself: “What is the main point I want to make?” The point should answer the “So what?” question, including “Why am I writing about this concept? Why is it interesting or important?”

The essay must include clear and logical organization, and employ explanatory strategies such as definition, classification, comparison-contrast, example, cause-effect, and/or illustration.
The essay should be research-based, accurate, and timely.

Do not move from one quote or paraphrase to the next. The research needs to be synthesized, and all parts of the essay need to include your personal, original, and logical connections and explanations so that your audience can clearly understand the information.

The essay must have a one-sentence thesis statement that indicates your topic and stance on the subject.
If appropriate, use headings to identify the different parts of the essay.
At least one graphic or visual must be included in the essay. The graphic may be a photo, map, chart, graph, or table. Make sure that the image is properly scaled and easy to read. Any image that is included would need a caption/label and documentation if you did not take the photo or create the image yourself. Place the caption/label right underneath the image/figure. Image documentation should look like this example: Image 1 found on 7 March 2021 at http://www.iowafalls.com/ifs.jpg
The final essay and the Works Cited page must follow MLA 8 citation guidelines. The Works Cited page does not count towards the minimum word count.
Each research article must have at least one in-text citation (a summary, a paraphrase, or a direct quotation) in the essay.
Carefully edit and proofread the final draft to eliminate errors in grammar, punctuation, and sentence structure. Pay attention to word choice and writing style.
Submit the final draft as an attachment via designated dropbox. Submissions through email or Inbox Messages will not be accepted.
Only DOC, DOCX, ODT, RTF, or PDF file types will be accepted.
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12.4: Referring Back to Make the Connection (Cohesion)

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Media Alternative

Listen to an audio version of this page (5 min, 56 sec):

In the popular handbook They Say I Say: The Moves that Matter in Academic Writing , Gerald Graff and Cathy Birkenstein suggest that as readers move from one idea to the next, they need to know not just what is new, but how it connects to what came before. Graff and Birkenstein visualize this as two hands, one pointing back in the text and one pointing forward. We remind the reader of the old and put it into relationship with the new. But how do we reference ideas we’ve already covered without repeating ad nauseum?

Two hands point to each other, one white, one brown.

Repetition sounds like something boring we are supposed to avoid, but is actually essential to cohesion. Repeating a short key phrase can link two sentences or paragraphs by showing what topic they have in common. If we find we are using a particular phrase too much, we can vary the wording without changing the concept. As an example, imagine we want to prove the following thesis:

Economic inequality in America will only increase unless the government takes the excess possessions of the ultra-rich.

We can be pretty sure we’ll need to repeat the key phrase “economic inequality” in ensuing paragraphs or substitute variations like “inequality,” “economic stratification” or “the disparity between rich and poor,” to remind readers of our central idea. That will allow us to suggest the causes of inequality, define the extent of inequality, and make predictions about future inequality without seeming like we are jumping from one random point to another.

If we think the reader may not remember what we are referring to, or if its complexity makes it worth summing up, we might need to briefly restate an idea . We can paraphrase and condense a point made in a previous paragraph into just a few words. Often looking at a previous topic sentence can help us focus on the key idea and describe the heart of it.

Pointing words

In order to remind the reader that we have already discussed an idea, we can use what Graff and Birkenstein call pointing words like “this” or “that.” These combine with the repeated phrase or concept to work like an arrow pointing back to a section of a previous paragraph. For example, we might use the phrase “this growing inequity” or “that very economic inequality.” The words "this" and "that" reassure readers they can go back and look up the earlier idea if needed.

Abstract nouns

To make the reference to the prior idea clear, we can couple "this” or “that" with an abstract noun, or a word that represents the kind of idea we are talking about. You may also see these referred to as anaphoric nouns or shell nouns.

Below are a few common abstract nouns that can refer back to an established idea. There are many others. As you'll notice, the first few refer to elements of an argument.

reason / evidence
findings / conclusion
cause / factor
effect / result / consequence
idea / concept
subject / issue / topic
problem / challenge / difficulty
feature / characteristic / aspect
method / technique / strategy / approach / way / manner
tendency / trend / pattern

Examples of these connection techniques

Here is an example template that combines repetition, a pointing word, "this," and an abstract noun, "idea":

As we have seen, _____________. This idea has implications for _____________.

Let's look at a more extended example. Say that we want to write about inequality in the early 21st century. The topic stays the same, and the time period changes. First we give some history about the late 1800s. Then we describe how inequality changed over time, and we want to start a paragraph about the Occupy Wall Street movement that started in 2011. What is the connection between an old idea and a new idea? We might decide that Occupy Wall Street was a direct result of inequality and start the paragraph thus:

The increased inequality that became obvious after the 2007 financial crisis eventually led to a backlash. In September 2011, the Occupy Wall Street protest trumpeted the cause of the “99%” of Americans who were left out while the top 1% enjoyed most of the profits of American capitalism.

The new paragraph thus points back to the cause and ahead to the effect, signaling this causal relationship with the word “led.” Note that the phrase “increased inequality” refers to a core topic of the overall argument, and the phrase “that became obvious after the 2007 financial crisis” reminds us of the concept developed in the previous paragraph.

Practice Exercise $\PageIndex{1}$

Choose one of the sample annotated essays contained in this textbook. Go through it and circle any repetition, pointing words, or abstract nouns that refer back to an idea. Draw an arrow from each referring word back to the earlier part of the essay it refers to. How do these words help make the essay more cohesive and easier to follow for you as a reader? Discuss with classmates or write a few sentences of reflection.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

10 Concept Mapping

Creating a concept map is a way of organizing your brainstorming around key concepts.

This video from the University of Guelph offers a brief and helpful overview of concept mapping: [1]

Ready to get started with a concept map? This KPU learning aid can also help guide you through the process.

Let’s use our example where an instructor has given us the assignment: Write a 1,500 word persuasive essay that responds to the question: “Are transit services effective for Kwantlen University students?” Include your own perspective in your analysis and draw on two primary and two academic sources.

We’ll follow the seven steps of concept mapping outlined in the video above and I’ll include some examples.

Identify the main topic
Brainstorm everything you know about the topic
Use relevant content from course, lectures, textbooks, and course material

Sticky notes can be a great way of jotting down ideas – you can move the notes around as you begin to identify similarities and differences. You can also ask questions and include reminders of work that that you need to do. See the example below of some sticky notes I might use to start my assignment:

I’ll add more sticky notes with key questions that relate back to the assignment – I’ll need to find primary and academic sources:

I can use these questions as I begin my research process and identify the primary and academic sources I need to support the argument that I will make.

To find out more about the research process, ask a librarian , or check out the KPU Library’s Research Help guide.

This video, included in KPU Library’s Research Help page, provides a good overview of working with an assignment to make sure that you develop a response that is specific and well-supported:

Organize information into main points

After noting down what I know about my topic and identifying key questions that I’ll need to research everything, I can focus on a few things that will be important to describe and analyze in my essay. I’ve made a list of some that I can use:

Based on what I’ve done so far, I’m setting up a descriptive comparison of transit options for KPU students, but will emphasize that current transit options are not effective. I want to look for further connections between ideas and see how I can shape my argument.

Step Three :

Start creating map
Begin with main points
Branch out to supporting details

Give it a try! Based on your experience of public transit and the ideas that I’ve outlined so far, how might you start to create a concept map? You can use a piece of paper, or concept mapping software, to make note of ideas and start to connect them.

Step Four :

Review map and look for more connections
Use arrows, symbols, and colours, to show relationships between ideas

I start to build layers of connections and relationships in my map:

Step Five :

Include details

This is where I can provide more information about each point – below, I’ve taken one of the points and added to it:

Analyze and improve map by asking questions
How do ideas fit together?
Have all necessary connections been made?

This is where I can step back and review my map and keep the purpose of my assignment in mind. This is also a good time to follow up on questions that I might have – I can talk through my ideas with a classmate or visit my instructor as I continue to develop and refine my ideas.

Step Seven :

Update concept map as you learn more
Ask key questions about connections between ideas

I’ll keep my map with me as I meet with my instructor to discuss my ideas and when I visit the library to locate any academic resources that I might need; this way, I can keep everything together.

“ How to Create a Concept Map ” by University of Guelph Library CC BY-NC-SA 4.0 ↵

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See the bottom of the main Writing Guides page for licensing information.

Traditional Academic Essays In Three Parts

Part i: the introduction.

An introduction is usually the first paragraph of your academic essay. If you’re writing a long essay, you might need 2 or 3 paragraphs to introduce your topic to your reader. A good introduction does 2 things:

Gets the reader’s attention. You can get a reader’s attention by telling a story, providing a statistic, pointing out something strange or interesting, providing and discussing an interesting quote, etc. Be interesting and find some original angle via which to engage others in your topic.
Provides a specific and debatable thesis statement. The thesis statement is usually just one sentence long, but it might be longer—even a whole paragraph—if the essay you’re writing is long. A good thesis statement makes a debatable point, meaning a point someone might disagree with and argue against. It also serves as a roadmap for what you argue in your paper.

Part II: The Body Paragraphs

Body paragraphs help you prove your thesis and move you along a compelling trajectory from your introduction to your conclusion. If your thesis is a simple one, you might not need a lot of body paragraphs to prove it. If it’s more complicated, you’ll need more body paragraphs. An easy way to remember the parts of a body paragraph is to think of them as the MEAT of your essay:

Main Idea. The part of a topic sentence that states the main idea of the body paragraph. All of the sentences in the paragraph connect to it. Keep in mind that main ideas are…

like labels. They appear in the first sentence of the paragraph and tell your reader what’s inside the paragraph.
arguable. They’re not statements of fact; they’re debatable points that you prove with evidence.
focused. Make a specific point in each paragraph and then prove that point.

Evidence. The parts of a paragraph that prove the main idea. You might include different types of evidence in different sentences. Keep in mind that different disciplines have different ideas about what counts as evidence and they adhere to different citation styles. Examples of evidence include…

quotations and/or paraphrases from sources.
facts , e.g. statistics or findings from studies you’ve conducted.
narratives and/or descriptions , e.g. of your own experiences.

Analysis. The parts of a paragraph that explain the evidence. Make sure you tie the evidence you provide back to the paragraph’s main idea. In other words, discuss the evidence.

Transition. The part of a paragraph that helps you move fluidly from the last paragraph. Transitions appear in topic sentences along with main ideas, and they look both backward and forward in order to help you connect your ideas for your reader. Don’t end paragraphs with transitions; start with them.

Keep in mind that MEAT does not occur in that order. The “ T ransition” and the “ M ain Idea” often combine to form the first sentence—the topic sentence—and then paragraphs contain multiple sentences of evidence and analysis. For example, a paragraph might look like this: TM. E. E. A. E. E. A. A.

Part III: The Conclusion

A conclusion is the last paragraph of your essay, or, if you’re writing a really long essay, you might need 2 or 3 paragraphs to conclude. A conclusion typically does one of two things—or, of course, it can do both:

Summarizes the argument. Some instructors expect you not to say anything new in your conclusion. They just want you to restate your main points. Especially if you’ve made a long and complicated argument, it’s useful to restate your main points for your reader by the time you’ve gotten to your conclusion. If you opt to do so, keep in mind that you should use different language than you used in your introduction and your body paragraphs. The introduction and conclusion shouldn’t be the same.
For example, your argument might be significant to studies of a certain time period .
Alternately, it might be significant to a certain geographical region .
Alternately still, it might influence how your readers think about the future . You might even opt to speculate about the future and/or call your readers to action in your conclusion.

Handout by Dr. Liliana Naydan. Do not reproduce without permission.

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COMMENTS

Writing a concept essay: essential tips and guidelines
Ensure that your essay possesses a clear introduction, body paragraphs that expound upon your chosen concept, and a comprehensive conclusion that ties together your arguments. Organize your thoughts in a logical manner, employing effective transitions that allow your essay to flow seamlessly. 4. Support your Claims:
Transition Words & Phrases
Example sentence. Transition words and phrases. Addition. We found that the mixture was effective. Moreover, it appeared to have additional effects we had not predicted. indeed, furthermore, moreover, additionally, and, also, both x and y, not only x but also y, besides x, in fact. Introduction.
Connecting ideas
To join ideas and sentences, we use a number of connecting words and phrases. For example: Addition To add an idea. Additionally, and, also, apart from this, as well (as), in addition, moreover, further, furthermore. Condition to provide a condition. If, in that case, provided that, unless. For comparison To show how things are similar.
4.7 Transitions: Developing Relationships between Ideas
Other connecting words that show additional support include also, besides, equally important, and in addition. A Word of Caution. Single-word or short-phrase transitions can be helpful to signal a shift in ideas within a paragraph, rather than between paragraphs (see the discussion below about transitions between paragraphs).
PDF Strategies for Essay Writing
answer to that question will be your essay's thesis. You may have many questions as you consider a source or set of sources, but not all of your questions will form the basis of a strong essay. For example, your initial questions about a source may be answered by reading the source more closely. On the other hand,
Connecting Ideas Through Transitions
Coherence. In Style: Lessons in Clarity and Grace, Joseph Williams and Joseph Bizup also write about the importance of coherence.While "cohesion" and "coherence" sound similar, they are two different things. "Cohesion" is about ideas that connect to each other "the way two pieces of a jigsaw puzzle do," whereas "coherence" "is when all the sentences in a piece of writing ...
PDF Paragraphs: Connecting Your Ideas
The connecting words within and between paragraphs are known as . transition signals. They may be single words or phrases. Transition words give your paragraph . coherence (unity) and demonstrate your writing skills. Moreover, they help the reader of your work to know, for instance, that a sequence of ideas,
8.3. Developing Relationships between Ideas
It's important to consider how to emphasize the relationships not just between sentences but also between paragraphs in your essay. Here are a few strategies to help you show your readers how the main ideas of your paragraphs relate to each other and also to your thesis. Use Signposts. Signposts are words or phrases that indicate where you ...
PDF How to connect ideas at the sentence and paragraph level in academic
Developing the language to connect ideas in academic writing will help you with both these tasks. The appropriate use of 'discourse markers,' that is, words or phrases that signal a relationship, can reveal and reinforce the direction that your argument is taking, and make clear the relations between sections of your
Developing Relationships between Ideas
Signposts are words or phrases that indicate where you are in the process of organizing an idea; for example, signposts might indicate that you are introducing a new concept, that you are summarizing an idea, or that you are concluding your thoughts. Some of the most common signposts include words and phrases like first, then, next, finally, in ...
Concept Mapping
This video from the University of Guelph offers a brief and helpful overview of concept mapping: [1] Let's use our example where an instructor has given us the assignment: Write a 1000 word persuasive essay that responds to the question: "Are transit services effective for Kwantlen University students?"Include your own perspective in your analysis and draw on two primary and two academic ...
Transition Words
Transition words are words or phrases that help establish connections between sentences, paragraphs, or ideas in a piece of writing. They act as bridges, guiding readers through the logical flow of information and signalling relationships between different parts of the text. Furthermore, they provide coherence and cohesion to your writing by ...
2.4.6: Developing Relationships between Ideas
One way to emphasize these relationships is through the use of clear transitions between ideas. Like every other part of your essay, transitions have a job to do. They form logical connections between the ideas presented in an essay or paragraph, and they give readers clues that reveal how you want them to think about (process, organize, or use ...
5.6: Identifying Relationships between Ideas
Transitions between sentences often use "connecting words" to emphasize relationships between one sentence and another. A friend and coworker suggests the "something old something new" approach, meaning that the idea behind a transition is to introduce something new while connecting it to something old from an earlier point in the essay or paragraph.
Research Guides: (ECC) Carry On: Explaining a Concept
Explaining a Concept. 1. Purpose & Project Overview. 2. Concept Topic Choice. 3. Audience. Concepts are central to the understanding of virtually every subject—in the community, at work, and in college. Concepts are the building blocks of academic subjects, and they include principles, ideals, theories, ideas, conditions, phenomena, and ...
12.4: Referring Back to Make the Connection (Cohesion)
Practice Exercise 12.4.1 12.4. 1. Choose one of the sample annotated essays contained in this textbook. Go through it and circle any repetition, pointing words, or abstract nouns that refer back to an idea. Draw an arrow from each referring word back to the earlier part of the essay it refers to.
Concept Mapping
You can use a piece of paper, or concept mapping software, to make note of ideas and start to connect them. Step Four: Review map and look for more connections. Use arrows, symbols, and colours, to show relationships between ideas. I start to build layers of connections and relationships in my map: Step Five: Include details.
How Do I Write an Intro, Conclusion, & Body Paragraph?
Part I: The Introduction. An introduction is usually the first paragraph of your academic essay. If you're writing a long essay, you might need 2 or 3 paragraphs to introduce your topic to your reader. A good introduction does 2 things: Gets the reader's attention. You can get a reader's attention by telling a story, providing a statistic ...
PDF Define and use concepts in your writing
Concept journals can be used to deepen learning during the term and save time when writing assessments. 3. Always define concepts using experts from your discipline or area of study. Remember, the same concept/ word will be defined differently depending on the discipline. 4. Define concepts before you use them in your assessment. 5.
Connecting Ideas in Writing. An academic essay comprises
Good organization and logical flow make an effective academic essay. Transitions, signals, and other language devices allow writers to link thoughts and achieve coherence. Coherence means ideas are…

Essay Papers Writing Online

Mastering the Art of Crafting a Conceptual Essay: Indispensable Suggestions and Instructions

Understanding the Purpose of a Concept Essay

Choosing a Strong and Specific Concept

Developing a Clear and Coherent Thesis Statement

Structuring Your Concept Essay Effectively

Using Concrete Examples to Illustrate Your Concept

Related Post

Connecting ideas

What is cohesion?

How can I create cohesion?

Linking words

A note about presentation and style

Referring backwards

Looking forward

Connecting paragraphs

Example (from beginning of previous paragraph):

Checking for paragraph links in your own work

Strategies to improve cohesion

Looking for one-on-one advice?

Writing that Establishes Relationships and Connections between Ideas

Introduction

Common Kinds of Relationships Writers Establish between Ideas

Familiarity– Connecting what readers know to what they don’t known.

Causation– Connecting the instigator(s) to the consequence(s)

Combinations

Part/Whole— Connecting numerous elements that make up something bigger.

Similarity– Connecting two things by suggesting that they are in some way alike.

Transition Words and Phrases

Works Cited

Improving Your Writing Style

Clear, Concise Sentences

Transitional Words and Phrases

8.3. Developing Relationships between Ideas

Transitioning

Why are Transitions Important?

When Is the Right Time to Build in Transitions?

Sentence-Level Transitions

To Show Similarity

To Show Contrast

To Exemplify

To Show Cause and Effect

To Show Additional Support

A Word of Caution

Transitions between Paragraphs and Sections

Use Signposts

Use Forward-Looking Sentences at the End of Paragraphs

Use Backward-Looking Sentences at the Beginning of Paragraphs

Evaluate Transitions for Predictability or Conspicuousness

Exercise: Try Out Some New Transition Strategies

Developing Relationships between Ideas

Why are Transitions Important?

When Is the Right Time to Build in Transitions?

Sentence-Level Transitions

To Show Similarity

To Show Contrast

To Exemplify

To Show Cause and Effect

To Show Additional Support

A Word of Caution

Transitions between Paragraphs and Sections

Use Signposts

Use Forward-Looking Sentences at the End of Paragraphs

Use Backward-Looking Sentences at the Beginning of Paragraphs

Evaluate Transitions for Predictability or Conspicuousness

Exercise: Try Out Some New Transition Strategies

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18 Concept Mapping – Seven Steps

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The Power of Transition Words: How they connect and clarify your academic writing

What Are Transition Words?

Role of Transition Words in Effective Academic Writing

A. Improving Readability and Comprehension

B. Organizing Thoughts and Paragraphs

C. Clarifying and Emphasizing

D. Coherence and Cohesion

E. Connecting Ideas

Types of Transition Words in Academic Writing

1. Addition

2. Comparison and Contrast