how to add transitions in an essay

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• Transition sentences | Tips & examples for clear writing

Transition Sentences | Tips & Examples for Clear Writing

Published on June 9, 2020 by Jack Caulfield . Revised on July 23, 2023.

Clear transitions are crucial to clear writing: They show the reader how different parts of your essay, paper, or thesis are connected. Transition sentences can be used to structure your text and link together paragraphs or sections.

… In this case, the researchers concluded that the method was unreliable.

However , evidence from a more recent study points to a different conclusion . …

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

Transitioning between paragraphs, transitioning to a new section, transitions within a paragraph, other interesting articles.

When you start a new paragraph , the first sentence should clearly express:

• What this paragraph will discuss
• How it relates to the previous paragraph

The examples below show some examples of transition sentences between paragraphs and what they express.

Placement of transition sentences

The beginning of a new paragraph is generally the right place for a transition sentence. Each paragraph should focus on one topic, so avoid spending time at the end of a paragraph explaining the theme of the next one.

The first dissenter to consider is …

However, several scholars dissent from this consensus. The first one to consider is …

Prevent plagiarism. Run a free check.

While transitions between paragraphs are generally a single sentence, when you start a new section in a longer text, you may need an entire transition paragraph. Transitioning to a new section involves summarizing the content of the previous section and expressing how the new one will build upon or depart from it.

For example, the following sentences might be an effective transition for a new section in a literary analysis essay.

Having established that the subjective experience of time is one of Mann’s key concerns in The Magic Mountain , it is now possible to explore how this theme facilitates the novel’s connection with World War I. The war itself is not narrated in the book, but rather hinted at as something awaiting Castorp beyond the final pages. In this way, Mann links his protagonist’s subjective experience of time to more than just his illness; it is also used to explore the period leading up to the outbreak of war.

As in academic writing generally, aim to be as concise as you can while maintaining clarity: If you can transition to a new section clearly with a single sentence, do so, but use more when necessary.

It’s also important to use effective transitions within each paragraph you write, leading the reader through your arguments efficiently and avoiding ambiguity.

The known-new contract

The order of information within each of your sentences is important to the cohesion of your text. The known-new contract , a useful writing concept, states that a new sentence should generally begin with some reference to information from the previous sentence, and then go on to connect it to new information.

In the following example, the second sentence doesn’t follow very clearly from the first. The connection only becomes clear when we reach the end.

By reordering the information in the second sentence so that it begins with a reference to the first, we can help the reader follow our argument more smoothly.

Note that the known-new contract is just a general guideline. Not every sentence needs to be structured this way, but it’s a useful technique if you’re struggling to make your sentences cohere.

Transition words and phrases

Using appropriate transition words helps show your reader connections within and between sentences. Transition words and phrases come in four main types:

• Additive transitions, which introduce new information or examples
• Adversative transitions, which signal a contrast or departure from the previous text
• Causal transitions, which are used to describe cause and effect
• Sequential transitions, which indicate a sequence

The table below gives a few examples for each type:

Grouping similar information

While transition words and phrases are essential, and every essay will contain at least some of them, it’s also important to avoid overusing them. One way to do this is by grouping similar information together so that fewer transitions are needed.

For example, the following text uses three transition words and jumps back and forth between ideas. This makes it repetitive and difficult to follow.

Rewriting it to group similar information allows us to use just one transition, making the text more concise and readable.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

College essays

• Choosing Essay Topic
• Write a College Essay
• Write a Diversity Essay
• College Essay Format & Structure
• Comparing and Contrasting in an Essay

 (AI) Tools

• Grammar Checker
• Paraphrasing Tool
• Text Summarizer
• AI Detector
• Plagiarism Checker
• Citation Generator

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Caulfield, J. (2023, July 23). Transition Sentences | Tips & Examples for Clear Writing. Scribbr. Retrieved April 2, 2024, from https://www.scribbr.com/academic-essay/transition-sentences/

Is this article helpful?

Jack Caulfield

Other students also liked, transition words & phrases | list & examples, how to write topic sentences | 4 steps, examples & purpose, academic paragraph structure | step-by-step guide & examples, "i thought ai proofreading was useless but..".

I've been using Scribbr for years now and I know it's a service that won't disappoint. It does a good job spotting mistakes”

Some experts argue that focusing on individual actions to combat climate change takes the focus away from the collective action required to keep carbon levels from rising. Change will not be effected, say some others, unless individual actions raise the necessary awareness.

While a reader can see the connection between the sentences above, it’s not immediately clear that the second sentence is providing a counterargument to the first. In the example below, key “old information” is repeated in the second sentence to help readers quickly see the connection. This makes the sequence of ideas easier to follow.  

Sentence pair #2: Effective Transition

Some experts argue that focusing on individual actions to combat climate change takes the focus away from the collective action required to keep carbon levels from rising. Other experts argue that individual actions are key to raising the awareness necessary to effect change.

You can use this same technique to create clear transitions between paragraphs. Here’s an example:

Some experts argue that focusing on individual actions to combat climate change takes the focus away from the collective action required to keep carbon levels from rising. Other experts argue that individual actions are key to raising the awareness necessary to effect change. According to Annie Lowery, individual actions are important to making social change because when individuals take action, they can change values, which can lead to more people becoming invested in fighting climate change. She writes, “Researchers believe that these kinds of household-led trends can help avert climate catastrophe, even if government and corporate actions are far more important” (Lowery).

So, what’s an individual household supposed to do?

The repetition of the word “household” in the new paragraph helps readers see the connection between what has come before (a discussion of whether household actions matter) and what is about to come (a proposal for what types of actions households can take to combat climate change).

Sometimes, transitional words can help readers see how ideas are connected. But it’s not enough to just include a “therefore,” “moreover,” “also,” or “in addition.” You should choose these words carefully to show your readers what kind of connection you are making between your ideas.

To decide which transitional word to use, start by identifying the relationship between your ideas. For example, you might be

• making a comparison or showing a contrast Transitional words that compare and contrast include also, in the same way, similarly, in contrast, yet, on the one hand, on the other hand. But before you signal comparison, ask these questions: Do your readers need another example of the same thing? Is there a new nuance in this next point that distinguishes it from the previous example? For those relationships between ideas, you might try this type of transition: While x may appear the same, it actually raises a new question in a slightly different way. 
• expressing agreement or disagreement When you are making an argument, you need to signal to readers where you stand in relation to other scholars and critics. You may agree with another person’s claim, you may want to concede some part of the argument even if you don’t agree with everything, or you may disagree. Transitional words that signal agreement, concession, and disagreement include however, nevertheless, actually, still, despite, admittedly, still, on the contrary, nonetheless .
• showing cause and effect Transitional phrases that show cause and effect include therefore, hence, consequently, thus, so. Before you choose one of these words, make sure that what you are about to illustrate is really a causal link. Novice writers tend to add therefore and hence when they aren’t sure how to transition; you should reserve these words for when they accurately signal the progression of your ideas.
• explaining or elaborating Transitions can signal to readers that you are going to expand on a point that you have just made or explain something further. Transitional words that signal explanation or elaboration include in other words, for example, for instance, in particular, that is, to illustrate, moreover .
• drawing conclusions You can use transitions to signal to readers that you are moving from the body of your argument to your conclusions. Before you use transitional words to signal conclusions, consider whether you can write a stronger conclusion by creating a transition that shows the relationship between your ideas rather than by flagging the paragraph simply as a conclusion. Transitional words that signal a conclusion include in conclusion , as a result, ultimately, overall— but strong conclusions do not necessarily have to include those phrases.

If you’re not sure which transitional words to use—or whether to use one at all—see if you can explain the connection between your paragraphs or sentence either out loud or in the margins of your draft.

For example, if you write a paragraph in which you summarize physician Atul Gawande’s argument about the value of incremental care, and then you move on to a paragraph that challenges those ideas, you might write down something like this next to the first paragraph: “In this paragraph I summarize Gawande’s main claim.” Then, next to the second paragraph, you might write, “In this paragraph I present a challenge to Gawande’s main claim.” Now that you have identified the relationship between those two paragraphs, you can choose the most effective transition between them. Since the second paragraph in this example challenges the ideas in the first, you might begin with something like “but,” or “however,” to signal that shift for your readers.  

• picture_as_pdf Transitions

Transitions

What this handout is about.

In this crazy, mixed-up world of ours, transitions glue our ideas and our essays together. This handout will introduce you to some useful transitional expressions and help you employ them effectively.

The function and importance of transitions

In both academic writing and professional writing, your goal is to convey information clearly and concisely, if not to convert the reader to your way of thinking. Transitions help you to achieve these goals by establishing logical connections between sentences, paragraphs, and sections of your papers. In other words, transitions tell readers what to do with the information you present to them. Whether single words, quick phrases, or full sentences, they function as signs that tell readers how to think about, organize, and react to old and new ideas as they read through what you have written.

Transitions signal relationships between ideas—relationships such as: “Another example coming up—stay alert!” or “Here’s an exception to my previous statement” or “Although this idea appears to be true, here’s the real story.” Basically, transitions provide the reader with directions for how to piece together your ideas into a logically coherent argument. Transitions are not just verbal decorations that embellish your paper by making it sound or read better. They are words with particular meanings that tell the reader to think and react in a particular way to your ideas. In providing the reader with these important cues, transitions help readers understand the logic of how your ideas fit together.

Signs that you might need to work on your transitions

How can you tell whether you need to work on your transitions? Here are some possible clues:

• Your instructor has written comments like “choppy,” “jumpy,” “abrupt,” “flow,” “need signposts,” or “how is this related?” on your papers.
• Your readers (instructors, friends, or classmates) tell you that they had trouble following your organization or train of thought.
• You tend to write the way you think—and your brain often jumps from one idea to another pretty quickly.
• You wrote your paper in several discrete “chunks” and then pasted them together.
• You are working on a group paper; the draft you are working on was created by pasting pieces of several people’s writing together.

Organization

Since the clarity and effectiveness of your transitions will depend greatly on how well you have organized your paper, you may want to evaluate your paper’s organization before you work on transitions. In the margins of your draft, summarize in a word or short phrase what each paragraph is about or how it fits into your analysis as a whole. This exercise should help you to see the order of and connection between your ideas more clearly.

If after doing this exercise you find that you still have difficulty linking your ideas together in a coherent fashion, your problem may not be with transitions but with organization. For help in this area (and a more thorough explanation of the “reverse outlining” technique described in the previous paragraph), please see the Writing Center’s handout on organization .

How transitions work

The organization of your written work includes two elements: (1) the order in which you have chosen to present the different parts of your discussion or argument, and (2) the relationships you construct between these parts. Transitions cannot substitute for good organization, but they can make your organization clearer and easier to follow. Take a look at the following example:

El Pais , a Latin American country, has a new democratic government after having been a dictatorship for many years. Assume that you want to argue that El Pais is not as democratic as the conventional view would have us believe.

One way to effectively organize your argument would be to present the conventional view and then to provide the reader with your critical response to this view. So, in Paragraph A you would enumerate all the reasons that someone might consider El Pais highly democratic, while in Paragraph B you would refute these points. The transition that would establish the logical connection between these two key elements of your argument would indicate to the reader that the information in paragraph B contradicts the information in paragraph A. As a result, you might organize your argument, including the transition that links paragraph A with paragraph B, in the following manner:

Paragraph A: points that support the view that El Pais’s new government is very democratic.

Transition: Despite the previous arguments, there are many reasons to think that El Pais’s new government is not as democratic as typically believed.

Paragraph B: points that contradict the view that El Pais’s new government is very democratic.

In this case, the transition words “Despite the previous arguments,” suggest that the reader should not believe paragraph A and instead should consider the writer’s reasons for viewing El Pais’s democracy as suspect.

As the example suggests, transitions can help reinforce the underlying logic of your paper’s organization by providing the reader with essential information regarding the relationship between your ideas. In this way, transitions act as the glue that binds the components of your argument or discussion into a unified, coherent, and persuasive whole.

Types of transitions

Now that you have a general idea of how to go about developing effective transitions in your writing, let us briefly discuss the types of transitions your writing will use.

The types of transitions available to you are as diverse as the circumstances in which you need to use them. A transition can be a single word, a phrase, a sentence, or an entire paragraph. In each case, it functions the same way: First, the transition either directly summarizes the content of a preceding sentence, paragraph, or section or implies such a summary (by reminding the reader of what has come before). Then, it helps the reader anticipate or comprehend the new information that you wish to present.

• Transitions between sections: Particularly in longer works, it may be necessary to include transitional paragraphs that summarize for the reader the information just covered and specify the relevance of this information to the discussion in the following section.
• Transitions between paragraphs: If you have done a good job of arranging paragraphs so that the content of one leads logically to the next, the transition will highlight a relationship that already exists by summarizing the previous paragraph and suggesting something of the content of the paragraph that follows. A transition between paragraphs can be a word or two (however, for example, similarly), a phrase, or a sentence. Transitions can be at the end of the first paragraph, at the beginning of the second paragraph, or in both places.
• Transitions within paragraphs: As with transitions between sections and paragraphs, transitions within paragraphs act as cues by helping readers to anticipate what is coming before they read it. Within paragraphs, transitions tend to be single words or short phrases.

Transitional expressions

Effectively constructing each transition often depends upon your ability to identify words or phrases that will indicate for the reader the kind of logical relationships you want to convey. The table below should make it easier for you to find these words or phrases. Whenever you have trouble finding a word, phrase, or sentence to serve as an effective transition, refer to the information in the table for assistance. Look in the left column of the table for the kind of logical relationship you are trying to express. Then look in the right column of the table for examples of words or phrases that express this logical relationship.

Keep in mind that each of these words or phrases may have a slightly different meaning. Consult a dictionary or writer’s handbook if you are unsure of the exact meaning of a word or phrase.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

Transitional Words and Phrases

One of your primary goals as a writer is to present ideas in a clear and understandable way. To help readers move through your complex ideas, you want to be intentional about how you structure your paper as a whole as well as how you form the individual paragraphs that comprise it. In order to think through the challenges of presenting your ideas articulately, logically, and in ways that seem natural to your readers, check out some of these resources: Developing a Thesis Statement , Paragraphing , and Developing Strategic Transitions: Writing that Establishes Relationships and Connections Between Ideas.

While clear writing is mostly achieved through the deliberate sequencing of your ideas across your entire paper, you can guide readers through the connections you’re making by using transitional words in individual sentences. Transitional words and phrases can create powerful links between your ideas and can help your reader understand your paper’s logic.

In what follows, we’ve included a list of frequently used transitional words and phrases that can help you establish how your various ideas relate to each other. We’ve divided these words and phrases into categories based on the common kinds of relationships writers establish between ideas.

Two recommendations: Use these transitions strategically by making sure that the word or phrase you’re choosing matches the logic of the relationship you’re emphasizing or the connection you’re making. All of these words and phrases have different meanings, nuances, and connotations, so before using a particular transitional word in your paper, be sure you understand its meaning and usage completely, and be sure that it’s the right match for your paper’s logic. Use these transitional words and phrases sparingly because if you use too many of them, your readers might feel like you are overexplaining connections that are already clear.

Categories of Transition Words and Phrases

Causation Chronology Combinations Contrast Example

Importance Location Similarity Clarification Concession

Conclusion Intensification Purpose Summary

Transitions to help establish some of the most common kinds of relationships

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

accordingly as a result and so because

consequently for that reason hence on account of

since therefore thus

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

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

later never next now once simultaneously so far sometimes

soon subsequently then this time until now when whenever while

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

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

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

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

Contrast– Connecting two things by focusing on their differences.

after all although and yet at the same time but

despite however in contrast nevertheless nonetheless notwithstanding

on the contrary on the other hand otherwise though yet

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

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

for example for instance specifically that is

to demonstrate to illustrate

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

chiefly critically

foundationally most importantly

of less importance primarily

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

above adjacent to below beyond

centrally here nearby neighboring on

opposite to peripherally there wherever

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

by the same token in like manner

in similar fashion here in the same way

likewise wherever

Other kinds of transitional words and phrases Clarification

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

that is that is to say to clarify to explain

to put it another way to rephrase it

granted it is true

naturally of course

finally lastly

in conclusion in the end

to conclude

Intensification

in fact indeed no

of course surely to repeat

undoubtedly without doubt yes

for this purpose in order that

so that to that end

to this end

in brief in sum

in summary in short

to sum up to summarize

Improving Your Writing Style

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

Clear, Concise Sentences

Use the active voice

Put the action in the verb

Tidy up wordy phrases

Reduce wordy verbs

Reduce prepositional phrases

Reduce expletive constructions

Avoid using vague nouns

Avoid unneccessarily inflated words

Avoid noun strings

Connecting Ideas Through Transitions

Using Transitional Words and Phrases

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Writing Transitions

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

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.

A discussion of transition strategies and specific transitional devices.

Good transitions can connect paragraphs and turn disconnected writing into a unified whole. Instead of treating paragraphs as separate ideas, transitions can help readers understand how paragraphs work together, reference one another, and build to a larger point. The key to producing good transitions is highlighting connections between corresponding paragraphs. By referencing in one paragraph the relevant material from previous paragraphs, writers can develop important points for their readers.

It is a good idea to continue one paragraph where another leaves off. (Instances where this is especially challenging may suggest that the paragraphs don't belong together at all.) Picking up key phrases from the previous paragraph and highlighting them in the next can create an obvious progression for readers. Many times, it only takes a few words to draw these connections. Instead of writing transitions that could connect any paragraph to any other paragraph, write a transition that could only connect one specific paragraph to another specific paragraph.

How to Use Transitions in an Essay – Tutorial with Examples

One of your main tasks in writing an essay is to help the reader make connections and understand your writing well. Transitions allow you to do that. They help ensure that the reading process flows smoothly. 

I’m Tutor Phil, and in this tutorial I’ll show you how to use transitions effectively in your essays and research papers.

Four Rules of Using Transitions in Academic Writing

Rule 1. structure your essay well.

If your essay has a clear structure, this will minimize the need for transitions. Remember – you shouldn’t really need a lot of transitional words and phrases in your essay. 

Use transitions in places where they are most likely to help the reader make the necessary connection and move along. And if your flow of ideas in the essay is clear, that alone is the single most important quality of your writing.

So, if you’re new to essay writing, I highly recommend my tutorial on essay writing for beginners .

Rule 2. Trust the reader

If you trust yourself to write a well-structured essay, then you should trust the reader to understand what you have written. 

Don’t use transitions to summarize what you just wrote.  

When you pause to remind the reader what you just stated – whether in a section or a paragraph – this makes them feel that you’re wasting their time. Nobody likes stuff repeated to them over and over.

Besides, this signals a lack of trust both in the writer and the reader. Instead, use transitions only to move the reader forward in your essay. I’ll show you exactly how.

Rule 3. Proceed from general to specific

Going from general to specific is a mode in which you should be writing your essay. And transitions should help you accomplish this.

Let’s leave it at that for now because the examples in this tutorial will illustrate this perfectly. But for now just keep in mind that transitions are a great way to help you move from general to specific in your essay. 

Rule 4. Use transitions on multiple levels

Transitions can be used to move into a section, a paragraph, or a sentence. When transitioning into a section or a paragraph, use the transition within the lead sentence. 

If you’re not familiar with lead sentences or need to brush them up, here is my short and sweet tutorial on lead sentences .

Transitions also come in handy when introducing or leading into a smaller bit of writing, such as a sentence or part of a paragraph. 

10 Categories of Transitions with Examples

1. transitions that indicate similarity.

These are transitions that allow you to introduce material that is similar to what came before. You can use these transitions to add material to your essay. 

These are such words and phrases as:

• By the same token

“Mozart and Haydn wrote music primarily for the emerging upper middle class. Similarly, Beethoven adhered to the musical tastes of this sliver of the society early in his career.”

2. Contrary Transitions 

These are important and powerful transitions that tell the reader that something opposite to what they just read is coming. These include such words and phrases as:

• Nevertheless
• Notwithstanding
• Despite (or “In spite of”)
• On the other hand

“Mozart and Haydn wrote music primarily for the upper middle class and nobility. Beethoven did the same because his sustenance depended on it. However, his creative spirit yearned to write highly evolved and complex music aimed at the connoisseur.”

Another Version (with a different transition)

“Mozart and Haydn wrote music primarily for the upper middle class and nobility. Conversely, Beethoven yearned to write highly evolved and complex music aimed at the connoisseur.”

The Counterargument

One of the ways transitions in this category can be used is to expand your essay while adding validity to your argument. 

Let’s say you’re making an argument that Beethoven was an amazingly innovative composer. And you have provided some evidence to support this claim. 

Here is how you can use a counterargument to add content and make your point even stronger. You can suggest that others may disagree with your point. But they miss the mark for one or more important reasons. 

For example:

“ Some contemporary critics of Beethoven argued that his music was needlessly complex and failed to please much of the public. However , they were quite shortsighted. Beethoven’s music continues to please audiences hundreds of years later while the names of his critics are lost in the shuffle of history.”

You can use the counterargument technique to add a couple of juicy paragraphs to your essay. Here’s a video I created which will show you how:

3. Transitions of Order and Sequence

These are very useful when enumerating or listing items. These are such words as:

A great place to use these transitions is in the thesis statement.

“Going to college presents great advantages. First, college graduates earn more than those without a degree. Second, higher education enriches a person’s inner world. Finally, college is a great way to start friendships that will last a lifetime.”

4. Time Transitions

These words and phrases specify or change the time in which the reader finds herself. Here are some of them:

• In the meantime
• Subsequently

“Two of the men were on the lookout. Meanwhile, the third and fourth were busy cleaning out the store.”

5. Place Transitions

These transitions indicate location or change of location:

• In front of 

“In front of the school stood a hot dog stand, students’ favorite food spot.”

6. Transitions into Examples/Specificity

These very important transitions indicate that a specific piece of information is about to support a more general statement that just came before. These are such words and phrases as:

• For example
• For instance
• To illustrate
• Specifically
• To be more specific

“Some kids love school. For example, my son is always excited to go to school because he loves to socialize and to learn.”

“Some subjects are crucial to students’ intellectual development. To be more specific, they cultivate such skills and abilities as critical thinking, decision making, and argumentation.”

7. Transitions of Emphasis or Focus

Use these transitions sparingly because they are often unnecessary. These are such words and phrases as:

• Importantly

“Indeed, Beethoven was an innovative composer.”

“Naturally, Beethoven’s patrons adored him.”

8. Transitions of Cause and Effect

These are very important transitions that I often call Power Words. ( Here is my article on Power Words where you can learn more about them .)

• Consequently

“Mozart wrote some of the most original music with catchy melodies. In effect, he quickly gained the favor of the Viennese.”

9. Transitions Indicating Additional Material 

Use these transitions when you want to add a new category or kind of material to support an argument. These words and phrases include:

• Furthermore
• In addition

“The nobles of Vienna adored Mozart for his musical genius and wit. Besides, he knew how to please them by writing music for soirees and social events that were all the rage at the time.”

10. Concluding Transitions

These transitions allow you to signal the coming of the final section, paragraph, or sentence. Definitely use them in the beginning of a conclusion paragraph. These are such words and phrases as:

• To conclude
• In conclusion
• In the final analysis

“In the final analysis, both Mozart and Beethoven enjoyed great success and formidable challenges as composers in their lifetimes.”

Hope this was helpful ( source ). Now go ahead and make these transitions a working part of your writing skills.

Tutor Phil is an e-learning professional who helps adult learners finish their degrees by teaching them academic writing skills.

Recent Posts

How to Write an Essay about Why You Want to Become a Nurse

If you're eager to write an essay about why you want to become a nurse, then you've arrived at the right tutorial! An essay about why you want to enter the nursing profession can help to...

How to Write an Essay about Why You Deserve a Job

If you're preparing for a job application or interview, knowing how to express why you deserve a role is essential. This tutorial will guide you in crafting an effective essay to convey this...

Microsoft 365 Life Hacks > Writing > How to effectively write and use transitions in an essay

How to effectively write and use transitions in an essay

The key to an effective argumentative essay —and to any successful piece of writing—is the ability to transition between paragraphs and ideas smoothly. Bouncing between various ideas can confuse the reader. Learn how you can link your arguments together through effective paragraph transitions.

The importance of outlining your essay

Don’t go blind into your argument. Just like a building, a strong essay begins with a strong foundation and structure. A typical five-paragraph essay will have the following:

• Introduction: The introduction paragraph is where you should show the reader what you aim to write about. This is where you set the tone of your argument: are you writing formally or informally, taking a positive or negative stance, or refuting a specific issue or person? Your thesis statement will go at the end of your introduction paragraph.
• Argument 1: The next three paragraphs are where you expand on your argument. Begin with a topic sentence that serves as an overview of your intended position, before you introduce statistics, quotes, and other forms of research.
• Argument 2: A general rule is that you should introduce broader points to your argument before going into detail. Linking these paragraphs together will be vital to forming a cohesive argument.
• Argument 3: Bring your readers to your viewpoint with persuasion, based on your research: whether it’s through quotes from experts, or logical reasoning, this is where your passion in your argument can shine.
• Conclusion: Here, you summarize the points that you’ve just made. Remind the reader of your thesis statement from your introduction, and concisely sum up the arguments you’ve made in previous paragraphs. If you are asking the reader to act, here is where you bring up a call to action.

Write with Confidence using Editor

Elevate your writing with real-time, intelligent assistance

The five-paragraph essay is a time-tested form of rhetoric. However, the way you link these paragraphs can make or break the effectiveness of your argument.

How to use paragraph transitions

Creating a transition between the paragraphs of your essay will bring out the relation between the points you’re making. Transitions can also provide your readers with a direction on where your argument is headed, so that they might better understand the rhetorical path that you are leading them on.

After you identify the subject and angle of your paragraphs, consider the relationships between these points: do they tell a narrative, or are they linked by chronological or another order? Both can be used to format your argument, as long as the path toward your thesis statement is clear.

What is the link between the points of research that you have found? Are the statistics connected, or do they contrast? Both can be effective points and counterpoints to form a transition. What are the central ideas of your points of argument?

Effective transition words to use

No matter if you’re comparing or contrasting your argumentative paragraphs, you can always begin a sentence with words or phrases that flow into each other.

These words can link arguments together:

Consequently, these words draw contrasts between ideas:

Microsoft’s thesaurus and grammar tools can help you expand your vocabulary with synonyms and grammatical checks that will lend credence to your writing. For more tips on forming an ideal essay, check out these tips from Microsoft 365 on how to improve your writing skills.

Get started with Microsoft 365

It’s the Office you know, plus the tools to help you work better together, so you can get more done—anytime, anywhere.

Topics in this article

More articles like this one.

What is independent publishing?

Avoid the hassle of shopping your book around to publishing houses. Publish your book independently and understand the benefits it provides for your as an author.

What are literary tropes?

Engage your audience with literary tropes. Learn about different types of literary tropes, like metaphors and oxymorons, to elevate your writing.

What are genre tropes?

Your favorite genres are filled with unifying tropes that can define them or are meant to be subverted.

What is literary fiction?

Define literary fiction and learn what sets it apart from genre fiction.

Everything you need to achieve more in less time

Get powerful productivity and security apps with Microsoft 365

Explore Other Categories

• PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
• EDIT Edit this Article
• EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
• Browse Articles
• Learn Something New
• Quizzes Hot
• This Or That Game New
• Train Your Brain
• Explore More
• Support wikiHow
• About wikiHow
• Log in / Sign up
• Education and Communications
• College University and Postgraduate
• Academic Writing

How to Introduce New Topics and Transition Effectively in Essays

Last Updated: March 19, 2024 Fact Checked

New Paragraphs

New sections, expert q&a.

This article was co-authored by Jake Adams . Jake Adams is an academic tutor and the owner of Simplifi EDU, a Santa Monica, California based online tutoring business offering learning resources and online tutors for academic subjects K-College, SAT & ACT prep, and college admissions applications. With over 14 years of professional tutoring experience, Jake is dedicated to providing his clients the very best online tutoring experience and access to a network of excellent undergraduate and graduate-level tutors from top colleges all over the nation. Jake holds a BS in International Business and Marketing from Pepperdine University. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 85,585 times.

Most essays have multiple topics, and switching between them can get tricky. Without strong transitions and introductions to new points, your writing could seem choppy or unfocused. Luckily, making good topic introductions is easy! It just takes some planning, practice, and patience. Once you know the formula, you’ll be introducing new topics like a pro.

Effective Ways to Introduce New Essay Topics

• Introduce the topic with a transition word, like “Similarly” or “Likewise.”
• Use a contrasting transition word for clashing topics, like “However” or “Yet.”
• Give an overview of the topic you’re discussing after the introductory sentence.

• A strong outline includes your overall topic idea, planned thesis statement, essay structure, and the topics and themes you'll be covering in each section.
• Note on your outline when you're going to be introducing new topics. This helps you plan ahead and anticipate where you'll need transitions.

• If you've already started your paper, it never hurts to go back and write an outline anyway. This way, you can keep all your thoughts organized and give your essay more direction.

• For example, you may be writing a large paper about the Civil War, and the current section is about arguments over slavery. You can have one part on Southern arguments defending slavery, then transition to Northern arguments against slavery, since both topics are in the same section.
• Usually for a shorter paper, up to about 5-7 pages, you won’t need individual section headings. It’s fine to just transition from paragraph to paragraph in these cases.

• For example, if your paper is about the Civil War and you’re transitioning from arguments over slavery to the outbreak of the war, then it’s worthwhile to make a whole new section. These topics are related, but distinct and important enough to get their own sections.
• In another example, you might be writing a compare and contrast essay. It’s helpful to start a new section labeled “Differences” when you move from comparing to contrasting.
• Individual section headings are common in longer papers, around 15-20 pages or more. For long papers like this, it helps your reader stay focused.

• Similarly, in the same way, likewise, also, as well, and so too.
• For example, start a paragraph about slavery and the Civil War with, “In the same way that northern abolitionists were singularly focused on eliminating slavery, the Republican Party was concerned with stopping it from spreading into America's territories.”

• In contrast, however, nevertheless, yet, and still.
• For the Civil War example, arguments defending and criticizing slavery are completely different. To reflect that, you’d use a transition indicating disagreement. You could say “In sharp contrast to southern slave owners, northern abolitionists argued that enslaving a human being was evil in all circumstances.”

• If you’re showing contrast, you could say, “Yet King Arthur was destined to fail in his quest to find the Holy Grail.” This shows that the previous topic may have been about Arthur starting his quest, but now you’ll explain how he failed to accomplish it.
• You could also show similarity by saying “Similarly, Abraham Lincoln agreed that slavery was a moral evil.” This indicates that the new topic you’re introducing is related to and supports the previous one.

• You could also follow up on the King Arthur example with “In Arthurian stories, Arthur made numerous journeys to find the Grail, but never actually succeeded.” This tells the reader that the rest of the paragraph will include information on these failures.
• Using the Abraham Lincoln example, you could follow up your topic sentence with “Throughout his entire life, Lincoln saw the evils of slavery and spoke about stopping the practice.” This indicates that the paragraph will elaborate on this point and provide more details.

• For the King Arthur example, you can spend 2-4 sentences explaining Arthur's unsuccessful quests for the Grail. This supports your transition statement saying that Arthur failed to find the Grail.
• Make sure the details you fill in line up with your topic sentence. If your topic sentence said that Abraham Lincoln was anti-slavery, it wouldn’t be consistent to introduce examples of him supporting or praising slavery.

• A conclusion for your King Arthur paragraph could be “Hard as Arthur tried, he never found the Holy Grail.”
• Don’t introduce any new topics in the conclusion sentence. Save that for the topic sentence of the next paragraph if you want to add another topic.
• If you have a similar paragraph after this one, you can link them by giving a hint of where it's going. For example, you could conclude by saying "Abraham Lincoln's lifelong opposition to slavery naturally set him up for a career fighting the institution." Then make the next paragraph about Lincoln's political career. [12] X Research source

• You can use transitional language without a ton of detail. For example, “While Odysseus was glad to be home, there was trouble brewing in his kingdom.” This provides a strong transition, hints at the next topic, and gets the reader interested in continuing.

• For the Odysseus example, your previous section may have been about the events of The Odyssey . You could sum up the previous topic by saying “He had spent 20 years away from home—10 fighting the Trojan War and 10 on his journey back to Ithaca—and conquered every challenge that came his way.”
• Don’t spend too much time on this summary. Wrap it up within 2 sentences at most.

• You could give a quick introduction of how the suitors in the Odyssey had moved in to Odysseus’ home and would attack him when he arrived. This sets up the challenge and tension for this new topic, and sets the theme for this section of your essay.

• For the Odysseus example, a strong conclusion would be “Perhaps this was to be Odysseus’ greatest challenge yet.”
• In a more research-based paper, you can be less literary. For example, “In the end, the Constitutional Convention was a success, but only after the Framers overcame numerous challenges in the process.”

• It’s easier to plan your transitions if you outline your essay first. This way, you’ll know where you need to introduce new topics. Thanks Helpful 0 Not Helpful 0
• If your professor or teacher mentions that your writing seems choppy, then you probably need to work on introducing new topics a bit more smoothly. Thanks Helpful 0 Not Helpful 0
• If you still have trouble making strong transitions, take advantage of your school’s writing center if you have one. The tutors there can be a huge help. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ https://writingcenter.unc.edu/tips-and-tools/transitions/
• ↑ Jake Adams. Academic Tutor & Test Prep Specialist. Expert Interview. 24 July 2020.
• ↑ https://www.strose.edu/wp-content/uploads/2015/10/Transition-Sentences-Handout-2012B.pdf
• ↑ https://monroecollege.libguides.com/c.php?g=589208&p=4072926
• ↑ https://owl.purdue.edu/owl/general_writing/mechanics/transitions_and_transitional_devices/index.html
• ↑ https://www.sheffield.ac.uk/ssid/301/study-skills/writing/academic-writing/paragraph-flow-connectivity
• ↑ https://www.delmar.edu/offices/swc/_resources/Composition/topic-sentence-transition-formula.pdf
• ↑ https://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions

About This Article

• Send fan mail to authors

Did this article help you?

Featured Articles

Trending Articles

Watch Articles

• Terms of Use
• Privacy Policy
• Do Not Sell or Share My Info
• Not Selling Info

Don’t miss out! Sign up for

wikiHow’s newsletter

32 Best Transition Words for Addition (Adding a Point)

Examples of transition words for addition include furthermore, moreover, likewise, similarly, and in agreement.

Transition words are used to help guide a reader. They act as signposts, showing how arguments flow together.

Addition-style transition words are used when you want to continue an argument (and strengthen it) by adding more points that support your previous ones.

List of Transition Words for Addition

• Furthermore
• In addition
• On top of this
• Similar research has found
• In agreement
• In parallel
• Further support can be found in
• By the same token
• Concurring research finds
• Equivalently
• For example
• For instance
• In particular
• Particularly
• Specifically
• To illustrate the above point
• Subsequent studies support this
• For the reason
• Supporting the above statement
• Putting it another way
• By all means
• Significantly
• As an illustration

Examples in Sentences

1. furthermore.

Public transit is a positive public good because it lowers carbon emissions. Furthermore, it can help people who cannot afford a car to get around.

2. On top of this

Essay writing is very difficult because it requires you to have both research and writing skills. On top of this, students are often required to write essays on very difficult topics.

3. Moreover

Travel is good for expanding the mind. Travelers get to experience new people and cultures which can increase knowledge and understanding. Moreover, it can help people develop empathy for others who are different from them.

4. Similarly

Reading is good for the mind. It helps you gain a better vocabulary. Similarly, it helps you to think more creatively and learn new things.

5. Similar research has found

Climate change is undeniably contributed to by humans. Henderson (2021) conducted a literature review finding 99% of researchers agree on this topic. Similar research has also found a high degree of consensus within the academic literature (Jacobson, 2021; Howell, 2022).

6. Likewise

Families are good for your soul. Parents can care for you when you’re sick. Likewise, siblings can be there by your side through thick and thin.

7. In agreement

Finishing high school is good for students. One study (Jackson, 2022) has found it leads to 24% high-income levels on average. In agreement, another study (Conner, 2020) has found that high school graduates earn over 1 million dollars more than non-high school graduates throughout their lives.

When and How to use Transition Words for Addition

Transition words are used in two main locations:

• At the beginning of a paragraph (see examples) : Use addition transition words at the beginning of paragraphs to show that the paragraph agrees with and adds to the previous paragraph.
• In the middle of a paragraph: Use addition transition words in the middle of paragraphs to show that you are adding a new point in the paragraph that agrees with the general key idea that the paragraph addresses.

Transition words that add to a point you’re making are most often used in the middle of a paragraph.

This is because one paragraph should always present one key idea. Your transition word will add more examples or evidence to that key idea.

For example, if your key idea is “dogs are cute”, you may present two sub-points in the paragraph:

• Dogs are cute because of their happy faces.
• Dogs are cute because of their wagging tails.

You can include a transition word to transition between these two arguments that agree with one another, as shown below:

“Dogs are cute because of their happy faces. Their faces are irresistible and brighten up our days. In addition, their wagging tails make them look cute. The wagging tail is a sign of happiness and playfulness. Together, these two features of dogs make them undeniably cute animals.”

Other Types of Transition Words

• Compare and Contrast: In comparison, In contrast, However, Despite this, Other researchers argue, Unlike the above point, Conflicting research finds
• Cause and Effect : Therefore, Thus, As a result, This has led to, As a result, Because, Consequently, For that reason, Hence, For that reason
• List Order: First, Second, Third, Forth, In the first instance, In the second instance, Firstly, Secondly, Next, Lastly, Finally
• Time Order: Afterwards, Concurrently, Later, Meanwhile, Following, In the meantime, Simultaneously, Concomitantly, Subsequently
• Summary and conclusion : Overall, In summary, On balance, In conclusion, All Things Considered, The Best Evidence Suggests.
• Evidence Transition Words : As can be seen in, To demonstrate, Evidence of this fact can be seen in, Proof of this point is found in, For instance, For one thing, Compelling evidence shows
• Transitioning to examples : For example, for instance, as illustrated by, take the following case in point.
• Emphasis: In fact, Indeed, Furthermore, Particularly, Surely, Undeniably, Indesputably, Confirms, Certifies, Proves
• Similarity: Similarly, In a similar way, Concurring research finds, likewise, equivalently, also, significantly

Transition words can be used to signpost to your reader what you’re going to say next.

They help to structure your arguments. They also show to your reader that you have a clear narrative in your writing, rather than just sticking a bunch of disconnected ideas together!

If you’re about to say something that will add to (and support) a previous point you’ve made, consider using one of the above transition words for addition, such as “In addition”, “Furthermore”, “Moreover”, “Likewise”, and “In agreement”.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

1 thought on “32 Best Transition Words for Addition (Adding a Point)”

Thank you Chris for your valuable content. It is clear, easy to understand, and helpful to my writing.

Leave a Comment Cancel Reply

Your email address will not be published. Required fields are marked *

33 Transition Words and Phrases

Transitional terms give writers the opportunity to prepare readers for a new idea, connecting the previous sentence to the next one.

Many transitional words are nearly synonymous: words that broadly indicate that “this follows logically from the preceding” include accordingly, therefore, and consequently . Words that mean “in addition to” include moreover, besides, and further . Words that mean “contrary to what was just stated” include however, nevertheless , and nonetheless .

as a result : THEREFORE : CONSEQUENTLY

The executive’s flight was delayed and they accordingly arrived late.

in or by way of addition : FURTHERMORE

The mountain has many marked hiking trails; additionally, there are several unmarked trails that lead to the summit.

at a later or succeeding time : SUBSEQUENTLY, THEREAFTER

Afterward, she got a promotion.

even though : ALTHOUGH

She appeared as a guest star on the show, albeit briefly.

in spite of the fact that : even though —used when making a statement that differs from or contrasts with a statement you have just made

They are good friends, although they don't see each other very often.

in addition to what has been said : MOREOVER, FURTHERMORE

I can't go, and besides, I wouldn't go if I could.

as a result : in view of the foregoing : ACCORDINGLY

The words are often confused and are consequently misused.

in a contrasting or opposite way —used to introduce a statement that contrasts with a previous statement or presents a differing interpretation or possibility

Large objects appear to be closer. Conversely, small objects seem farther away.

used to introduce a statement that is somehow different from what has just been said

These problems are not as bad as they were. Even so, there is much more work to be done.

used as a stronger way to say "though" or "although"

I'm planning to go even though it may rain.

in addition : MOREOVER

I had some money to invest, and, further, I realized that the risk was small.

in addition to what precedes : BESIDES —used to introduce a statement that supports or adds to a previous statement

These findings seem plausible. Furthermore, several studies have confirmed them.

because of a preceding fact or premise : for this reason : THEREFORE

He was a newcomer and hence had no close friends here.

from this point on : starting now

She announced that henceforth she would be running the company.

in spite of that : on the other hand —used when you are saying something that is different from or contrasts with a previous statement

I'd like to go; however, I'd better not.

as something more : BESIDES —used for adding information to a statement

The city has the largest population in the country and in addition is a major shipping port.

all things considered : as a matter of fact —used when making a statement that adds to or strengthens a previous statement

He likes to have things his own way; indeed, he can be very stubborn.

for fear that —often used after an expression denoting fear or apprehension

He was concerned lest anyone think that he was guilty.

in addition : ALSO —often used to introduce a statement that adds to and is related to a previous statement

She is an acclaimed painter who is likewise a sculptor.

at or during the same time : in the meantime

You can set the table. Meanwhile, I'll start making dinner.

BESIDES, FURTHER : in addition to what has been said —used to introduce a statement that supports or adds to a previous statement

It probably wouldn't work. Moreover, it would be very expensive to try it.

in spite of that : HOWEVER

It was a predictable, but nevertheless funny, story.

in spite of what has just been said : NEVERTHELESS

The hike was difficult, but fun nonetheless.

without being prevented by (something) : despite—used to say that something happens or is true even though there is something that might prevent it from happening or being true

Notwithstanding their youth and inexperience, the team won the championship.

if not : or else

Finish your dinner. Otherwise, you won't get any dessert.

more correctly speaking —used to introduce a statement that corrects what you have just said

We can take the car, or rather, the van.

in spite of that —used to say that something happens or is true even though there is something that might prevent it from happening or being true

I tried again and still I failed.

by that : by that means

He signed the contract, thereby forfeiting his right to the property.

for that reason : because of that

This tablet is thin and light and therefore very convenient to carry around.

immediately after that

The committee reviewed the documents and thereupon decided to accept the proposal.

because of this or that : HENCE, CONSEQUENTLY

This detergent is highly concentrated and thus you will need to dilute it.

while on the contrary —used to make a statement that describes how two people, groups, etc., are different

Some of these species have flourished, whereas others have struggled.

NEVERTHELESS, HOWEVER —used to introduce a statement that adds something to a previous statement and usually contrasts with it in some way

It was pouring rain out, yet his clothes didn’t seem very wet.

Word of the Day

See Definitions and Examples »

Get Word of the Day daily email!

Games & Quizzes

Usage Notes

Prepositions, ending a sentence with, is 'irregardless' a real word, 8 more grammar terms you used to know: special verb edition, point of view: it's personal, 31 useful rhetorical devices, grammar & usage, 7 pairs of commonly confused words, did we change the definition of 'literally', more commonly mispronounced words, the tangled history of 'it's' and 'its', more commonly misspelled words, 10 bird names that sound like insults (and sometimes are), eavesdrop, fiasco, and 8 more words with surprising origins, 'when pigs fly' and other barnyard idioms, the words of the week - apr. 5, 12 bird names that sound like compliments.

Florida State University

FSU | Writing Resources

Writing Resources

The English Department

• College Composition

Transitions

Out of sequence: organization and transition exercise.

• “AC/DC? No, AB/BC!”Out of Sequence: Organization and Transition Exercise

Picturing Transitions: Narrating Scene Shifts

Looking for connections between ideas, don’t take this exercise for granted: transitions.

• Puzzle Pieces: Effective Transitions 

Purpose:  This activity challenges students to order paragraphs logically and create smooth transition sentences, teaching them to effectively organize their ideas and effectively transition from one idea to the next.

Description : This exercise asks students to reorder paragraphs and construct transitions using the essay  “Tied Together by Haunting”  by Teri Bruno, which can be found in  Our Own Words: A Students Guide to First Year Composition .

Suggested Time : 30 minutes

Procedure: 

• Provide each student with a copy of Bruno’s essay out of sequence (copied below). In a computer classroom, this may be done digitally.
• Instruct the students to a) read the essay, b) evaluate its overall organization and renumber its paragraphs accordingly, and c) support this re-organization by writing transitional sentences. Tell students to continue one paragraph where another ends, highlighting key ideas, phrases and words from the previous paragraph in order to create a logical progression. Note: Obviously the introduction paragraph (once it has been identified) will not need a transition.
• Give the students ample time to complete the exercise. Walk around and answer questions if necessary.
• After students have finished, have them volunteer to share their results with the class via projector or doc cam. Compare/contrast results with original out-of-sequence essay. Discuss what changes were made and why.

“Tied Together by Haunting” by Teri Bruno

Paragraph 1,  but should be Paragraph ___

While first person perspective is very common in stories because it allows the author to step into the role of one character and give the readers intimate details, the point of view in “Lucky Chow Fun” is essential to lead the readers into the mind and thoughts of the main character, a round and unattractive teenage girl named Lollie. The readers can see the small town of Templeton through Lollie's eyes, and this especially important when the town is hit by a huge event, the discovery that the local restaurant called Lucky Chow Fun was a secretive whorehouse. When Lollie was in the parking lot of the restaurant one night before the event, she almost knocked into one of the many Chinese girls who worked there, simply mumbling and stepping away, not really looking at the girl she had almost trampled because “nobody in Templeton cared to figure out who the girls were” (8). Yet Lollie vividly describes the girls, saying the girls were like “ghosts in white uniforms chopping things, frying things, talking quietly to one another” (9). When she hears on the news the next day that one of the girls died, and this lead to the discovery of the whorehouse, Lollie is shocked and we see the impact that the tragedy has not only on her, but on the town. Her mother’s boyfriend had apparently been one of the names on the list to visit Lucky Chow Fun, and numbers of wives discovered their husbands’ unfaithfulness, leading to a scandal in the town and casting the Chinese girls as the enemies. Though Lollie admits that she forgot about the poor Lucky Chow Fun girls, years later she dreams about “the seven ghosts” and imagines the terrible events that they had to endure. It is important that Groff uses Lollie’s perspective in this story, the perspective of a girl the same age as the girls who were discovered to have been taken from their homes in China and placed into a whorehouse. In this way, the first person perspective serves to take the readers on the journey of a coming-of-age event that greatly impacts Lollie.

Paragraph 2,  but should be Paragraph ___  

Although second person narration is rare, it is absolutely vital to the story called “Watershed.” Often times, authors may limit their use of this point of view because it is an intimate perspective in which the story tells the reader what to think and feel. Yet this is Groff’s goal in this particular story. Celie, the narrator, recounts the details of her marriage to a specified “you,” who readers discover is her husband. With her profession in the story being a storyteller, it is fitting that Groff chose to use this point of view. As the story continues, Celie reveals that her husband is dead. After Celie starts an argument about how she hates the town and all the people in it, her husband leaves in a rain storm and ends up hydroplaning and crashing his truck into a tree which sticks a branch through his chest. He dies later in the hospital from Hydrocephalus. Groff’s use of the second person point of view turns the reader into the character of the dead husband, which is who Celie is ultimately addressing. She is retelling the tale to him, almost as if by his bedside, hoping he will wake up. Celie asks whether she imagined, “the tightening of your thumb on my palm” (Groff 186). It helps the reader understand Celie’s grief about the loss of her husband and the guilt that she feels. However, when Celie reveals later that “I see you now just leaving rooms I am in,” the reader can see that she is still haunted by the incident (188). By using this perspective, Groff allows the readers to fully grasp the vulnerable and stricken state of Celie, who is intimately recounting their relationship to her dead husband.

Paragraph 3,  but should be Paragraph ___

Overall, however, the reader wonders why Groff might have chosen birds as a major theme throughout her collection. As Connie Ogle states in the Miami Herald, “the women in Lauren Groff’s debut story collection exist in varying stages of unrest” (Ogle 1). These women are emotionally trapped and are struggling to break free and fly. Groff uses the birds to convey the point that all women go through experiences in which they must learn lessons and try to overcome challenges given to them.

Paragraph 4,  but should be Paragraph ___

Throughout the story, water appears in many of the scenes. “Watershed” starts off with a diver telling a couple a story about how he once went down with a diving buddy, and upon realizing that his partner was falling down into an abyss, the diver saved him because he had never felt a purer love for a human being. Later in the story, however, when the woman is at the funeral for her husband, the diver approaches the woman again and retells the tale. The diver actually doesn’t save the man and just lets him go while he floated in the water suspended alone. In both occurrences, the diver’s story is parallel to the state of the couple. When they were together and in love, the diver saved the man. When the woman was left alone by the tragic death of her husband, the diver too had stood alone. However, as Claire Hopley states in the Washington Post, “his reminders of the people that may never have emerged from its depths are eerie and alarming” (Hopley 1). The revision to the diver’s story is a turning point for Celie. He says that the love was all true, but only after he couldn’t see him anymore, when he was “just staring down into that trench, just suspended there alone” (Groff 190). With the loss of her husband, Celie is alone as well, and the diver’s story is tied to hers not only in the deaths due to water, but also in their realization of the love they have for the people they lost. Groff uses water because of its unruly nature, and it parallels the major and unforeseen events that occur in Celie’s life. John Marshall, a book critic who wrote for the Seattle Post, describes Groff’s thematic specialty as “where her perceptive vision is focused - turns out to be turning-point moments, often for women characters - turning-point moments sometimes not recognized as that until it is too late” (Marshall 1).

Paragraph 5,  but should be Paragraph ___

Despite Groff’s varying perspectives on stories and use of themes to help convey her messages, there is one story in particular that weakens her collection. “Fugue” is a story that is very complex and takes time coming together. Groff presents three different sub-stories and then attempts to tie them all together at the end. To the reader, the story stretches out a bit too long, and the readers are in a circle of sub-stories, wondering what the point is. As John Marshall states, “ Groff’s arching ambition for the story results in too many details withheld in hopes of adding mystery, too many characters and their too complex personal stories, too much confusing artifice” (Marshall 1).

Paragraph 6,  but should be Paragraph ___

In the small town that the couple lives, it rains constantly. The husband dies because he hydroplaned while driving in his truck and a tree branch smashed through his chest. Ultimately, though, he dies of Hydrocephalus, otherwise known as “water in the brain.” When the woman is driving home during one of her college years, she hears on the radio that an old couple died by jumping into the Niagara Falls together. These themes of water tie into the concluding paragraph and the point of Groff’s story, that “there is no ending, no neatness in this story. There never really is, where water is concerned” (Groff 192). This ending is not necessarily described as a happy one in which the conflict is resolved with a simple solution or the conflict was simply an illusion or a dream. But it is satisfying in the sense that the readers can relate to how Celie has changed and is coping with the unfortunate events that have occurred in her life.

Paragraph 7,  but should be Paragraph ___

In “Watershed,” for example, when Celie’s husband says that he wants to build her a house before they get married, he states that “every bird needs her nest” (171). It is this sentence in particular that casts fear and doubt in Celie. As she looks back on this incident as she tells the story, she says that it was her fault she didn’t say what she should have, that she “wasn’t the bird type, or maybe the nest type” (172). It is clear from Celie’s thoughts that she fears being constrained and that she is different from the typical flock of birds. Instead, Celie tends to stray from the flock of birds that is the traditional small town in which she now lives with her new husband.

Paragraph 8,  but should be Paragraph ___

In “Delicate Edible Birds,” we also see the character of Bern struggle when she is presented with a delicacy of a tiny bird while eating dinner with her lover, the Mayor of Philadelphia, in France. While everyone else veiled their faces with napkins as they ate the birds, Bern wrapped the bird in a napkin and later dropped the carcass from the hotel balcony, “setting it free, she thought, though it dropped like a lead weight to the ground for some prowling beast to eat” (Groff 288). This occurrence is important because it helps the readers later understand why Bern, who is notorious for having affairs and sleeping with lots of men, refuses to have sex with the Fascist man who is keeping them hostage and will let everyone free if she complies. She too wants to be free, and holds to her choice of not having sex with their captive. Yet as the time nears when the Nazis might come and find them, the men start to urge Bern to comply with the man’s wishes. Bern is the bird, trying to set herself free, but who gets dropped to the ground like the lead weight and has sex with the prowling beast.

Paragraph 9,  but should be Paragraph ___

Groff uses the third person omniscient perspective, another fairly rare point of view because the author can give the readers access into any characters’ thoughts and feelings. Though the majority of the story is in the perspective of the woman character, Bern, occasionally the story flips into the perspective of one of the four men. Groff puts us in the mind of all the four men at one point or another in the story. She does this for one reason in particular, which is so the readers can understand the various perspectives on the conflict with Bern. The five characters in the story, four men and one woman, are all journalists, with the exception of one who is a photographer. Set during World War II, the group is following news of the war, and their car breaks down just outside of Paris in front of a fascist man’s house, who demands that Bern have sex with him. When Bern refuses to have sex with him, the fascists man holds them hostage but will let everyone go if she complies. At first, all the men seem to understand. However, as the time draws nearer to when the Nazis will possibly come for them, Groff allows us into their minds and we understand why they start to change their perspective on Bern having sex with the man. While at first the men claimed that “nothing of the sort can happen, of course” and that there was “no question...for the principle of the thing” the men all have different reasons for wanting to be free from the threat of the oncoming Nazis (285). Parnell has a family back home in England, and Lucci has a wife who has disappeared, yet he still wants to live in hopes that she is alive. The men slowly start to believe that Bern, who is notorious for sleeping with numbers of men, should “just do it and get it over with” and when all of them turn their backs on her, she complies, crushed and confused as to what has changed their minds (286). Despite this all-knowing perspective, Groff only goes into the minds of others on a need-to-know basis. As Carolyn See states in a piece on point of view, an author should only go into a character’s mind “if they absolutely need to think or feel something…otherwise, let them alone” (See 151). Without the use of this all-knowing perspective, the readers wouldn’t have the insight into the men’s minds to understand their desperation and reasons why they eventually disregard Bern and all quietly agree that she needs to comply.

Paragraph 10,  but should be Paragraph ___

Birds also serve as an important theme in “Lucky Chow Fun.” Lollie’s younger sister, Pot, collects taxidermied birds that are scattered around her bedroom. However, Lollie avoids her room as much as possible because she had “one particular gyrfalcon perched on her dresser that seemed malicious, if not downright evil, ready to scratch at your jugular if you were to saunter innocently by” (3). Though the birds are an escape for Pot, they serve to parallel the girls who work at the whorehouse. Groff does not use real birds, but instead decides that Pot will have a collection of stuffed birds who sit on shelves, quiet, fake, and dead on the inside. In a similar way, Lollie describes the girls at Lucky Chow Fun as ghosts, yet they more so resemble the birds. The girls were always quiet, only speaking softly to each other, and though they were alive, they weren’t really living. Lollie later describes the girls as “wordless, as always” (39). Lollie’s reaction to the birds mirrors the girls. She tends to avoid them. On the outside, they resembled people, like the taxidermied birds resembled live birds, however on the inside, they too were stuffed and mind as well have been sitting on Pot’s shelf.

Paragraph 11,  but should be Paragraph ___

In many of the endings, the reader can infer from the various point of views that the characters will still be struggling. In “Watershed,” for example, the last few paragraphs no longer address Celie’s husband but instead focus on her coming to terms with his death. Celie’s husband is still dead, and she must come to the harsh reality that there are things in life that are out of her control. Groff shies away from taking the easy way out in her stories, and prefers to end the stories more realistically. In an ideal world, Bern probably would have held to her morals and not have slept with the Fascist, while Lucky Chow Fun wouldn’t have turned the small town of Templeton into a mass of scandal that broke families apart. However, Groff paints realistic characters by making them not always take the right path, by questioning their morals, and by not coming to a complete realization of who they are. In this way, Groff pulls empathy from her readers, and portrays situations and decisions that people can relate to. Lauren Groff best sums up her idea of happy endings in her first story, “Lucky Chow Fun”: and it is a happy ending, perhaps, in the way that myths and fairy tales have happy endings; only if one forgets the bloody, dark middles, the fifty dismembered girls in the vat, the parents who sent their children into the woods with only a crust of bread. I like to think it’s a happy ending, though it is the middle that haunts me (Groff 39). And though our own personal stories and lives have middles that are haunting, they are the very strings that Groff uses to tie our experiences to her stories, giving us reassurance that we are not alone in our challenges.

Paragraph 12,  but should be Paragraph ___  

Ever since I was young, whenever I cracked open a book or sat in front of the television watching a movie, I always wished for a happy ending. Anxiously, I would sit squeezing my fingers together, hoping the prince would save the princess, the animals would find their way back home, and the hero would conquer the villain. However, happy endings are rarely realistic and hardly convey the true resolutions to life’s messy conflicts. In Lauren Groff’s  Delicate Edible Birds , the author employs several methods of delivering perspective, while threading a constant theme throughout her stories in order to evoke empathy in the readers without simply supplying a happy ending. ­­­­­

Works Cited

Groff, Lauren. Delicate Edible Birds. New York: Hyperion, 2009.

Hopley, Claire. "Tales of Tough Women." 22 Feb. 2009. LexisNexis. 10 Nov. 2009.

Marshall, John. "Short Story Collection's Dazzling Variety Spans Decades and Continents." 02 Feb. 2009. LexisNexis. 10 Nov. 2009.

Ogle, Connie. "Female Characters Discover Hardships and Joys of Life." 01 Feb. 2009. LexisNexis. 10 Nov. 2009 .

See, Carolyn. Making a Literary Life. New York: Random House, 2002. Print.

Back to Top

“ac/dc no, ab/bc” arrangement for transition and emphasis.

Purpose:   This brief editorial exercise shows students how transitions are created through arrangement and how arrangement can be used to emphasize points. Since this exercise is based on arranging pieces, its best used when pieces are available—a paper’s paragraphs, a paragraph’s sentences, or even audio tracks. Students will practice arranging those pieces, “bonding” them to create transitions and emphasis. Completing this exercise provides practice with close-editing skills and teaches students to attend to arrangement.

Description:  This exercise requires, at minimum, paper and pencil for the student and a chalkboard for the instructor. Students will either bring a brief writing sample to class or write a short piece when class begins. The instructor will then explain the idea of “bonding” two units of text (paragraphs, sentences, etc.) by overlapping the content located in one’s ending and the other’s beginning. Students will then practice this concept by rearranging their writing sample in a similar manner.

Suggested Time:

• 40 minutes (if sample is provided by instructor or is brought to class by students)
• 50 minutes (if writing sample is written in class)
• Two 20-minute periods over two days if the revision section is assigned as homework
• Either assign students to bring a sample to class or begin class by having them write a short piece—minimum of 2 paragraphs with a total of at least 10 sentences. This minimum is necessary for students to practice arrangement of sentences as well as arrangement of paragraphs in a single session.
• The instructor will explain the concept of “AB/BC” organization: Each sentence has two parts: the beginning content (A) and the end content (B). Like notation for a poem’s rhyme schemes, new content can be labeled with a new letter (A is B. C is not D.) with repeated content using the same letter (A is B. B is not C). To create emphasis and clear transition between the first sentence (1) and its following sentence (2), there should be some overlap and repeats in the content that ends the first sentence and begins the second. For example, in the following sample section the words “sentence” and “focus” repeat, emphasizing those words while at the same time creating transitions between the sentences:  The strongest part of a paragraph (1A) is at the end of the paragraph’s first sentence (1B). That sentence (2B) will set up the paragraphs' focus (2C). Focus (3C) is especially important when...
• To visual this point, the instructor may show the students a short video clip and discuss how directors will often use the same cues when making large leaps. For example, towards the end of  Cast Away , Tom Hank’s character (1A) lays on his raft while a ship passes before him. He cries out his love’s name: “Lilly!” (1B) and the audience hears the ship’s rhythmic siren (1C). The scene then cuts to a kitchen, Close up on a phone. It’s ringing with a rhythm and pitch similar to the siren’s (1C). The camera pans back. There’s Lilly (1B). She answers the phone.
• After the lecture on AB/BC arrangement, the students should be given 15 minutes to rearrange their writing sample’s sentences, rewriting sentences if necessary. After that, 5 minutes should be spent on rearranging the writing sample’s paragraphs, revising the beginning and ending sentences as necessary.
• For the last 10 minutes of class, the instructor should lead a discussion in which the students discuss their challenges with the exercise. They should also share samples of their rearranged sentences, reading both the original and the revision.
• Alternately, the instructor can collect the original and its revision and compile a selection of samples to show the class at the start of the next session. This way the instructor can use the assignment as a transition to the next class, practicing the lesson upon the framework of the class itself. Like showing the video, this draws attention to how many types of compositions, not just paragraphs and sentences, can be arranged with an awareness of overlapping beginnings and endings.

Additional Information:  The core exercise can be done in one 50 minute session: 10 minutes to write a brief piece; 10 minutes to establish the concept of AB/BC bonding; 15 minutes to rearrange the writing sample’s sentences; 5 minutes to rearrange the writing sample’s paragraphs, and 10 minutes of discussion. Alternately, if a 5-minute video is incorporated in the lecture portion of class, 5 minutes may be removed from the discussion portion.

Media-based and Peer-Review-based Variables:  This exercise can be incorporated into peer review sessions. (“Rearrange the sentences/paragraphs in your peer’s paper to create emphasis and/or transitions where needed.”) If using media such as audio files, rearrangement may take be assigned as homework. (“Rearrange these 5 music tracks to make a mix, paying attention to arrangement and how the songs transition. Write one double-spaced page that defines the playlist and explains the reasoning behind your chosen arrangement.”)

Purpose:   This activity will help students create effective transitions between paragraphs and topics in their writing. It should also get them to think about how transitions help to guide the reader through their work.

Description:  This activity forces students to think outside of the box and consider the function of transitions in their writing.

Suggested Time:  40-60 minutes

Procedure:  Divide your class into groups of 4-5 and bring in enough magazines for each group to have at least two (check the magazine racks around campus if you need extra copies). Also, bring in scissors so that they can cut pictures from the magazines.

This is a four part collaborative exercise: 1) cutting images out, 2) writing descriptions, 3) creating transitions, 4) sharing and discussing the work.

Explain that they will be working on developing effective transitions by connecting different scenes that possess no direct relationship with one another. They will cut out pictures from a magazine, generate short descriptions of the scenes, and then link them with one another by constructing effective conclusions and introductions that weave the scenes together. However, instead of one group doing all three processes, groups will pass the work they do for one part of the assignment to a neighboring group so that a different group is engaged in each phase of the process. The fact that other groups will be completing the work should encourage students to come up with out of the box images and/or descriptions, fueling creativity and a sense of competition. Inform them that what they create will be shared with their peers.

• Have students cut out four pictures. Tell them to try and find the most unrelated, crazy images possible (10 minutes). Note: Reduce the images to three if you are under significant time constraints.
• Have them pass their images to the right and then ask each group to create a short narrative of the scene (what is going on, etc.). However, also ask them to take a specific, unified rhetorical approach. For example, they might take a narrative approach and write from a single character's perspective or write from a specific analytical perspective and treat it like a research paper or expository piece (e.g. famous vacation spots or best spots around town). Tell them not to spend too much time on writing for one image and to write only three-four sentences for each. (10-15 minutes)
• Have them pass the images and descriptions to the right and ask each group to create introductory and conclusion sentences that weave together each scene. Be sure to tell them not to become too clichéd in their process and to avoid redundancy (e.g. simply writing next I went to the mall and now I'm at the mall when someone is traveling from a beach scene is not acceptable). Encourage creativity and critical writing. (10-15 minutes)
• Share what students have written. Everyone should enjoy seeing how the scenes they picked out were described and how their descriptions were linked to each other. After each reading, discuss what was strong and weak about each piece (in a constructive, positive manner, of course). If necessary, this last part can be delayed until the following class, giving you time to look over the responses. (10-20 Minutes)

 Back to Top

Purpose:  This exercise aims to teach students how to construct effective transitions in their writing and look for connections between ideas where a natural link might not be obvious.

Description:  Transitions asks students to link unrelated ideas and discovery new and creative ways of tying together concepts in their writings.

Suggested Time:  About 20 minutes

• Tell them to divide a sheet of paper in half, making two columns. In the left column, have them list what they like about Tallahassee. In the right column, what they dislike. Give them time to make a fairly decent sized list, at least seven or eight in each column. I write my own list on the board.
• Have them randomly circle two ideas in the like column, then two ideas in the dislike column.
• Have them number these four ideas, starting with a like, then a dislike, then back to a like again. e.g. 1) rainbows 2) bloody noses 3) warm soup 4) pop quizzes
• Now begin a discussion about transitions. Ask them if they understand what teachers mean by rough transitions. I explain that the difficulty often arises in people's inability to see the connections between ideas, and one way to get better at that is to practice looking for those connections between ideas which don't seem naturally related.
• Tell them to write, to move from subject one to two to three to four. I explain that a bad transition is one which just jumps suddenly from one idea to another with no idea logically connecting the two. It will probably also be beneficial to explain that good transitions also do not stray too far from the main idea of the writing (i.e. don't just ramble).
• (optional) When they have worked on this for a while, have some people read their pieces out loud. The first people done will probably be the ramblers. Discuss what could be done to tie all of their ideas together.

Purpose:  This exercise encourages students to explore ways of employing effective detail-driven transitions within their writing. By finding common threads, they’ll be able to unify ideas within their papers.

Description:  Students will work to combine significant events, people, or beliefs with effective transitions. This can either be done in groups or individually, depending on how much time you would like to spend. Both ways can benefit from reading Meagan C. Arrastia's "The One I Took for Granted” (2004-2005 McCrimmon Award Winner).

Suggested Time:  For both methods, about 35-40 minutes will suffice.

For Group Paper:

 1. Divide the class into groups of three or four and have them brainstorm on common  themes in their life (ex: "overcoming adversity," "growing pains,"  "influential people," "trips," "beliefs," etc).  2. The students will then list as many important moments or ideas that have defined their lives and that they feel circle around this common theme.  3. The groups will select one event from each member’s list, based on which event sounds the most interesting and that they'd all like to hear more about. It doesn't matter how disparate the events or moments are. As a matter of fact, students should be encouraged to choose events that don't tie together in obvious ways to make their group paper more interesting.  4. Each group member will then freewrite on his or her topic. After 10 minutes,  group members will come back together and share what they have written and try  to figure out how they can string the story together. Ideally, they will work  out ways to transition between the snapshots of the lives of different group  members in an engaging way.

For Individual Paper:  1. Students are asked to choose "a significant person," "a significant  event," and "a significant belief," and list them on a clean sheet of paper. Below each "significant" header, students choose and list three scenes or incidents that are especially vivid about that person, event, or belief. They are encouraged to choose scenes that are far apart in  time and place and perhaps don't seem to connect in obvious ways.  2. Students then trade their paper with classmates; at least six or seven other people. Each classmate votes for which topic sounds the most interesting, based on the "scenes" listed. With that many opinions, they can see where the reader's interests lie.  3. When students get their sheets back, they are tied to the topic that received  the most "reader votes." For each scene in that topic, they start listing the personal emotions they felt, the adjectives that describe the person, event, or belief as well as their state of mind. The goal is to keep them from tying their paper together in a simple chronological way, and to order it ideationally. Hopefully, they find that in many of these scenes they were in a similar state  of mind.  4. Have students begin freewriting one of the scenes, and as soon as they find themselves expounding on one of the adjectives or emotions that help tie the scene together, they’ll jump to the next scene (they can always come back later to flesh out the scene fully, but they have the ever-important and ever-missing from freshman writing – transition). They do this until they've tied together all their scenes, and they have the bare bones of a personal experience paper.

Additional Information:  For other ways of "making connections," students could also look at Becky Godlasky's essay "Using Metaphor to Make Connections," which is in The Inkwell. Also look at the Raymond Carver's poem "Sunday Night," in Bishop's  On Writing . (As Bishop writes, "what small, overlooked elements might loom large in your composition?" In other words, how can find unique connections in the minute details of your stories?)

Puzzle Pieces: Effective Transitions

Purpose:  This activity should help students identify effective and creative transitions in the essay by restructuring the final draft. It should also show them how to allow the connecting ideas to serve as the transition in an essay vs. only using one-word transitions. Use with “Adaptations, Limitations, and Imitations,” OOW 2006-2007.

Description:  The author of “Adaptations, Limitations, and Imitations” wrote in a process memo that he/she initially encountered difficulty trying to organize the paper logically, but the final draft was structured beautifully. By cutting up this essay into individual paragraphs, students are forced to seek out connecting ideas as they try to organize the essay in a logical way. Students also see how different organizational structures can significantly change an essay.

Suggested Time:  30-40 minutes

 1. Before class, make five copies of the essay and cut them up, separating the different paragraphs. (Numbering the paragraphs out of order may help in discussion).  2. Divide the class into no more than five groups, with 4-5 students in each group. Give each group one dismantled essay and ask them to put the pieces together in “logical” order. This may take up to 20 minutes.  3. Students should discuss amongst themselves (1) the essay’s progression, (2) what the transitions are, and (3) the lack of “obvious” conclusion (In brief, In Conclusion).  4. As a class, ask students how they organized the essay and why. (This is where the prior numbering would come in handy. For example, the group would be able to easily say “We think paragraph D goes first, etc). Ask them to identify the connecting ideas for each paragraph of the essay (i.e. the second paragraph connects to the introduction because it continues the anecdote about the writer’s sophomore year of high school). If the different groups disagree about where the paragraphs go, ask them to explain why they think.