conjunctions in college essays

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CONJUNCTIONS

Conjunctions join words, phrases, or clauses. The three different types of conjunctions indicate different relationships between the elements joined. Coordinating conjunctions link elements of equal value.  Correlative conjunctions are used in pairs to establish a specific relationship between elements of equal value. Subordinating conjunctions indicate that one element is of lesser value (subordinate) to another element. 

1. Use a coordinating conjunction to connect elements (words, phrases, or clauses) of equal grammatical value.

• There are seven coordinating conjunctions in English:

and, but, or, nor, for, so, yet

 (Note: These are often remembered with the acronym FANBOYS.) 

•  Coordinating conjunctions link equal elements.

Sw imming and reading are my two favorite summer activities. ( Swimming and reading are both subjects in the sentence.)    Please place the papers on top of the desk or in the drawer.   ( On top of the desk and in the drawer are both prepositional phrases.) She wanted to drive the car, but she had never received her license. ( She wanted to drive the car and she had never received her license are both independent clauses.)

2. Use correlative conjunctions in pairs to connect words, phrases, or clauses of equal grammatical value. Correct use of these conjunctions is critical in achieving parallelism in sentence structure (see TIP Sheet on "Achieving Parallelism").

•  Correlative conjunctions always come in pairs:

as...as  both...and not only...but also either...or neither...nor  whether...or  

• Make sure that the grammatical structure following the second half of the pair is the same as that following the first half.

You must decide either to fly or to drive. (The elements to fly and to drive are both infinitives.) 

Contrary to my plans, I spent much of my vacation both correcting papers and contacting students. (The elements correcting papers and contacting students are both participial phrases.)

I hope not only that you will attend the play, but also that you will stay for the cast party afterwards. ( The elements that you will attend the play and that you will stay for the cast party afterwards are both subordinate clauses.)

3. Use a subordinating conjunction to connect a subordinate (dependent) clause to an independent clause.

after  even though  than  whenever although if that  where as  in order that though whereas as if rather than unless wherever because since until whether before so that when while

(Note: Some of the words listed can serve as different parts of speech, depending on how they are used.)

• A subordinating conjunction indicates that the dependent clause is not complete without an attached independent clause.

If you finish your homework, you will be prepared for the test.  ( If you finish your homework by itself is an incomplete thought.)

I lose myself in the music whenever I practice the piano.  ( Whenever I practice the piano by itself is an incomplete thought.)

4. Conjunctive adverbs (sometimes called adverbial conjunctions) are used to indicate a relationship between sentences and independent clauses.

• Common conjunctive adverbs include the following:

however     therefore     moreover     nevertheless

• When a conjunctive adverb appears at the beginning or in the middle of an independent clause, it is usually set off by commas. When a conjunctive adverb introduces a second clause within a sentence, a semicolon precedes it and a comma follows it.

Carrot cake is very tasty.  Moreover, the carrots make it a "healthy" choice for dessert.

I realize you were busy. It is unfortunate , however, that you missed that phone call.

The hurricane has lessened in intensity ; nevertheless, we are evacuating in an hour.

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Grammar: Conjunctions

Basics of conjunctions.

Conjunctions are parts of speech that connect words, phrases, clauses, or sentences. There are three kinds of conjunctions: coordinating, paired, and subordinating.

For more information about conjunctions, also see these webpages:

• Compound Sentences ,
• Varying Sentence Structure , and
• Comma Basics .

Coordinating Conjunctions

Coordinating conjunctions connect words or phrases that serve the same grammatical purpose in a sentence. There are seven main coordinating conjunctions in English, which form the acronym FANBOYS:

F: for : The teachers were frustrated, for the school had cut funding for all enrichment programs.* A: and : In this course, I will write a literature review, a case study, and a final paper.** N: nor : The students did not complete their homework, nor did they pass the test. B: but : The study is several years old but still valuable to this study. O: or : At the end of the class, the students can choose to write an essay or take a test. Y: yet : The patient complained of chronic pain, yet she refused treatment. S: so : I have only been a nurse for one year, so I have little experience with paper charting.

* "For" is rarely used as a conjunction in modern English. ** When the conjunctions "and" and "or" connect three or more words or phrases, use a serial comma to separate items in the series.

Transitional words such as "however" and "therefore" can also function as conjunctions:

• The authors agreed on the prevalence of the problem; however , they disagreed on the problem’s cause.
• Several employees complained about the new policies, and therefore , the manager held an all-staff meeting to address their concerns.

Paired Conjunctions

Paired conjunctions consist of two words or phrases that help make a point or establish alternatives. Although paired conjunctions can be helpful in structuring a sentence, they can also make sentences wordier than necessary, so use these conjunctions sparingly.

• The project will require significant investments of both time and money.
• Note: When two subjects are connected by "both…and," use a plural verb (such as "are" or "were").
• Students who did not complete the assignment received not only a poor grade but also a warning from the teacher.
• Not only did the student include full sentences from the source without using quotation marks, but he also failed to properly cite paraphrased material.
• Either the students were unprepared or the assessment was poorly written.
• Participants in the survey could either choose from a list of possible answers or write in their own responses.
• Students who did not complete the project received neither praise nor rewards.
• The staff neither followed the new policy nor asked for clarification.

Subordinating Conjunctions

Subordinating conjunctions join a subordinate clause to a main clause and establishes a relationship between the two. There are many subordinating clauses, but here are some of the most common:

• as much as/as soon as/as long as
• in order to/in order that
• when/whenever
• where/wherever

There are two ways to structure a sentence using a subordinating conjunction:

• The teacher administered the test after giving instructions.
• The author must avoid bias if she wants to maintain a scholarly tone.
• I will turn in this assignment at midnight whether or not I complete it.
• After giving instructions, the teacher administered the test.
• If she wants to maintain a scholarly tone, the author must avoid bias.
• Whether or not I complete this assignment, I will turn it in at midnight.

"That" as a Conjunction for Noun Clauses

"That" has a few different functions in English. This can lead to confusion because some instances of "that" are more optional than others in academic writing.

One important use of "that" is for embedding (inserting) a certain type of  dependent clause called a noun clause into an  independent clause . Frequently, such "that" clauses serve as the direct object of a reporting verb (such as found, reported, posited, argued, claimed, maintained, and hypothesized) to introduce a paraphrase, summary, or quotation.

Key: Yellow, bold = subject; green, underline = verb; blue, italics = object

For example,

• Smith (2015) = subject
• reported = verb
• that more research was necessary = dependent clause, direct object of the verb "reported"
• The authors = subject
• hypothesized = verb
• that there would be significant results = dependent clause, direct object of the verb "hypothesized"
• Jones (2014) = subject
• asserted = verb
• t hat confidentiality was maintained throughout the study = dependent clause, direct object of the verb "asserted"
• Answer: that more research was necessary
• Answer: that there would be significant results
• Answer: that confidentiality was maintained throughout the study

In formal written English, for clarity, most academic writers choose to keep "that " when it introduces a noun clause (Caplan, 2012). Leaving out "that" can cause the reader to misread (at first anyway) the subject of the dependent clause as being the object of the reporting verb (Jamieson, 2012).

• For example, if readers see the sentence, " Smith (2015) reported more research was necessary (without 'that')," they may understand “more research” as the thing Smith reported and then have to backtrack and reread upon seeing “was necessary.”
• Any structure that leads to misinterpretation, even temporarily, can be an unwanted distraction from the writer’s message.
• In spoken English, however, "that" may be dropped in such sentences. (Intonation patterns—rising and falling pitch—give the listener clues that may not be present in writing.)

Caplan, N. (2012). Grammar choices for graduate and professional writers . University of Michigan Press.

Conjunctions Video Playlist

Note that these videos were created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

• Structuring Sentences: Compound Sentences (video transcript)
• Structuring Sentences: Complex Sentences (video transcript)
• Structuring Sentences: Combining Sentences (video transcript)

Related Resource

Knowledge check: conjunctions.

Didn't find what you need? Email us at [email protected] .

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Use of Conjunctions in Academic Writing

Published by Alvin Nicolas at August 17th, 2021 , Revised On August 24, 2023

Conjunctions are the glue that holds different parts of the sentence together, including clauses, words, and phrases. There are hundreds of conjunctions in English, including but not limited to  since, for, if, because, for, but, on the contrary, gradually, hence, in fact, another, at last, as soon as, finally, equally, whatever, whoever, however, when, if,  and  in addition.

With conjunctions, you don’t need to write short and choppy sentences. Using simple words like “but”, “however”, or “and”, we can extend our sentences.

The three types of conjunctions are listed below. Each type service its unique purpose, but all help to put together a meaningful  sentence .

• Coordinating
• Correlative
• Subordinating

The following paragraph uses all three types of conjunctions:

Because the student procrastinated for too long, she failed her  essay  and  dissertation  assignments. The tutor provided neither a resit chance  nor any feedback.

How to Use Coordinating Conjunctions in Academic Writing

Coordinating conjunctions are the most common type of conjunctions, and most people are familiar with them.

We use coordinating conjunctions to connect independent clauses,  phrases  and words. With the help of coordinating conjunctions, we can transform short and choppy sentences into longer yet meaningful sentences.

There are seven coordinating conjunctions in English, including  for, and, nor, but, or, yet,  and  so.  You can easily remember them by memorizing the acronym “FANBOYS”.

So what does each of the coordinating conjunctions used for?

For – Explains purpose or reason (does the same job as “because”)

And – Brings two things together.

Nor – Expresses another negative idea concerning an already stated negative idea.

But – Presents contrast.

Or – Shows a choice or a substitute.

Yet – Use to put forward a contrasting idea the flows logically from the preceding idea.

So – Indicates consequence, result, outcome or effect

Coordinating Conjunctions Used in Sentences – Examples

Here are seven sentences using the coordinating conjunctions:

• I love to buy things for my home.?
• I love watching a movie and eating popcorns.
• I am neither happy nor sad.
• I like to get up early in the morning, but it’s painful to wake to the sound of an alarm.
• People often wonder whether they should put a comma before or in a sentence.
• It was early, yet we were all ready for bed after our long hike.
• He could not work from his office, so he worked from home.

Use of Coordinating Conjunctions to Join Words

Coordinating conjunctions can connect two verbs,  adjectives , nouns or other types of word.

• The participants of the research included project managers and site engineers.
• I don’t like to eat crabs orlobsters.
• He was intelligent but careless.

Use of Coordinating Conjunctions to Join Phrases

You can use coordinating conjunctions to join phrases. Following sentences use coordinating conjunctions to join phrases.

• I worked out in the gym and devoured a big meal.
• The results of the study are unquestionably interesting yet eventually unconvincing.
• I love to study at home and eat at a restaurant.

Use of Coordinating Conjunctions to Join Independent Clauses

A clause is a group of words and clauses that can stand on its own as a complete sentence. It includes a verb and a subject.

The researcher contacted several project managers for their research study, but only a handful of them ultimately participated in it.

As evident in the above sentence, the coordinating conjunction “but” demonstrates a relationship between two independent clauses that can stand on their own (expressing a complete thought).

The researcher contacted several project managers for their research study. A handful of them ultimately participated in it.

Use of Punctuation with Coordinating Conjunctions

Never use a comma when connecting two  words  or phrases.

• The data was collected through questionnaire, and interviews.
• I don’t like to eat crabs, or lobsters.
• The data was collected through questionnaire and interviews.
• I don’t like to eat crabs or lobsters.

You should not use the  comma punctuation  with the coordinating conjunctions in the above sentences before the two words or phrases are connected to a single verb (collected and eat).

On the other hand, you will need to use a comma when connecting two independent clauses.

• The data was collected through a questionnaire, and selected respondents also participated in interviews.
• I don’t like to eat crabs, but I do eat lobsters.

The clauses in the above two sentences could stand on their own as completed sentences, and therefore we joined them using comma punctuation.

How to Use Correlative Conjunctions in Academic Writing?

Correlative conjunctions join two equal parts of a single sentence. They are expressed in pairs. You must use both of them at the correct places to make one complete logical and grammatically correct sentence.

Some of the most commonly used correlative conjunctions are as follows:

• Not only/but also
• Neither/nor

In most cases, you should not use comma punctuation with correlative conjunctions. Here are some example sentences using correlative conjunctions.

• Both of them are both emotional and rational.
• Neither Mike nor John knows that I am an FBI agent.
• Not only Amanda but also Neil will miss me.
• I treated them with both love and affection.

How to Use Subordinating Conjunctions in Academic Writing?

The subordinating conjunctions create a relationship between independent and dependent clauses. Essentially, these conjunctions are used to introduce a dependent clause with reference to an independent clause.

Unlike the independent clause, a dependent clause contains a subject and a verb, but it cannot stand on its own as a whole sentence. A dependent clause cannot express a complete and independent thought, so it should always be attached to an independent clause.

• Because I didn’t pay attention to the details. I wasn’t able to achieve the desired grade in the exam.
• Because I didn’t pay attention to the details, I wasn’t able to achieve the desired grade in the exam.
• I wasn’t able to achieve the desired grade in the exam because I didn’t pay attention to the details.

You can notice in the above examples that the clause “I didn’t pay attention to the details” is an independent clause but the subordinating conjunction “because” turned it into a dependent clause. Now the clause “because I didn’t pay attention to the detail” is an incomplete sentence on its own. It should be connected with an independent clause to make a meaningful and grammatically correct sentence.

The following table shows the most commonly used subordinating conjunctions for joining independent and dependent clauses. Please note that this is not the complete list of subordinating conjunctions.

In most cases, comma punctuation is not required with a subordinating conjunction. Don’t use a comma when there is a clear link between the dependent and the independent clause, and the dependent clause encloses the necessary information about the independent clause.

• She will achieve the highest academic grade in her dissertation project, if she follows the guidelines provided by her university.
• Mike panics, whenever he takes an exam.
• She will achieve the highest academic grade in her dissertation project if she follows the guidelines provided by her university.
• Mike panics whenever he takes an exam.

In contrast, you will need to use a comma at the beginning of the independent clause when the subordinating conjunction appears at the start of the sentence.

• If she follows the guidelines provided by her university she will achieve the highest academic grade in her dissertation project..
• Whenever Mike takes an exam he panics.
• If she follows the guidelines provided by her university, she will achieve the highest academic grade in her dissertation project.
• Whenever Mike takes an exam, he panics.?

Frequently Asked Questions

Why are conjunctions important in academic writing.

Conjunctions are vital in academic writing because they connect ideas, improve flow, and establish relationships between concepts. They enhance coherence, enabling a clearer, more organized presentation of arguments and helping readers follow the logical progression of your ideas.

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Conjunctions – Definition, Types & Practice Sheet

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Conjunctions are fundamental components of the English language, serving as essential connectors to join words and clauses within sentences. Understanding and correctly using them is a critical aspect of mastering language rules . These small but mighty words enable you to create complex sentences and improve the flow of your academic writing . In this article, we’ll explore the primary types and demonstrate how they enhance the coherence of our communication through examples.

Inhaltsverzeichnis

• 1 Conjunctions in a nutshell
• 2 Definition: Conjunctions
• 3 Types of conjunctions
• 4 “That” as a conjunction
• 5 Cultural & linguistic variations
• 6 Practice sheet

Conjunctions in a nutshell

Conjunctions are words used to connect clauses or sentences within the same clause.

Definition: Conjunctions

In English grammar, certain words are used to link together clauses and words within the same clause to make complete sentences. These linking words serve to provide coherence and flow to language, especially in academic writing . The English language has numerous joining words, but the most common ones include: when , and , because , or , if , and for . They act as glue that holds together the different parts of our language, ensuring that our communication is smooth and effective instead of simple and choppy.

There is also a famous animated musical called “ Conjunction Junction ,” performed by popular American artists such as Jack Sheldon, which was featured in a “ Schoolhouse Rock ” episode in the 1970s. It’s a series of short videos that demonstrate various songs designed to teach multiplication, tables, grammar, science, American history, and environmentalism through music.

• She had to seek other options because she had damaged the vessel.
• The tours in Texas and Boston were postponed due to her illness.
• I wanted to go for a walk after work, but it started raining.

Types of conjunctions

There are three major types of conjunctions in the English language: correlative, coordinating, and subordinating conjunctions. All three will be explained below, together with numerous examples and a fourth type that often gets forgotten.

Correlative

Coordinating

Subordinating

Correlative (or paired) conjunctions are coupled, as they work in pairs to grammatically connect words or phrases that have equal elements . Common correlative pairs include the following: either & or , neither & nor , both & and , and whether & or . You don’t have to place a comma when using correlative conjunctions.

• Substance abuse leads to both physical dependence and psychological addiction.
• The research focused not only on climatic factors but also on genetic influences.
• Participants could choose either the online survey or the paper questionnaire.

It’s vital to use a parallel structure for both sentence elements when using correlative conjunctions. This means the two components should have a similar grammatical form .

✗ He aimed to gather data by using either surveys or personal interviews.

✓  He aimed to gather data by using either surveys or conducting personal interviews.

In English grammar, these seven words connect phrases, words, or independent clauses of equal importance . They can be easily memorized with the acronym FANBOYS : f or, a nd, n or, b ut, o r, y et, s o. Coordinating conjunctions can connect two verbs , phrases, adjectives , nouns, or any other type of word. When it comes to using a comma with fanboys , you should not use it when they link dependent clauses.

• I’m not too fond of traveling or yoga.
• She bit her tongue and cried vehemently.
• You can find him in the cafeteria or at the local community center.

An independent clause is a clause that stands on its own and still creates a complete thought. When a coordinating conjunction joins two independent clauses, place a comma before it. In the sentence below, you can notice that these two sentences can still make sense alone, yet seem more sophisticated when they’re connected to one another.

• Today, Smith & Industries is the leading industrial manufacturer , yet most people don’t know of its existence.
• Today, Smith & Industries is the leading industrial manufacturer. Most people don’t know of its existence.

These words are mainly used to connect an independent clause with a dependent one, showing the relationship between them . While there are more subordinating conjunctions, there’s an abbreviation and acronym to help you remember them: SWABI , as in s ince, w hen, a fter, b ecause, and i f. Dependent or subordinate clauses are words that contain a subject and a verb  but can’t make a complete sentence on their own, which is why they must have an independent clause.

You may have noticed that you don’t place a comma when the subordinating conjunction follows an independent clause. However, it would be beneficial to put a comma after the dependent clause when the subordinating conjunction begins a sentence, as seen in the example below.

• Because I had work to do the next morning, I had to sleep early.

Subordinating conjunctions help define the type of relationships between the clauses. Here are some of these words and the relationships they help express:

Conjunctive adverbs are words or phrases that connect two complete thoughts. They can be used to indicate a connection between two independent clauses, link the ideas in two or more sentences, or show a relationship between them. Unlike coordinating conjunctions, conjunctive adverbs are typically followed by a semicolon or a period.

There’s a helpful mnemonic to remember them: THAMO as in t herefore, h owever, a lso, m eanwhile, and o therwise. However, there are many others, such as finally, consequently, indeed, thus, hence, etc. When it connects two independent clauses in one sentence, it is vital to place a semicolon before it and a comma after it.

• She wanted to go to the concert; however , she had to work late.
• The project was completed on time; moreover , it was under budget.
• He didn’t study for the exam; therefore , he didn’t pass.

While conjunctive adverbs typically appear at the beginning of a clause, they can also be placed in the middle or at the end for emphasis and set off by commas, though this is less common. This can be illustrated in the example sentences below.

• The weather forecast predicated sunshine. It did rain, however .
• She missed several meetings. Thus , she was not considered for the promotion.
• The deadline for the test is tomorrow. It will be, otherwise , considered late.

Below, we have provided a PDF document that encompasses all types of conjunctions.

“That” as a conjunction

The term “that” has several functions in the English language, such as a relative pronoun , and an informal adverb , just to name a few. An important use of “that” is to insert a specific type of dependent clause, also known as a noun clause , within an independent clause. These noun clauses can serve as the subject or object of a reporting verb (found, reported, argued, claimed, etc.) to introduce a paraphrase, summary, or quotation, as can be seen in the example sentences below.

Subject = gray, bold ; verb = underlined ; object = italics, blue

• The scientists hypothesized that the results would differ under different conditions .
• Jones (2018) argued that the new theory explains the phenomenon more accurately .
• She claimed that she had never seen the document before .

An easy way to figure out that the “that” clauses act as direct objects is to rephrase these sentences into questions. The answer is the direct object.

• What did the scientists hypothesize?
• What did Jones (2018) argue?
• What did she claim?

The majority of academic writers choose to keep “that” for clarity when it introduces a noun clause, as omitting it can cause unnecessary confusion.

Cultural & linguistic variations

While the concept of conjunctions is universal, their usage and forms can vary significantly across different languages. Understanding these cultural and linguistic variations can provide more profound insights into how different languages construct meaning and coherence in communication. Below, you’ll find numerous examples from languages such as Spanish, French, Italian, and German.

English: “and”

Spanish: “y”

French: “et”

German: “und”

Italian: “e”

English: “but”

Spanish: “pero”

French: “mais”

German: “aber”

Italian: “ma”

English: “because”

French: “parce que”

German: “weil”

Italian: “perché”

English: “although”

Spanish: “aunque”

French: “bien que”

German: “obwohl”

Italian: “sebbene”

English: “either…or”

Spanish: “o…o”

French: “soit…soit”

German: “entweder…oder”

Italian: “o…o”

English: “neither…nor”

Spanish: “ni…ni”

French: “ni…ni”

German: “weder…noch”

Italian: “né…né”

Test yourself!

Practice sheet.

To test your skills, we have provided a practice worksheet for you below that gives you several conjunction options from which you can choose from, but not all of them are correct. Pick the correct one and fill in the blanks; the answers can be found in the second tab.

Practice sentences

• He wanted to join the team, ____ he missed the registration deadline. (or / and / but)
• The task seemed simple, ____ it took hours to complete. (if / yet / because)
• The course covers ____ theoretical ____ practical aspects. (both, and / neither, nor / as much, as)
• She forgot her umbrella, ____ she got soaked in the rain. (so / while / since)
• They listened to music ____  they cleaned the house. (where / while / whenever)
• She enjoys painting, ____ she often creates new artwork. (but / unless / and)
• He likes food that is ____ sweet ____ sour, preferring spice. (either, or / both, and / neither, nor)
• He hasn’t decided ____ to apply for the job ____ continue his studies. (whether, or / if, or / unless, or)
• You won’t get better ____ you practice regularly. (if / unless / but)
• ____ I appreciate your help, I need to do this on my own. (whenever / when / while)
• He wanted to join the team, but he missed the registration deadline. (or / and / but)
• The task seemed simple, yet it took hours to complete. (if / yet / because)
• The course covers both theoretical and practical aspects. (both, and / neither, nor / as much, as)
• She forgot her umbrella, so she got soaked in the rain. (so / while / since)
• They listened to music while they cleaned the house. (where / while / whenever)
• She enjoys painting, and she often creates new artwork. (but / unless / and)
• He likes food that is neither sweet nor sour, preferring spice. (either, or / both, and / neither, nor)
• He hasn’t decided whether to apply for a job or continue his studies. (whether, or / if, or / unless, or)
• You won’t get better unless you practice regularly. (if / unless / but)
• While I appreciate your help, I need to do this on my own. (whenever / when / while)

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What’s the purpose of conjunctions?

They are crucial in writing and speech, as they…

• Connect ideas smoothly
• Clarify the relationship between different parts of a sentence
• Improve the flow and coherence
• Help in avoiding short, choppy sentences by combining ideas

Without these words, you would likely express your complex thoughts using multiple simple sentences, which might be ineffective.

Can you use two conjunctions together?

Yes, however, one must be a subordinating one (although, after, because, since, etc.) and the other a coordinating one (yet, so, nor, but, etc.).

• She slipped and fell into the waters, but not because she was intoxicated.

What are 10 examples of subordinating conjunctions?

Examples of subordinating conjunctions are: because, although, since, if, while, after, before, when, unless, and, though.

What are examples of coordinating conjunctions?

Examples of coordinating conjunctions are: and, but, or, nor, for, yet, and so.

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Pasco-Hernando State College

• Conjunctions
• Punctuation
• Prepositions
• Interjections
• Parts of a Sentence
• Sentence Variety
• Problems with Sentences

What are Conjunctions?

The word conjunction means “joined together.” Conjunctions are words that join parts of sentences together. A conjunction can join words, phrases, or clauses.

The three most common types of conjunctions are coordinating conjunctions , subordinating conjunctions , and correlative conjunctions .

Coordinating conjunctions

The word coordinate means “same rank.” Coordinating conjunctions are used to join together two grammatical units of equal importance. Use coordinating conjunctions to connect two adjectives, adverbs, nouns, phrases, or independent clauses. When connecting two independent clauses with a coordinating conjunction, a comma must be placed before the coordinating conjunction.

Here is a list of coordinating conjunctions. These can be remembered with the acronym FANBOYS .

Connecting words:

• Example: Jack was fast but clumsy. (Connecting adjectives)
• Example: Billy and Mandy went to school. (Connecting nouns)

Connecting phrases:

• Example: We traveled over the hills and under the shadows of mountains. (Connecting adverbial phrases)
• Example: Right before sunrise and right after sunset are my favorite times to run. (Connecting nominal phrases)

Connecting clauses:

• Example: Julie went to the store, but Jack went to music practice. (Connecting independent clauses)

Subordinating conjunctions

The word subordinate means “lower rank.” Subordinating conjunctions are used to join together clauses when one of the clauses is lower rank than the other. Use subordinating conjunctions to connect a dependent clause to an independent clause.

Here is an incomplete list of subordinating conjunctions:

An independent clause is a clause that can function as a complete sentence. A dependent clause is a clause that cannot function as a complete sentence. The subordinating conjunction connects these two clauses.

• Example: Jamie kept falling asleep during class. (Independent clause)
• Example: because he stayed up too late (Dependent clause)
• Example: Jamie kept falling asleep during class because he stayed up too late. (Clauses connected by subordinating conjunction)

When the independent clause comes first in a sentence with a subordinating conjunction, a comma is not required to separate the two clauses.

• Example: Gandalf gave the Ring to Frodo since he knew he could trust the goodness of hobbits.

When the dependent clause comes first in a sentence with a subordinating conjunction, a comma is required to separate the two clauses.

• Example: Since he knew he could trust the goodness of hobbits, Gandalf gave the Ring to Frodo.

Subordinating conjunctions can be a single word, like because, or a group of words, like as long as.

• Example: We had spaghetti for dinner because he loved Italian food.
• Example: As long as we have Italian food for dinner, he will be happy.

Correlative conjunctions

The word correlative means “related together.” Correlative conjunctions are pairs of conjunctions that relate information together in a sentence.

Here is an incomplete list of correlative conjunctions:

• Neither/nor
• Not only/but also

Order matters for correlative conjunctions. The first item listed in each pair shown above must come first in a sentence.

• Example: Julie will take either strawberry or vanilla ice cream.
• Example: Neither Julie nor Nathan enjoys banana ice cream.
• Example: Batman is not only a genius detective but also a master of martial arts.
• Example: Batman is both a genius detective and a master of martial arts.
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Fiona Oates

Module 1: Grammar

Conjunctions.

Conjunctions are the words that join sentences and phrases, and connect or coordinate other words together. They are difficult to define abstractly, so we will turn quickly to worked examples of four important categories of conjunctions: coordinating conjunctions, adverbial conjunctions, correlative conjunctions, and subordinating conjunctions. As students of INTD 106 and of college writing more generally, you’ll want to feel competent using conjunctions because they often give shape to the transitional logic that links your ideas into a coherent thesis. The idea of connection – of join ing – is at the heart of the term con junct ion, so these are the building blocks of controlled complexity in your writing.

Coordinating Conjunctions

• For  presents a reason (“They do not gamble or smoke, for they are ascetics.”)
• And  presents non-contrasting items or ideas (“They gamble, and they smoke.”)
• Nor  presents a non-contrasting negative idea (“They do not gamble, nor do they smoke.”)
• But  presents a contrast or exception (“They gamble, but they don’t smoke.”)
• Or  presents an alternative item or idea (“Every day they gamble, or they smoke.”)
• Yet  presents a contrast or exception (“They gamble, yet they don’t smoke.”)
• So  presents a consequence (“He gambled well last night, so he smoked a cigar to celebrate.”)

Here are some examples of these coordinating conjunctions used in sentences:

• Nuclear-powered artificial hearts proved to be complicated, bulky, and expensive.
• In the 1960s, artificial heart devices did not fit well and tended to obstruct the flow of venous blood into the right atrium.
• The blood vessels leading to the device tended to kink, obstructing the filling of the chambers and resulting in inadequate output.
• Any external injury  or internal injury put patients at risk of uncontrolled bleeding because the small clots that formed throughout the circulatory system used up so much of the clotting factor.

The current from the storage batteries can power lights, but the current for appliances must be modified within an inverter.

Coordinating conjunctions might seem simple, but, in fact, many undergraduate writers use them imprecisely. They write, “Any external injury and  internal injury put patients at risk of uncontrolled bleeding…” or, “The current from the storage batteries can power lights, and  the current for appliances must be modified within an inverter.” Presumably, this default to “and” as the coordinating conjunction of choice stems from students’ recognition that they want to join related ideas together, but “and” often blurs the precise relationship. If you pile ideas together with “and” and don’t differentiate logical relationships between items and hierarchies, and still expect readers to follow your train of thought, you’re expecting too much: your sentence sounds as if it is gasping for breath and it reads like a list (like this sentence just did). Indeed, a grocery list works fine with “and:” “we need canned tomatoes and pasta and apples and granola bars.” You probably don’t care whether you pick up the apples first, or the pasta, and the items aren’t even ingredients for the same recipe (presumably!). But you really should have a less arbitrary plan for linking ideas together if you want someone to read 5-10 pages of your thoughts about biodiversity or the arts of Oceania. Here’s that sentence again with some more precise conjunctions: “If you pile ideas together with “and” but  don’t differentiate logical relationships between items or  hierarchies, yet  still expect readers to follow your train of thought, you’re expecting too much: your sentence sounds as if it is gasping for breath and it reads like a list.”

At the bottom of this page, after the discussions of the other categories of conjunctions, is a table of conjunctions divided into the logical categories they serve. It’s very useful!

Are the correct coordinating conjunctions being used in each of the following sentences? Explain your reasoning why or why not:

• I love algebra or German. They’re both a lot of fun.
• Martin is pretty good at writing, for Jaden is better.
• Juana had to choose. Would she cut the red wire and the black wire?
• The conjunction  or presents an alternative. However, the second sentence indicates that the speaker enjoys both activities. The correct sentence would use  and : “I love algebra  and  German. They’re both a lot of fun.”
• The conjunction for  presents a reason. It’s unlikely that Jaden being better is the reason Martin is pretty good at writing, so a different conjunction should be used.  But would be a good fit here, since the ideas contrast: “Martin is pretty good at writing, but  Jaden is better.”
• The conjunction  and presents non-contrasting items or ideas. Since the first sentence sets up a choice, we know that Juana can’t cut both wires at once. The conjunction  or presents an alternative and is the correct conjunction to use in this sentence: “Would she cut the red wire  or  the black wire?”

As you can see from the examples above, a comma only appears before these conjunctions sometimes. So how can you tell if you need a comma or not? There are three general rules to help you decide.

Rule 1: Joining Two Complete Ideas

Let’s look back at one of our example sentences:

There are two complete ideas in this sentence. A complete idea has both a subject (a noun or pronoun) and a verb. The subjects have been italicized, and the verbs bolded:

• the current from the storage batteries can power lights
• the current for appliances must be modified within an inverter.

Because each of these ideas could stand alone as a sentence, the coordinating conjunction that joins them must be preceded by a comma. Otherwise you’ll have a run-on sentence.

Rule 2: Joining Two Similar Items

What if there’s only one complete idea, but two subjects or two verbs?

• The first part of this sentence has two subjects:  external injury and  internal injury . They are joined with the conjunction or ; we don’t need any additional punctuation here.
• This sentence has two verbs:  did not fit well and  tended to obstruct . They are joined with the conjunction and ; we don’t need any additional punctuation here.

Rule 3: Joining Three or More Similar Items

What do you do if there are three or more items?

• Anna loves to color-code due dates, Luz loves to get ahead of schedule, and David loves the buzz of an adrenaline-fueled all-nighter.
• Fishing, hunting, and gathering were once the only ways for people to get food.
• Emanuel has a very careful schedule planned for tomorrow. He needs to work, study for his Arabic exam, exercise, eat something substantial, and clean his car.

As you can see in the examples above, there is a comma after each item, including the item just prior to the conjunction. There is a little bit of contention about this, but overall, most styles prefer to keep the additional comma (also called the serial comma). We discuss the serial comma in more depth in Commas .

Starting a Sentence

Many students are taught—and some style guides maintain—that English sentences should not start with coordinating conjunctions.

This video shows that this idea is not actually a rule. And it provides some background for why so many people may have adopted this writing convention:

Are the following sentences conventionally punctuated?

• Ricardo composed one song today and he wants to get three more done by the end of the week.
• My house mates leave their keys all over the house, and forget where they put them.
• I wanted to call my friend, but she lost her phone a few days ago.
• Vesna had already chosen the first presentation slot so I took the second one.
• Do you want to go to the review session or to the bowling alley?
• Ricardo composed one song today, and he wants to get three more done by the end of the week.
• My house mates leave their keys all over the house and forget where they put them.
• Vesna had already chosen the first presentation slot, so I took the second one.

Adverbial Conjunctions

The first artificial hearts were made of smooth silicone rubber, which apparently caused excessive clotting and, therefore , uncontrolled bleeding.

When used to separate sentences, as in the examples below, a semicolon is required before the conjunction and a comma after.

• The Kedeco produces 1200 watts in 17 mph winds using a 16-foot rotor; on the other hand , the Dunlite produces 2000 watts in 25 mph winds.
• For short periods, the fibers were beneficial; however , the eventual buildup of fibrin on the inner surface of the device would impair its function.
• The atria of the heart contribute a negligible amount of energy; in fact , the total power output of the heart is only about 2.5 watts.

Adverbial conjunctions include the following words that you probably use in most argument-based college writing; however, it is important to note that this is by no means a complete list.

Fill in the missing punctuation marks for the sentences below. Type the corrected sentences in the text frame below:

• My house mate decided to drive to campus __ therefore __ she thought she would arrive earlier than she usually does.
• She needed to turn left on Park Street. That street __ however __ was under construction.
• In other words __ she couldn’t turn on the street she needed to.
• There is a complete sentence before and after  therefore . Thus, this sentence needs a semicolon (or a period) before the conjunction and a comma afterward.
• However comes in the middle of a complete idea; it just needs commas on either side of it.
• In other words comes before a complete idea. We just need a comma at the end of the conjunction.

Correlative Conjunctions

The table below shows some examples of correlative conjunctions being used in a sentence:

Rewrite the following items. Your new sentences should use correlative conjunctions. Type your revisions in the text frame below:

• She finished packing right when the moving truck showed up.
• There are two shifts you can work: Thursday night or Saturday afternoon.
• Chemistry and physics are both complex.
• The only correlative conjunction that deals with time is no sooner…than . Your sentence should look something like “ No sooner did she finish packing, than the moving truck showed up.”
• You can work either Thursday night or Saturday afternoon.
• You must choose  whether  you will work Thursday night  or  Saturday afternoon.
• Chemistry is as complex as physics.
• Just as chemistry is complex, so physics is complex.

Subordinating Conjunctions

• The heart undergoes two cardiac cycle periods: diastole, when blood enters the ventricles, and systole, when the ventricles contract and blood is pumped out of the heart.
• Whenever an electron acquires enough energy to leave its orbit, the atom is positively charged.
• If the wire is broken, electrons will cease to flow and current is zero.
• I’ll be here  as long as it takes for you to finish.
• She did the favor  so that he would owe her one.

Let’s take a moment to look back at the previous examples. Can you see the pattern in comma usage? The commas aren’t dependent on the presence of subordinating conjunctions—they’re dependent on the placement of clauses they’re in. Let’s revisit a couple of examples:

• These clauses are both extra information: information that is good to know, but not necessary for the meaning of the sentence. This means they need commas on either side.
• In this sentence, the dependent clause comes before an independent clause. This means it should be followed by a comma.
• In this sentence, the independent clause comes before an dependent clause. This means no comma is required.

The most common subordinating conjunctions in the English language are shown in the table below:

All of the commas have been removed from the following passage. Re-type the passage in the text frame below, adding in the conventional punctuation. Identify all of the subordinating conjunctions as well.

Thales came to the silent auction in order to win the chance to be drawn by his favorite artist. Before anyone else could bid Thales went to the bidding sheet and placed an aggressive bid. He knew he would have to come back and check on it while the auction was still open but he felt confident in his ability to win. He was determined to win the auction even if it took all of his money to do so.

Thales came to the silent auction in order to  win the chance to be drawn by his favorite artist.  Before anyone else could bid  _,_  Thales went to the bidding sheet and placed an aggressive bid. He knew he would have to come back and check on it while  the auction was still open  _,_ but he felt confident in his ability to win. He was determined to win the auction  even if it took all of his money to do so.

Note that the comma following the dependent clause “while the auction was still open” is because of the coordinating conjunction  but , not because of the subordinate conjunction at the beginning of the clause.

• Revision and Adaptation. Provided by : Lumen Learning. License : CC BY-SA: Attribution-ShareAlike
• Revision and Adaptation. Authored by : Gillian Paku. Provided by : SUNY Geneseo. License : CC BY: Attribution
• Conjunction (grammar). Provided by : Wikipedia. Located at : https://en.wikipedia.org/wiki/Conjunction_(grammar) . License : CC BY-SA: Attribution-ShareAlike
• Basic Patterns and Elements of the Sentence. Authored by : David McMurrey. Located at : https://www.prismnet.com/~hcexres/textbook/twsent.html . License : CC BY: Attribution
• Correlative conjunctions. Authored by : David Rheinstrom. Provided by : Khan Academy. Located at : https://www.khanacademy.org/humanities/grammar/partsofspeech/conjunctions/v/correlative-conjunctions . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Beginning sentences with conjunctions. Authored by : David Rheinstrom. Provided by : Khan Academy. Located at : https://www.khanacademy.org/humanities/grammar/partsofspeech/conjunctions/v/beginning-sentences-with-conjunctions-the-conjunction-the-parts-of-speech-grammar . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Image of compass. Authored by : Douglas Santos. Provided by : The Noun Project. Located at : https://thenounproject.com/search/?q=coordinate&i=223910 . License : CC BY: Attribution
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• Subordinating conjunctions. Authored by : David Rheinstrom. Provided by : Khan Academy. Located at : https://www.khanacademy.org/humanities/grammar/partsofspeech/conjunctions/v/subordinating-conjunctions . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
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List of Conjunctions: Learn to Use Joining Words

What’s the easiest way to memorize a list of conjunctions, also known as joining words? One answer is to break down your learning into manageable sections. Otherwise, your brain will need to learn dozens of words at once. But, what if you don’t have the time to manually divide up joining words into groups or create flashcards? Well, don’t worry! All the hard work was already done for you. You’ll find an easy to learn conjunctions list, separated by type below.

For additional help, there are even usage examples of the different types of joining words in the English language. We’ve also included descriptions of each type of conjunction list, just in case there are any word groups you’re not familiar with. So, are you ready to expand your vocabulary? Let’s begin with a coordinating conjunction list!

What is a Coordinating Conjunctions List (and Why Care?)

Learning the words on a c oordinating conjunction list isn’t difficult and it’s incredibly fun, believe it or not! That’s because there are only seven words in this category, which create the useful acronym FANBOYS . Wondering what FANBOYS stands for? Well, the acronym FANBOYS stands for the words for, and, nor, but, or, yet, and so . Easy enough, right? Write down this first conjunction words list , along with the acronym FANBOYS and it should stick in your mind easily enough.

Already know about FANBOYS a nd can create a coordinating conjunction list ? Check out this helpful resource on MLA format  and  more citation styles  of formatting your citations.

Why are these words so important to remember? You’ll find that speakers and writers use these words frequently. Each one is less than four letters long and they are some of the most common words in the English language. The role they play is not a small one, as they’re able to connect two independent clauses and combine them into one sentence. Here’s the coordinating conjunction list:

• F – for
• A – and
• N – nor
• B – but
• O – or
• Y – yet
• S – so

Are you curious how to use words from the coordinating conjunction list? Look at this  explanative link , or check out the examples of how to use words from this group in a sentence below:

For  – This word has a similar meaning to “because” in a sentence.

• She was tired when she arrived in class,  for  she had studied all night.

But  – This one connects opposing ideas.

• I tried out for the basketball team,  but  I didn’t make it.

Yet  – This word is like the word “but.” However, it emphasizes the contrast even more.

• It’s snowing outside,  yet  it’s the middle of summer!

Nor –  This word joins two nouns that the subject of the sentence does NOT have or obtain.

• Monica does not know about Michael and Bobby, nor about Jessica and Susan

So/Yet – These words suggest time and continuation depending on the context.

• So far, he hasn’t told her the truth.
• They love football, yet they gave up their tickets to someone less fortunate.

Make sure to commit FANBOYS to memory and you’re one step closer to knowing your main conjunctions list .

Now that you’ve covered a coordinating conjunctions list , it’s time to move into a subordinate conjunctions list . Think you can guess the difference between the two? Though they sound similar these conjunctions have two very different functions.

A Look at Subordinate Words: A List of Subordinating Conjunctions

Since you have FANBOYS down, let’s move on to a subordinating conjunctions list. These words are slightly more difficult to learn, because many of them are also prepositions. Plus, both connect clauses in a sentence. With that in mind, you should understand that words on the l ist of subordinating conjunctions have a different purpose. Instead of joining two independent clauses of equal importance, words from a subordinating conjunctions list make one clause less important than another. You’ll see how that works in the upcoming examples. For now, here is a subordinating conjunctions list :

As you can tell, there are many more subordinates than there are coordinates. In fact, this isn’t even half of the words in a subordinate conjunctions list you can use to show importance between two clauses. Either way, let’s look at a few examples of sentences using words on a subordinating conjunctions list :

• Jason went to get a drink of water  before  his exam started.
• She’s usually a happy toddler,  provided that  she’s fed regularly.
• I always visit Disneyland  whenever  I visit my grandparents in California.
• Tyler can enjoy painting  now   that he has his own studio.

Since you can use many of the words from a subordinate conjunctions list as another part of speech, it’s good to understand how each one works as a joining word. In a sentence, words on a list of subordinating conjunctions begin a dependent clause which cannot stand alone.

For instance,  ” If  I go to the store”  doesn’t form a complete idea. Connect it with an independent clause like in the sentence,  “I’ll get a new toy  if  I got to the store,”  and you have a complete thought.

You can often tell joining words from the rest by determining whether it constructs part of a sentence that holds a complete idea. Words with multiple uses will often form a complete thought when not used as a joining word.

Want to know more joining words and a subordinate conjunctions list ? Look at this informative reference  or see this additional subordinating conjunctions list:

What’s a Correlative List of Conjunctions?

Words on a correlative conjunctions list work in pairs to join equal clauses together. They can show up in different parts of a sentence. Additionally, you will always find them working together with their counterpart. For instance, one pair from this list of conjunctions is either/or . It joins two positive clauses of equal importance to form a complete sentence. For example:

• Either  you cook me dinner,  or  I leave.

Here are some additional sentences using words from a correlative conjunctions list:

Whether/Or  – This pair functions like the word  if  by bringing up hypothetical situations and joins the two options.

• I’m wearing my new swimsuit  whether  I go to the beach  or  to the swimming pool.

As/As  – You can compare two things together using these words from a conjunctions list.

• Her sneeze was  as  loud  as  a helicopter.

There are many other joining words that come in pairs. Here’s a correlative conjunction words list:

Need a quick break? Try out our paper checker , or our citation services for MLA and  APA format ! Next, a conjunctive adverbs list will be the icing on top when adding words to the main conjunctions list. 

What’s Special About the Conjunctive Adverbs List?

The final conjunctions list to memorize contains adverbs. These adverbs join words, phrases, and clauses in a sentence just like words on your standard list of conjunctions can. Here are some example sentences containing words from the conjunctive adverbs list :

• Ted was a great student, in   addition  he was a wonderful student body president.
• Fred never missed a day of school;  as a result , he won a scholarship for perfect attendance.
• Even though Lisa is lactose intolerant,  still  she wanted an ice cream bar.

Finally, here’s a basic conjunctive adverbs list.

This adverbial conjunction list is by no means comprehensive, although it gives you a good foundation. Words on this l ist of conjunctions are also known as transition words . Try your best to memorize and don’t forget to use this as a guide when writing.

Now, you’re familiar with the different joining words. Are there any words that you don’t know the meaning of from the conjunctive adverb list ? If so, look up how to use each word and create sentence examples. With enough practice, you’ll be able to use these words like a professional writer!

Try answering these practice questions to review what you learned above.

Conjunction List Review Questions

• How many different categories are there in a conjunction list ?
• Create a sentence using a word from the list of subordinating conjunctions.
• Create a sentence using a word from the coordinating conjunctions list .
• Why is it handy to have a conjunction list when writing?

After you’ve finished, review your answers with a friend and see if you can test each other on words from a conjunction words list.  

Published March 7, 2019. Updated May 22, 2020.

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Applying To College

College essay writing and interview skills.

6 Grammar Rules You Should Break When You’re Writing Your College Essay

June 14, 2018 by Sharon Epstein Leave a comment

“You can do that?” she asked. “I’ve always been told not to use contractions.”

Like my student, you’ve probably been given a list of grammar rules to follow when you’re writing an English paper. But here’s the catch:

Your college essay isn’t an English paper. You’re telling a story. You’re writing in your own voice. You’ve got creative leeway.

Now to be fair, grammar rules are important. They help us clearly express what we want to say. They allow us to reach our reader in an effective way.

But it’s a big, creative world out there.

Look at me, for example. I wrote dialogue for soap operas. My characters didn’t avoid slang or contractions. If I wanted them to say, “Are you friggin’ kidding me, Alice? I’m outta here! I’m getting a divorce!”—they said that. I love how words sound and how I can combine them to make an impact. This is my style. The college essay is your style.

6 Grammar Rules You Can Break While You’re Writing a Great College Essay:

1. Don’t  Use Contractions. Your essay should sound like you’re telling a story. It should be in a conversational tone. We all speak in contractions, so go ahead and use them. (Although, I avoid “would’ve” and “should’ve” because I think they’re too casual for college essays.)

2. Don’t   Use Sentence Fragments. Surprise! You might actually want to use a sentence fragment in your essay. A sentence fragment is short, so it’s like putting an exclamation mark on an idea. Think about using one when you want to emphasize a point. Here are three examples of sentence fragments:

I needed to find a new way to study. Because mine wasn’t working out .

The mountain was the tallest I’d ever seen. Which is why I knew I had to climb it . 

I finally remembered the answer. After the test had ended.

3. Don’t You Can Start Sentences With And , But and Or .  Want to start a sentence with a conjunction? Go ahead. In fact, you’ll be in good company. Here’s a quote from the Chicago Manual of Style , a guide that’s widely used in publishing:

“There is a widespread belief—one with no historical or grammatical foundation—that it is an error to begin a sentence with a conjunction such as and, but or so . In fact, a substantial percentage (often as many as 10 percent) of the sentences in first-rate writing begin with conjunctions. It has been so for centuries, and even the most conservative grammarians have followed this practice.”

4. Don’t End sentences with a preposition. We’ve been taught not to end sentences with prepositions, so we re-write our ideas to conform to this rule. For instance, when we want to say , “What space did you park the car in?” we change it to, “In which space did you park the car?”

This type of change often makes a sentence sound more formal. College application essays, though, should be more conversational, and that’s why ending sentences with prepositions is okay.

5. Don’t Use I. You probably know you should use “I” when you write your college essays. But it’s not always easy to write in the first person, especially if you’ve been taught not to voice your personal opinion. It can feel uncomfortable to make that transition.

You can disappear from your story if you write in the third person. For example, if you write, “A change in study habits was needed,” you’ve taken yourself out of the sentence. It feels like you’re a distant commentator, the outsider looking in. Put yourself back in your story. Use I. Instead, of saying, “A change in study habits was needed,” say, “ I decided that I needed to change my study habits.” And don’t be haunted by the third person.

6. No one-sentence paragraphs . One-sentence paragraphs can be amazing.

Toss the notion that all your paragraphs have to be at least three to five sentences. Sure, some paragraphs will be that long. But if a one-sentence paragraph will make your point, provide a transition, or be part of your creative flow, go for it. Don’t go overboard—you’re not writing a poem—but if it works with the rest of your essay, one-sentence paragraphs can do amazing things.

So, traveler, you’ve arrived in the territory of self-expression. You’ve traveled here to tell your story. You’ll still follow some important grammar rules: you’ll use descriptive words, choose the active voice, and make sure your subject agrees with your verb. But it’s time to stretch those creative limbs. And if you’re still not sure breaking these grammar rules is the right way to go, just open up one of your favorite books, by any good author, and read a few paragraphs. Some grammar rules are meant to be broken. So go right ahead.

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Author: Sharon Epstein

College consultant, teaching students how to write memorable college application essays, grad school and prep school essays, and succeed at job and college interviews.

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Transition Words

As a "part of speech" transition words are used to link words, phrases or sentences. They help the reader to progress from one idea (expressed by the author) to the next idea. Thus, they help to build up coherent relationships within the text.

Transitional Words

This structured list of commonly used English transition words — approximately 200, can be considered as quasi complete. It can be used (by students and teachers alike) to find the right expression. English transition words are essential, since they not only connect ideas, but also can introduce a certain shift, contrast or opposition, emphasis or agreement, purpose, result or conclusion, etc. in the line of argument. The transition words and phrases have been assigned only once to somewhat artificial categories, although some words belong to more than one category.

There is some overlapping with prepositions and postpositions, but for the purpose of usage and completeness of this concise guide, I did not differentiate.

Linking & Connecting Words — Part 1/2

Agreement / Addition / Similarity

Opposition / limitation / contradiction, examples / support / emphasis, cause / condition / purpose, effect / consequence / result, conclusion / summary / restatement, time / chronology / sequence, space / location / place.

The transition words like also, in addition, and, likewise , add information , reinforce ideas , and express agreement with preceding material.

in the first place

not only ... but also

as a matter of fact

in like manner

in addition

coupled with

in the same fashion / way

first, second, third

in the light of

not to mention

to say nothing of

equally important

by the same token

identically

together with

comparatively

correspondingly

furthermore

additionally

Transition phrases like but , rather and or , express that there is evidence to the contrary or point out alternatives , and thus introduce a change the line of reasoning ( contrast ).

although this may be true

in contrast

different from

of course ..., but

on the other hand

on the contrary

at the same time

in spite of

even so / though

be that as it may

(and) still

even though

nevertheless

nonetheless

notwithstanding

These transitional phrases present specific conditions or intentions .

in the event that

granted (that)

as / so long as

on (the) condition (that)

for the purpose of

with this intention

with this in mind

in the hope that

to the end that

for fear that

in order to

seeing / being that

provided that

only / even if

inasmuch as

These transitional devices (like especially ) are used to introduce examples as support , to indicate importance or as an illustration so that an idea is cued to the reader.

in other words

to put it differently

for one thing

as an illustration

in this case

for this reason

to put it another way

that is to say

with attention to

by all means

important to realize

another key point

first thing to remember

most compelling evidence

must be remembered

point often overlooked

to point out

on the positive side

on the negative side

specifically

surprisingly

significantly

particularly

in particular

for example

for instance

to demonstrate

to emphasize

to enumerate

Some of these transition words ( thus, then, accordingly, consequently, therefore, henceforth ) are time words that are used to show that after a particular time there was a consequence or an effect .

Note that for and because are placed before the cause/reason. The other devices are placed before the consequences or effects.

as a result

under those circumstances

in that case

because the

consequently

accordingly

These transition words and phrases conclude , summarize and / or restate ideas, or indicate a final general statement . Also some words (like therefore ) from the Effect / Consequence category can be used to summarize.

as can be seen

generally speaking

in the final analysis

all things considered

as shown above

in the long run

given these points

as has been noted

for the most part

in conclusion

to summarize

by and large

on the whole

in any event

in either case

These transitional words (like finally ) have the function of limiting, restricting, and defining time . They can be used either alone or as part of adverbial expressions .

at the present time

from time to time

sooner or later

up to the present time

to begin with

in due time

in the meantime

in a moment

without delay

all of a sudden

at this instant

first, second

immediately

straightaway

by the time

occasionally

Many transition words in the time category ( consequently; first, second, third; further; hence; henceforth; since; then, when; and whenever ) have other uses.

Except for the numbers ( first, second, third ) and further they add a meaning of time in expressing conditions, qualifications, or reasons. The numbers are also used to add information or list examples . Further is also used to indicate added space as well as added time.

These transition words are often used as part of adverbial expressions and have the function to restrict, limit or qualify space . Quite a few of these are also found in the Time category and can be used to describe spatial order or spatial reference.

in the middle

to the left/right

in front of

on this side

in the distance

here and there

in the foreground

in the background

in the center of

adjacent to

opposite to 

List of Transition Words

Transition Words are also sometimes called (or put in the category of) Connecting Words. Please feel free to download them via this link to the category page: Linking Words & Connecting Words as a PDF. It contains all the transition words listed on this site. The image to the left gives you an impression how it looks like.

Usage of Transition Words in Essays

Transition words and phrases are vital devices for essays , papers or other literary compositions. They improve the connections and transitions between sentences and paragraphs. They thus give the text a logical organization and structure (see also: a List of Synonyms ).

All English transition words and phrases (sometimes also called 'conjunctive adverbs') do the same work as coordinating conjunctions : they connect two words, phrases or clauses together and thus the text is easier to read and the coherence is improved.

Usage: transition words are used with a special rule for punctuation : a semicolon or a period is used after the first 'sentence', and a comma is almost always used to set off the transition word from the second 'sentence'.

Example 1: People use 43 muscles when they frown; however, they use only 28 muscles when they smile.

Example 2: however, transition words can also be placed at the beginning of a new paragraph or sentence - not only to indicate a step forward in the reasoning, but also to relate the new material to the preceding thoughts..

Use a semicolon to connect sentences, only if the group of words on either side of the semicolon is a complete sentence each (both must have a subject and a verb, and could thus stand alone as a complete thought).

Further helpful readings about expressions, writing and grammar: Compilation of Writing Tips How to write good   ¦   Correct Spelling Study by an English University

Are you using WORD for writing professional texts and essays? There are many easy Windows Shortcuts available which work (almost) system-wide (e.g. in every programm you use).

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Conjunctions and Coordination

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Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Combining Sentences

Writing shorter sentences is an easy strategy for getting your thoughts down fast when you’re writing first drafts, and for avoiding grammar mistakes, but in the end it weakens the effectiveness of your writing. If you can combine simpler sentences into longer and more complex ones, your writing will have a lot more variety. It will also help you to communicate more content to your audiences—when you combine sentences, you can efficiently tell your readers about the relationships between different things.

Here is some basic information on how to combine sentences. In each section there are example sentences to practice with; the answers for each are noted in the revision that follows. 

Conjunctions

Conjunctions are simple words that allow you to connect two sentences without having to change any of the words in the original sentences:

and, but, nor, or, so, yet, for

Example: Maria created a résumé. She copied it on expensive, high-quality paper. Her prospective employer was not accepting resumés.

Revision: Maria created a résumé, and she copied it on expensive, high-quality paper, but her prospective employer was not accepting résumés.

Coordination

These words work in ways that parallel the simple conjunctions listed above, but they are more complex. The definitions of these words can overlap, so you want to be careful about how and when you use them.

consequently, therefore: Something happened or something is true because of something preceding it.

Example: Jonathan read the company website and articles about the company before his interview. He was able to ask very good questions during his interview.

Revision: Jonathan read the company website and articles about the company before his interview; therefore , he was able to ask very good questions during his interview.

furthermore, in addition, moreover: Similar to the word “and,” but with more of a relationship to the first part of the sentence.

Example: Soo-yeon checked the grammar in her college application essay twice. She asked her neighbor to check the grammar one more time.

Revision: Soo-yeon checked the grammar in her college application essay twice; in addition , she asked her neighbor to check the grammar one more time.

however: Just like the word “but,” only for longer sentences.

Example: Miguel’s car didn’t start this morning. He got a jump start from his neighbor and was able to make it to his appointment on time.

Revision: Miguel’s car didn’t start this morning; however , he got a jump start from his neighbor and was able to make it to his appointment on time.

indeed, in fact: Similar to the word “and,” but there is a closer relationship to the first part of the sentence, and it extends the information in the first part of the sentence.

Example: Priya seems to be a workaholic. She spent the holiday in her office finishing the report.

Revision: Priya seems to be a workaholic; in fact , she spent the holiday in her office finishing the report.

nevertheless: Very similar to the word “but,” but the truth of what comes before “nevertheless” is emphasized.

Example: All his friends have been praising the high quality of service in the new coffee shop for months. When he went there, the server was quite rude.

Revision: All his friends have been praising the high quality of service in the new coffee shop for months; nevertheless , when he went there, the server was quite rude.

then: Something happening in sequence, after a previous event.

Example: Wenyu carefully reviewed the credit cards offers she had received this month. She chose the one with the best terms and completed the application.

Revision: Wenyu carefully reviewed the credit cards offers she had received this month; then, she chose the one with the best terms and completed the application.

• Academic writing
• Commonly confused words
• Critical thinking
• PEEL Paragraphs
• Linking/transition words
• Paraphrasing
• Proofreading
• Terms and definitions
• Action Words: What is description, application, analysis and evaluation

Linking/transition words: Things you need to know...

All assignments are written in formal language.   You need to ensure that you demonstrate your knowledge and understanding alongside your ability to answer the question/solve the problem. 

Below are some ideas to help you to develop your structure and flow.

• Linking / transition words and phrases join ideas, sentences and paragraphs together. They should be used within sentences and to move from one idea to another (between sentences).   

These words and phrases indicate the direction, order and flow of ideas. Significantly, they strengthen the quality and structure of your work.

• Redundant Words - less is more.  P articularly when trying to reduce the word count, it is important to look for phrases which can be replaced with a single word.

Linking/Transition Words

Transitions link one main idea to another separated by a semi-colon or full-stop.  When the transition word is at the beginning of the sentence, it should be followed by a comma:

Among other functions, they can signal cause and effect or sequencing (see examples in the table below).

Linking words: conjunctions

Linking words within a sentence  are referred to as coordinating conjunctions.  Do not worry about the term: think about the function.

Conciseness / redundant words

Microsoft Word now has an additional feature within the Edito r - it is called conciseness or wordiness.  

• If you cannot see the Editor menu a quick tip is to hold down the function (fn key at the bottom left of the keyboard) + F7 (top line of keys).
• From the Refinements section - select Conciseness - if there are any suggestions a number will appear in the box alongside this option
• A dotted line will appear under any groups of groups
• Either select the identified text by clicking with your right mouse button OR click on the down down next to the Conciseness menu.
• MS Word will display any alternative words which you can either select and they will be replaced in your text or reject if you want to keep the original phrases.

Examples:  try to replace phrases with a single words which mean the same.

Need to know more...

• Related pages
• External links
• Academic writing Illustrates the main features of academic writing so that you are aware of what it is and what it involves
• Critical Thinking Academic work involves thinking, not just accepting what you read or are told.
• Terms and Definitions Important words appear in your assignments and examinations. The aim of this factsheet is to help you to fully understand what they mean.

Additional resources to help you to improve your confidence and grades:-

• Writing Effectively  demonstrates the importance of: clarity, structure, relevance, argument and precision.
• Writing Mechanics  gives further examples and resources on areas including: sentence structure, vocabulary, spelling, punctuation and grammar.

Linking/Transition words - Scribbr  https://www.scribbr.co.uk/syntax/transition-words-examples/ [Accessed 10 February 2023]

There are many books concerning academic writing, look around Dewey number  808

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Frequently asked questions

Can i use contractions in a college essay.

Yes. The college application essay is less formal than other academic writing —though of course it’s not mandatory to use contractions in your essay.

Frequently asked questions: College admissions essays

When writing your Common App essay , choose a prompt that sparks your interest and that you can connect to a unique personal story.

No matter which prompt you choose, admissions officers are more interested in your ability to demonstrate personal development , insight, or motivation for a certain area of study.

The Common App essay is your primary writing sample within the Common Application, a college application portal accepted by more than 900 schools. All your prospective schools that accept the Common App will read this essay to understand your character, background, and value as a potential student.

Since this essay is read by many colleges, avoid mentioning any college names or programs; instead, save tailored answers for the supplementary school-specific essays within the Common App.

Most importantly, your essay should be about you , not another person or thing. An insightful college admissions essay requires deep self-reflection, authenticity, and a balance between confidence and vulnerability.

Your essay shouldn’t be a résumé of your experiences but instead should tell a story that demonstrates your most important values and qualities.

When revising your college essay , first check for big-picture issues regarding your message and content. Then, check for flow, tone, style , and clarity. Finally, focus on eliminating grammar and punctuation errors .

If your college essay goes over the word count limit , cut any sentences with tangents or irrelevant details. Delete unnecessary words that clutter your essay.

If you’re struggling to reach the word count for your college essay, add vivid personal stories or share your feelings and insight to give your essay more depth and authenticity.

If you’ve got to write your college essay fast , don’t panic. First, set yourself deadlines: you should spend about 10% of your remaining time on brainstorming, 10% on outlining, 40% writing, 30% revising, and 10% taking breaks in between stages.

Second, brainstorm stories and values based on your essay prompt.

Third, outline your essay based on the montage or narrative essay structure .

Fourth, write specific, personal, and unique stories that would be hard for other students to replicate.

Fifth, revise your essay and make sure it’s clearly written.

Last, if possible, get feedback from an essay coach . Scribbr essay editors can help you revise your essay in 12 hours or less.

Avoid swearing in a college essay , since admissions officers’ opinions of profanity will vary. In some cases, it might be okay to use a vulgar word, such as in dialogue or quotes that make an important point in your essay. However, it’s safest to try to make the same point without swearing.

If you have bad grades on your transcript, you may want to use your college admissions essay to explain the challenging circumstances that led to them. Make sure to avoid dwelling on the negative aspects and highlight how you overcame the situation or learned an important lesson.

However, some college applications offer an additional information section where you can explain your bad grades, allowing you to choose another meaningful topic for your college essay.

Here’s a brief list of college essay topics that may be considered cliché:

• Extracurriculars, especially sports
• Role models
• Dealing with a personal tragedy or death in the family
• Struggling with new life situations (immigrant stories, moving homes, parents’ divorce)
• Becoming a better person after community service, traveling, or summer camp
• Overcoming a difficult class
• Using a common object as an extended metaphor

It’s easier to write a standout essay with a unique topic. However, it’s possible to make a common topic compelling with interesting story arcs, uncommon connections, and an advanced writing style.

In a college essay , you can be creative with your language . When writing about the past, you can use the present tense to make the reader feel as if they were there in the moment with you. But make sure to maintain consistency and when in doubt, default to the correct verb tense according to the time you’re writing about.

The college admissions essay gives admissions officers a different perspective on you beyond your academic achievements, test scores, and extracurriculars. It’s your chance to stand out from other applicants with similar academic profiles by telling a unique, personal, and specific story.

Use a standard font such as Times New Roman or Arial to avoid distracting the reader from your college essay’s content.

A college application essay is less formal than most academic writing . Instead of citing sources formally with in-text citations and a reference list, you can cite them informally in your text.

For example, “In her research paper on genetics, Quinn Roberts explores …”

There is no set number of paragraphs in a college admissions essay . College admissions essays can diverge from the traditional five-paragraph essay structure that you learned in English class. Just make sure to stay under the specified word count .

Most topics are acceptable for college essays if you can use them to demonstrate personal growth or a lesson learned. However, there are a few difficult topics for college essays that should be avoided. Avoid topics that are:

• Overly personal (e.g. graphic details of illness or injury, romantic or sexual relationships)
• Not personal enough (e.g. broad solutions to world problems, inspiring people or things)
• Too negative (e.g. an in-depth look at your flaws, put-downs of others, criticizing the need for a college essay)
• Too boring (e.g. a resume of your academic achievements and extracurriculars)
• Inappropriate for a college essay (e.g. illegal activities, offensive humor, false accounts of yourself, bragging about privilege)

To write an effective diversity essay , include vulnerable, authentic stories about your unique identity, background, or perspective. Provide insight into how your lived experience has influenced your outlook, activities, and goals. If relevant, you should also mention how your background has led you to apply for this university and why you’re a good fit.

Many universities believe a student body composed of different perspectives, beliefs, identities, and backgrounds will enhance the campus learning and community experience.

Admissions officers are interested in hearing about how your unique background, identity, beliefs, culture, or characteristics will enrich the campus community, which is why they assign a diversity essay .

In addition to your main college essay , some schools and scholarships may ask for a supplementary essay focused on an aspect of your identity or background. This is sometimes called a diversity essay .

You can use humor in a college essay , but carefully consider its purpose and use it wisely. An effective use of humor involves unexpected, keen observations of the everyday, or speaks to a deeper theme. Humor shouldn’t be the main focus of the essay, but rather a tool to improve your storytelling.

Get a second opinion from a teacher, counselor, or essay coach on whether your essay’s humor is appropriate.

Though admissions officers are interested in hearing your story, they’re also interested in how you tell it. An exceptionally written essay will differentiate you from other applicants, meaning that admissions officers will spend more time reading it.

You can use literary devices to catch your reader’s attention and enrich your storytelling; however, focus on using just a few devices well, rather than trying to use as many as possible.

To decide on a good college essay topic , spend time thoughtfully answering brainstorming questions. If you still have trouble identifying topics, try the following two strategies:

• Identify your qualities → Brainstorm stories that demonstrate these qualities
• Identify memorable stories → Connect your qualities to these stories

You can also ask family, friends, or mentors to help you brainstorm topics, give feedback on your potential essay topics, or recall key stories that showcase your qualities.

Yes—admissions officers don’t expect everyone to have a totally unique college essay topic . But you must differentiate your essay from others by having a surprising story arc, an interesting insight, and/or an advanced writing style .

There are no foolproof college essay topics —whatever your topic, the key is to write about it effectively. However, a good topic

• Is meaningful, specific, and personal to you
• Focuses on you and your experiences
• Reveals something beyond your test scores, grades, and extracurriculars
• Is creative and original

Unlike a five-paragraph essay, your admissions essay should not end by summarizing the points you’ve already made. It’s better to be creative and aim for a strong final impression.

You should also avoid stating the obvious (for example, saying that you hope to be accepted).

There are a few strategies you can use for a memorable ending to your college essay :

• Return to the beginning with a “full circle” structure
• Reveal the main point or insight in your story
• Look to the future
• End on an action

The best technique will depend on your topic choice, essay outline, and writing style. You can write several endings using different techniques to see which works best.

College deadlines vary depending on the schools you’re applying to and your application plan:

• For early action applications and the first round of early decision applications, the deadline is on November 1 or 15. Decisions are released by mid-December.
• For the second round of early decision applications, the deadline is January 1 or 15. Decisions are released in January or February.
• Regular decision deadlines usually fall between late November and mid-March, and decisions are released in March or April.
• Rolling admission deadlines run from July to April, and decisions are released around four to eight weeks after submission.

Depending on your prospective schools’ requirements, you may need to submit scores for the SAT or ACT as part of your college application .

Some schools now no longer require students to submit test scores; however, you should still take the SAT or ACT and aim to get a high score to strengthen your application package.

Aim to take the SAT or ACT in the spring of your junior year to give yourself enough time to retake it in the fall of your senior year if necessary.

Apply early for federal student aid and application fee waivers. You can also look for scholarships from schools, corporations, and charitable foundations.

To maximize your options, you should aim to apply to about eight schools:

• Two reach schools that might be difficult to get into
• Four match schools that you have a good chance of getting into
• Two safety schools that you feel confident you’ll get into

The college admissions essay accounts for roughly 25% of the weight of your application .

At highly selective schools, there are four qualified candidates for every spot. While your academic achievements are important, your college admissions essay can help you stand out from other applicants with similar profiles.

In general, for your college application you will need to submit all of the following:

• Your personal information
• List of extracurriculars and awards
• College application essays
• Transcripts
• Standardized test scores
• Recommendation letters.

Different colleges may have specific requirements, so make sure you check exactly what’s expected in the application guidance.

You should start thinking about your college applications the summer before your junior year to give you sufficient time for college visits, taking standardized tests, applying for financial aid , writing essays, and collecting application material.

Yes, but make sure your essay directly addresses the prompt, respects the word count , and demonstrates the organization’s values.

If you plan ahead, you can save time by writing one scholarship essay for multiple prompts with similar questions. In a scholarship tracker spreadsheet, you can group or color-code overlapping essay prompts; then, write a single essay for multiple scholarships. Sometimes, you can even reuse or adapt your main college essay .

You can start applying for scholarships as early as your junior year. Continue applying throughout your senior year.

Invest time in applying for various scholarships , especially local ones with small dollar amounts, which are likely easier to win and more reflective of your background and interests. It will be easier for you to write an authentic and compelling essay if the scholarship topic is meaningful to you.

You can find scholarships through your school counselor, community network, or an internet search.

A scholarship essay requires you to demonstrate your values and qualities while answering the prompt’s specific question.

After researching the scholarship organization, identify a personal experience that embodies its values and exemplifies how you will be a successful student.

A standout college essay has several key ingredients:

• A unique, personally meaningful topic
• A memorable introduction with vivid imagery or an intriguing hook
• Specific stories and language that show instead of telling
• Vulnerability that’s authentic but not aimed at soliciting sympathy
• Clear writing in an appropriate style and tone
• A conclusion that offers deep insight or a creative ending

While timelines will differ depending on the student, plan on spending at least 1–3 weeks brainstorming and writing the first draft of your college admissions essay , and at least 2–4 weeks revising across multiple drafts. Don’t forget to save enough time for breaks between each writing and editing stage.

You should already begin thinking about your essay the summer before your senior year so that you have plenty of time to try out different topics and get feedback on what works.

Your college essay accounts for about 25% of your application’s weight. It may be the deciding factor in whether you’re accepted, especially for competitive schools where most applicants have exceptional grades, test scores, and extracurricular track records.

In most cases, quoting other people isn’t a good way to start your college essay . Admissions officers want to hear your thoughts about yourself, and quotes often don’t achieve that. Unless a quote truly adds something important to your essay that it otherwise wouldn’t have, you probably shouldn’t include it.

Cliché openers in a college essay introduction are usually general and applicable to many students and situations. Most successful introductions are specific: they only work for the unique essay that follows.

The key to a strong college essay introduction is not to give too much away. Try to start with a surprising statement or image that raises questions and compels the reader to find out more.

The introduction of your college essay is the first thing admissions officers will read and therefore your most important opportunity to stand out. An excellent introduction will keep admissions officers reading, allowing you to tell them what you want them to know.

You can speed up this process by shortening and smoothing your writing with a paraphrasing tool . After that, you can use the summarizer to shorten it even more.

If you’re struggling to reach the word count for your college essay, add vivid personal stories or share your feelings and insight to give your essay more depth and authenticity.

Most college application portals specify a word count range for your essay, and you should stay within 10% of the upper limit to write a developed and thoughtful essay.

You should aim to stay under the specified word count limit to show you can follow directions and write concisely. However, don’t write too little, as it may seem like you are unwilling or unable to write a detailed and insightful narrative about yourself.

If no word count is specified, we advise keeping your essay between 400 and 600 words.

In your application essay , admissions officers are looking for particular features : they want to see context on your background, positive traits that you could bring to campus, and examples of you demonstrating those qualities.

Colleges want to be able to differentiate students who seem similar on paper. In the college application essay , they’re looking for a way to understand each applicant’s unique personality and experiences.

You don’t need a title for your college admissions essay , but you can include one if you think it adds something important.

Your college essay’s format should be as simple as possible:

• Use a standard, readable font
• Use 1.5 or double spacing
• If attaching a file, save it as a PDF
• Stick to the word count
• Avoid unusual formatting and unnecessary decorative touches

There are no set rules for how to structure a college application essay , but these are two common structures that work:

• A montage structure, a series of vignettes with a common theme.
• A narrative structure, a single story that shows your personal growth or how you overcame a challenge.

Avoid the five-paragraph essay structure that you learned in high school.

Campus visits are always helpful, but if you can’t make it in person, the college website will have plenty of information for you to explore. You should look through the course catalog and even reach out to current faculty with any questions about the school.

Colleges set a “Why this college?” essay because they want to see that you’ve done your research. You must prove that you know what makes the school unique and can connect that to your own personal goals and academic interests.

Depending on your writing, you may go through several rounds of revision . Make sure to put aside your essay for a little while after each editing stage to return with a fresh perspective.

Teachers and guidance counselors can help you check your language, tone, and content . Ask for their help at least one to two months before the submission deadline, as many other students will also want their help.

Friends and family are a good resource to check for authenticity. It’s best to seek help from family members with a strong writing or English educational background, or from older siblings and cousins who have been through the college admissions process.

If possible, get help from an essay coach or editor ; they’ll have specialized knowledge of college admissions essays and be able to give objective expert feedback.

When revising your college essay , first check for big-picture issues regarding message, flow, tone, style , and clarity. Then, focus on eliminating grammar and punctuation errors.

Include specific, personal details and use your authentic voice to shed a new perspective on a common human experience.

Through specific stories, you can weave your achievements and qualities into your essay so that it doesn’t seem like you’re bragging from a resume.

When writing about yourself , including difficult experiences or failures can be a great way to show vulnerability and authenticity, but be careful not to overshare, and focus on showing how you matured from the experience.

First, spend time reflecting on your core values and character . You can start with these questions:

• What are three words your friends or family would use to describe you, and why would they choose them?
• Whom do you admire most and why?
• What are you most proud of? Ashamed of?

However, you should do a comprehensive brainstorming session to fully understand your values. Also consider how your values and goals match your prospective university’s program and culture. Then, brainstorm stories that illustrate the fit between the two.

In a college application essay , you can occasionally bend grammatical rules if doing so adds value to the storytelling process and the essay maintains clarity.

However, use standard language rules if your stylistic choices would otherwise distract the reader from your overall narrative or could be easily interpreted as unintentional errors.

Write concisely and use the active voice to maintain a quick pace throughout your essay and make sure it’s the right length . Avoid adding definitions unless they provide necessary explanation.

Use first-person “I” statements to speak from your perspective . Use appropriate word choices that show off your vocabulary but don’t sound like you used a thesaurus. Avoid using idioms or cliché expressions by rewriting them in a creative, original way.

If you’re an international student applying to a US college and you’re comfortable using American idioms or cultural references , you can. But instead of potentially using them incorrectly, don’t be afraid to write in detail about yourself within your own culture.

Provide context for any words, customs, or places that an American admissions officer might be unfamiliar with.

College application essays are less formal than other kinds of academic writing . Use a conversational yet respectful tone , as if speaking with a teacher or mentor. Be vulnerable about your feelings, thoughts, and experiences to connect with the reader.

Aim to write in your authentic voice , with a style that sounds natural and genuine. You can be creative with your word choice, but don’t use elaborate vocabulary to impress admissions officers.

Admissions officers use college admissions essays to evaluate your character, writing skills , and ability to self-reflect . The essay is your chance to show what you will add to the academic community.

The college essay may be the deciding factor in your application , especially for competitive schools where most applicants have exceptional grades, test scores, and extracurriculars.

Some colleges also require supplemental essays about specific topics, such as why you chose that specific college . Scholarship essays are often required to obtain financial aid .

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Your chance of acceptance, your chancing factors, extracurriculars, is it okay to use contractions in a college essay.

Hey guys, I'm working on my essay and I've noticed that I've used quite a few contractions. I think it makes the essay sound more conversational and genuine, but I'm worried it might come off as too informal. Should I avoid using contractions or is it okay to keep them in?

Hi there! Your concern about using contractions in your college essay is valid, as striking the right balance between conversational and formal can be tricky. Contractions can make your essay sound more genuine and like your natural voice, which is a plus.

However, it's important to use them judiciously. If you find that your essay is overflowing with contractions, it might be a good idea to replace some of them with their full forms. On the other hand, if their usage is moderate and helps convey your thoughts more clearly, it should be fine to keep them.

Remember that the main goal of your essay is to showcase your unique voice and perspective. As long as the contractions don't become a distraction or make your essay sound too casual, they can be a useful tool in creating a more engaging and authentic narrative. Best of luck with your essay!

About CollegeVine’s Expert FAQ

CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

Conjunctions

<p>Quick question, is it safe to use conjunctions on the essay for the sake of having a lower word count? Would it make my essay sound less intelligent, or is it acceptable because the readers know that there is a word limit?I know my teachers have told me to write entire phrases out, but that rule only really applied to formal writing, and these are rather the opposite. Any help would be greatly appreciated</p>

<p>I had a similar question. For ALL my school essays if I were to use a conjunction I would automatically have points deducted. But do the essay readers really care?</p>

<p>Er, contractions I meant :S</p>

<p>Conjunctions are okay.</p>

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