LIBRARY AND LEARNING SERVICES STUDY GUIDE | SENTENCE STARTERS
www.2.eit.ac.nz/library/OnlineGuides/Sentence Starters.pdf
Sentence Starters, Transitional and Other Useful Words
To introduce
This essay discusses . . . . . . is explored . . . . . . is defined . . .
The definition of . . . will be . . . is briefly outlined . . . . . . is explored . . .
given
The issue focused on . . . . . . is demonstrated . . . . . . is included . . .
In this essay . . . . . . is explained . . . . . . are identified . . .
The key aspect discussed . . . . . . are presented . . . . . . is justified . . .
Views on . . . range from . . . . . . is evaluated . . . . . . is examined . . .
The central theme . . . . . . is described . . . . . . is analysed . . .
Emphasised are . . . . . . is explained and illustrated
with examples . . .
To conclude
In summary, . . . To review, . . . In conclusion, . . .
In brief, . . . To summarise, . . . To sum up, . . .
To conclude, . . . Thus, . . . Hence, . . .
It has been shown that . . . In short, . . .
To compare and contrast
Similarly, . . . In the same way . . . Likewise, . . .
In comparison . . . Complementary to this . . . Then again, . . .
However, . . . This is in contrast to . . . In contrast, . . .
And yet . . . Nevertheless, . . . Conversely, . . .
On the contrary, . . . On the other hand, . . . Notwithstanding . . .
Whereas . . . In contrast to . . . That aside, . . .
While this is the case . . . . . . disputes . . . Despite this, . . .
To add ideas
Also, . . . Equally important . . . Subsequently, . . .
Furthermore, . . . Moreover, . . . As well as . . .
Next … Another essential point . . . Additionally, . . .
More importantly, . . . In the same way . . . Another . . .
Then, … In addition, . . . Besides . . .
Then again, . . . Firstly, . . . secondly, . . . thirdly, . To elaborate, . . .
. . finally, . . .
LIBRARY AND LEARNING SERVICES STUDY GUIDE | SENTENCE STARTERS
www.2.eit.ac.nz/library/OnlineGuides/Sentence Starters.pdf
To present uncommon or rare ideas
Seldom . . . Few . . . Not many . . .
A few . . . . . . is uncommon . . . is scarce . . .
Rarely . . . . . . is rare . . . . . . is unusual . . .
To present common or widespread ideas
Numerous . . . Many . . . More than . . .
Several . . . Almost all . . . The majority . . .
Most . . . Commonly . . . Significant . . .
. . . is prevalent . . . . . . is usual . . . Usually . . .
To present inconclusive ideas
Perhaps . . . . . . may be . . . . . . might be . . .
There is limited evidence for . . . . . . is debated . . . . . . is possibly . . .
. . . could . . . . . . may include . . .
To give examples
For example, . . . . . . as can be seen in . . . . . . supports . . .
An illustration of . . . . . . as demonstrated by . . . . . . is observed . . .
Specifically, . . . . . . is shown . . . . . . exemplifies . . .
Such as . . . As an example . . . To illustrate, . . .
For instance, . . .
To show relationship or outcome
Therefore . . . As a result . . . For that reason . . .
Hence, . . . Otherwise, . . . Consequently, . . .
The evidence suggests/shows . . . It can be seen that . . . With regard to . . .
After examining . . . These factors contribute to . . . It is apparent that . . .
Considering . . . it can be Subsequently, . . . The effect is . . .
concluded that . . .
The outcome is . . . The result . . . The correlation . . .
The relationship . . . The link . . . the convergence . . .
The connection . . . . . . interacts with . . . Both . . .
. . . affects . . . Thus it is . . . . . . causes . . .
. . . influences . . . . . . predicts . . . . . . leads to . . .
. . . informs . . . . . . presupposes . . . emphasises
. . . demonstrates . . . . . . impacts on . . . . . . supports . . .
LIBRARY AND LEARNING SERVICES STUDY GUIDE | SENTENCE STARTERS
www.2.eit.ac.nz/library/OnlineGuides/Sentence Starters.pdf
To present prior or background ideas
In the past, . . . Historically, . . . Traditionally, . . .
Customarily, . . . Beforehand, . . . Originally, . . .
Prior to this, . . . Earlier, . . . Formerly, . . .
Previously, . . . Over time, . . . At the time of . . .
Conventionally, . . . Foundational to this is . . . In earlier . . .
Initially, . . . At first, . . . Recently . . .
Until now, . . . The traditional interpretation . . .
To present others
According to . . . Based on the findings of . . . it . . . proposed that . . .
can be argued . . .
As explained by . . . . . . states that . . . . . . claims that . . .
However, . . . stated that . . . . . . suggested . . . . . . concluded that . . .
Similarly, . . . stated that . . . . . . for example, . . . . . . agreed that . . .
Based on the ideas of . . . . . . defined . . . as . . . . . . relates . . .
As identified by . . . . . . disputed that . . . . . . contrasts . . .
With regard to . . . argued that . . . . . . concluded that . . . . . . confirmed that . . .
. . . argues . . . . . . highlights . . . . . . demonstrates . . .
. . . found that . . . . . . identifies . . . . . . wrote that . . .
. . . demonstrated . . . . . . also . . . . . . reported . . .
. . . pointed out that . . . . . . maintained that . . . . . . hypothesised that . . .
. . . expressed the opinion that . . . . . . also mentioned . . . . . . asserts that . . .
. . . identified . . . . . . goes on to state/suggest/say . . . emphasises
. . . challenges the idea . . . . . . showed that . . . . . . explored the idea . . .
References
Manalo, E., Wont-Toi, G., & Bartlett-Trafford, J. (2009). The business of writing: Written communication
skills for business students (3rd ed.). Auckland: Pearson Education New Zealand.
