# data[].attributes.attachment_link.description
Although some of these words have already been mentioned as sentence connectors, they can also be used to develop coherence within a paragraph, that is linking one idea / argument to another. Print off this page to keep as a reference of useful linking words and phrases.

# data[].attributes.attachment_link.readable_text
A (plural personae or personas), in the word's everyday usage, is a social role or a character played by an actor. The word is derived from Latin, where it originally referred to a theatrical mask. The Latin word probably derived from the Etruscan word "phersu", with the same meaning, and that from the Greek πρόσωπον (prosōpon). Its meaning in the latter Roman period changed to indicate a "character" of a theatrical performance or court of law,[citation needed ] when it became apparent that different individuals could assume the same role and that legal attributes such as rights, powers, and duties followed the role. The same individuals as actors could play different roles, each with its own legal attributes, sometimes even in the same court appearance. According to other sources, which also admit that the origin of the term is not completely clear, persona could be related to the Latin verb per-sonare, literally: sounding through, with an obvious link to the above-mentioned theatrical mask, which often incorporated a small megaphone.

In the context of the social web, users create virtual persona which are also termed internet or online identities. Personae in fan fiction and stories written through the medium of the internet are often utilised by authors as a means of subtle self-insertion.

In literature the term generally refers to a character established by an author, one in whose voice all or part of a narrative takes place. Poets such as Robert Browning, Ezra Pound, and T. S. Eliot are strongly associated with such narrative voices, as is the writer Luigi Pirandello. These writers understood the term slightly differently and derived its use and meaning from different traditions. Examples of Eliot's personae were Prufrock and Sweeney. Pound developed such characters as Cino, Bertran de Born, Propertius, and Mauberley in response to figures in Browning's dramatic monologues. Whereas Eliot used "masks" to distance himself from aspects of modern life which he found degrading and repulsive, Pound's personae were often poets and could be considered in good part alter-egos. For Pound, the personae were a way of working through a specific poetic problem. In this sense, the persona is a transparent mask, wearing the traits of two poets and responding to two situations, old and new, which are similar and overlapping.

In literary analysis, any narrative voice that speaks in the first person and appears to define a particular character is often referred to as a persona. It is contrasted with a third-person narrative voice, generally taken to be more objective and impersonal. There are borderline cases, such as the "we" that occurs late in Edwin Arlington Robinson 's poem and functions something like a chorus in a Greek tragedy, but in general any identifiable narrator whose point of view or manner of speaking clearly distinguishes him or her from the author is considered a literary persona.

Usually the performers assume a role that matches the music they sing on stage, though they may also be composers. Many performers make use of a persona. Some artists create various characters, especially if their career is long and they go through many changes over time. For example, David Bowie initially adopted a role as alien messenger Ziggy Stardust, and later as The Thin White Duke. More than just artistic pseudonyms, the personae are independent characters used in the artist's shows and albums (in this example, The Rise and Fall of Ziggy Stardust and the Spiders from Mars and Station to Station).

However, in music, a persona does not always mean a change. Some authors have noted that Bob Dylan's charisma is due largely to his almost stereotyped image, always with a harmonica, guitar, and with his distinctive hair, nasal voice, and clothing. The persona also serves to claim a right or to draw attention to a certain subject. That is the case of Marilyn Manson and his interest in death and morbidity, and Madonna and her interest in sexuality.

The concept of persona in music was introduced by Edward T. Cone in his The Composer's Voice (1974), that dealt with the relation between the lyrical self of a song's lyrics and its composer. The concept of persona can be used to refer also to an instrumentalist, like a pianist and his playing style, although the term is more commonly used to refer to the voice and performance nuances of a vocalist in a studio album or in a live concert. Examples include Maria Bethânia, Elis Regina, Edith Piaf, Nina Simone, and also Mick Jagger of The Rolling Stones, who takes the guise of Satan in the song " Sympathy for the Devil" or of a housewife in " Slave". Sgt. Pepper's Lonely Hearts Club Band by The Beatles, presents a group persona, including the character Billy Shears "played by" drummer Ringo Starr.

Artists such as Lady Gaga, Nicki Minaj, and Beyoncé popularized the use of personae in the performance of pop music. Jo Calderone, the persona of Lady Gaga, performed at the 2011 MTV Video Music Awards. Jo represents a drag male persona, and is often used in the performance of her song, " You and I". Nicki Minaj, a bubblegum rapper, employs multiple personae, ranging from what she calls the Harajuku Barbie persona to Roman Zolanski, a Polish homosexual. The personae were heavily used in her sophomoric album, Pink Friday: Roman Reloaded. The persona of Beyoncé Knowles, "Sasha Fierce", appears on the album I Am... Sasha Fierce. According to Beyoncé, Sasha is her wilder side, emerging during high octane stage performances and serving as a sort of scapegoat for "unladylike" behavior.

According to Carl Jung and the Jungian psychology, the persona is also the mask or appearance one presents to the world. It may appear in dreams under various guises. People may choose to wear a social mask or "persona" to make themselves appear more socially desirable. This is used to impress potential partners or to make new friends. People can have multiple personas that they use in various situations;this can include work; being with friends; at home;; etc. Depending on the individual's circumstance, a persona which they consider stronger within their specific social situation can be created because they put a higher emphasis on social interactions. However Carl Jung warns about using personas too much fearing that one might lose their own individuality to their persona. A study has shown that this can be true to an extent, when taking a private self-rating test there is a high correlation between how a person rates themselves and how they present themselves in public, but it is hard to tell if people are accurately filling out the test or answering what they find desirable.

In a Study written by Danielle Jackson she claims that a persons persona can range in healthiness, the more healthy a persona is the more socially acceptable and consistent that person is. However once a person starts to believe that they are their persona it can have adverse affects on their personality. James Hillman believed that once a person loses their identity to a persona they become an Archetypal figure. By losing their "ego" their persona becomes their personality in an Archetypal form. However when this occurs the person becomes unstable and they are unable to act outside their formed persona.

Personas are used in marketing (and advertising) by creating a marketing persona that represents a group or segment of customers so that the company can focus its efforts. For example, online advertising agencies can monitor pictures, browsing history and the ads people surfing the internet generally select or choose to click, and based on that data they tailor their merchandise to a targeted audience or better describe a customer segments using a data driven approach.

Personas are also used in User experience design, known as user personas. Alan Cooper introduced personas in his book, The Inmates Are Running the Asylum (1998). Cooper play-acted fictitious characters in order to help solve design questions. These personas need to be based on user research and can also be described in narrative form. Creating personas has become synonymous with creating a document, known as persona profile, instead of an "activity of empathetic role-play".

1. ^ Bishop, Paul (July 30, 2007). Analytical Psychology and German Classical Aesthetics: Goethe, Schiller, and Jung, Volume 1: The Development of the Personality. Taylor & Francis. pp. 157-158. ISBN 978-0-203-96088-2.

2. ^ Kenneth Womack and Todd F. Davis, Reading the Beatles: cultural studies, literary criticism, and the Fab Four (SUNY Press, 2006), p.21. ISBN 0-7914-6715-5

3. ^ Dinh, James (2011-09-28). "Lady Gaga Bends Gender, Minds With VMA Monologue". MTV.

4. ^ Jonathan, Cohen (November 26, 2008). "Beyoncé Starts 'Fierce' Atop Album Chart". . Prometheus Global Media. Archived from the original on January 17, 2010.

5. ^ Leary, Mark R. (October 19, 2011). "Personality and persona: personality processes in self presentation". Journal of Personality. 79 (6): 1191-1218. doi:10.1111/j.1467-6494.2010.00704.x.

6. ^ Leary, Mark R. (October 19, 2011). "Personality and persona: personality processes in self presentation". Journal of Personality. 79 (6): 1191-1218. doi:10.1111/j.1467-6494.2010.00704.x.

7. ^ Jackson, Danielle (2017). Persona of Anime: A Depth Psychological Approach to the Persona and Individuation. ProQuest 1964903170.

8. ^ Jackson, Danielle (2017). Persona of Anime: A Depth Psychological Approach to the Persona and Individuation. ProQuest 1964903170.

9. ^ Rind, Bonnie. "The Power of the Persona". The identification and application of personas improved Development's efficiency and quality during the first development cycle in which they were used. In addition, the use of personas significantly improved corporate cohesiveness, focus and decision making at every level.

10. ^ Jansen, Bernard; An, Jisun; Kwak, Haewoon; Salminen, Joni; Jung, Soon-gyo (2017). "Viewed by Too Many or Viewed Too Little: Using Information Dissemination for Audience Segmentation" (PDF). Association for Information Science and Technology Annual Meeting 2017 (ASIST2017): 189-196.

11. Alan Cooper: "^ The origin of personas". Cooper Journal, May 15, 2008.

12. Kim Goodwin: "^ Getting from research to personas: harnessing the power of data". Cooper Journal, May 15, 2008.

13. Andrew Hinton: "^ Personas and the Role of Design Documentation." Boxes and Arrow, February 27th, 2008.

# data[].attributes.attachment_link.description
A (plural personae or personas), in the word's everyday usage, is a social role or a character played by an actor. The word is derived from Latin, where it originally referred to a theatrical mask. The Latin word probably derived from the Etruscan word "phersu", with the same meaning, and that from the Greek πρόσωπον (prosōpon).

# data[].attributes.attachment_link.readable_text
Richard Anthony

The English words "thou, thee, thy and thine" are translated from an emphatic Greek and Hebrew personal pronoun, stressing the identity of the one being addressed to the exclusion of all others.
A "pronoun" is a word that "stands in for" another noun or noun-phrase. A "personal pronoun" is one which stands for a person. The personal pronouns are classified as first person, second person and third person by their relationship to the one speaking.

1st Person - The speaker himself, and any others he may include as part of his group.
2nd Person - Those to whom the speaker is speaking.
3rd Person - Those about whom the speaker is speaking.

Thus, we have the following table which we can construct in English, once we differentiate between the purpose of the various pronouns:

Person

Person
Nominative Objective Possessive

1st Person singular:
I

Me

My (or Mine)

-
plural:
We

Us

Our (or Ours)

2nd Person singular:
Thou

Thee

Thy (or Thine)

-
plural:
Ye

You

Your (or yours)

3rd Person singular:
He/She/It

Him/Her/It

His/Hers/Its

-
plural:
They

Them

Their (or Theirs)

Verses expressing the Importance of "thou, thee, thy and thine."

1. Exodus 4:15, "THOU shalt speak ... I will be with THY mouth...and will teach YOU what YE shall do."
" Thou/Thy" refer to Moses himself, but " You/Ye" refer to the entire nation of Israel.

2. Exodus 29:42, "I will meet YOU, to speak there unto THEE."
The " You," referring to the children of Israel, is explained in the following verse, but " Thee" refers to Moses, who had the holy privilege of hearing the words of God directly (Leviticus 1:1).

3. 2 Samuel 7:23, "And what one nation in the earth is like THY people, even like Israel, whom God went to redeem for a people to himself, and to make him a name, and to do for YOU great things and terrible, for THY land, before THY people, which THOU redeemedst to THEE from Egypt."
Here David prayed to God in the second person singular, but referred to the people of Israel as " You." What confusion could result if this important distinction were done away? It could be incorrectly thought that David was praying in part to the nation, or that the land belonged to the people and not to God.

4. Matthew 26:64, "Jesus saith unto him, THOU has said: nevertheless I say unto YOU, hereafter shall YE see the Son of man sitting on the right hand of power, and coming in the clouds of heaven."
" Thou" refers to the High Priest, but " You/Ye" include all those who were standing there in addition to the high priest.

5. Luke 5:24, "But that YE may knowI say unto THEEtake up THY couch, and go into THINE house."
" Ye" refers to the crowd, but " Thee/Thy/Thine" refer only to the man with palsy.

6. John 3:7, 11, "Marvel not that I said unto THEE, YE must be born again."
The message was spoken to the individual Nicodemus (" Thee"), but obviously has wider application to all those who desire to follow Christ (" Ye").

7. John 14:9, "Have I been so long time with YOU, and yet hast THOU not known me?"
The " You" refers to the crowd, but " Thou" is addressed specifically to only one man, Philip.

8. 1 Corinthians 8:9-12, "this liberty of YOURS....If any man see THEE which hast knowledge... through THY knowledge...but when YE sin."
The plural forms " Yours/Ye" refer to the liberty and sin of all believers in Christ as a whole, but the singular forms " thee/thy" refer only to those individual believers that find themselves in this particular circumstance.

Surely, you will notice that replacing "thou/thee/thy/thine" with the ambiguous "you/your" does NOT clarify, but tends to muddy, the Scriptures. Just about all modern bibles replace "thou/thee/thy/thine" with the ambiguous "you/your" which converts a clear meaning passage with a vague interpretation. So, please be aware of this important distinction in the bibles you read.

Return to Scripture And Bibles

# data[].attributes.attachment_link.description
Richard Anthony The English words "thou, thee, thy and thine" are translated from an emphatic Greek and Hebrew personal pronoun, stressing the identity of the one being addressed to the exclusion of all others. A "pronoun" is a word that "stands in for" another noun or noun-phrase.

# data[].attributes.attachment_link.title
Lesson 5, Part 1 - Simple Past/ Past Progressive - Verb Tenses in English

# data[].attributes.headline
11.  Simple past (basic lesson + exercices)

# data[].attributes.subject
11.  Simple past (basic lesson + exercices)

# data[].attributes.attachment_link.readable_text
The simple past (also called past simple, past indefinite or preterite) is a verb tense which is used to show that a completed action took place at a specific time in the past. The simple past is also frequently used to talk about past habits and generalizations. Read on for detailed descriptions, examples, and simple past exercises.

Simple Past Forms

The simple past is formed using the verb + ed. In addition, there are many verbs with irregular past forms. Questions are made with did and negative forms are made with did not.
Complete List of Simple Past Forms
Simple Past Uses

USE 1 Completed Action in the Past

Use the simple past to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind.

Examples:

USE 2 A Series of Completed Actions

We use the simple past to list a series of completed actions in the past. These actions happen 1st, 2nd, 3rd, 4th, and so on.

Examples:

I finished work, walked to the beach, and found a nice place to swim.

He arrived from the airport at 8:00, checked into the hotel at 9:00, and met the others at 10:00.

Did you add flour, pour in the milk, and then add the eggs?

USE 3 Duration in the Past

The simple past can be used with a duration which starts and stops in the past. A duration is a longer action often indicated by expressions such as: for two years, for five minutes, all day, all year, etc.

Examples:

I lived in Brazil for two years.

Shauna studied Japanese for five years.

They sat at the beach all day.

They did not stay at the party the entire time.

We talked on the phone for thirty minutes.

A: How long did you wait for them?
B: Wewaited for one hour.

USE 4 Habits in the Past

The simple past can also be used to describe a habit which stopped in the past. It can have the same meaning as " used to." To make it clear that we are talking about a habit, we often add expressions such as: always, often, usually, never, when I was a child, when I was younger, etc.

Examples:

I studied French when I was a child.

He played the violin.

He didn't play the piano.

Did you play a musical instrument when you were a kid?

She worked at the movie theater after school.

They never went to school, they always skipped class.

USE 5 Past Facts or Generalizations

The simple past can also be used to describe past facts or generalizations which are no longer true. As in USE 4 above, this use of the simple past is quite similar to the expression " used to."

Examples:

She was shy as a child, but now she is very outgoing.

He didn't like tomatoes before.

Did you live in Texas when you were a kid?

People paid much more to make cell phone calls in the past.

Simple Past Tips

IMPORTANT When-Clauses Happen First

Clauses are groups of words which have meaning but are often not complete sentences. Some clauses begin with the word "when" such as "when I dropped my pen..." or "when class began..." These clauses are called when-clauses, and they are very important. The examples below contain when-clauses.

Examples:

When I paid her one dollar, she answered my question.

She answered my question when I paid her one dollar.

When-clauses are important because they always happen first when both clauses are in the simple past. Both of the examples above mean the same thing: first, I paid her one dollar, and then, she answered my question. It is not important whether "when I paid her one dollar" is at the beginning of the sentence or at the end of the sentence. However, the example below has a different meaning. First, she answered my question, and then, I paid her one dollar.

Example:

I paid her one dollar when she answered my question.

ADVERB PLACEMENT

The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc.

Examples:

ACTIVE / PASSIVE

Examples:
More About Active / Passive Forms
Simple Past Exercises

# data[].attributes.attachment_link.description
The simple past (also called past simple, past indefinite or preterite) is a verb tense which is used to show that a completed action took place at a specific time in the past. The simple past is also frequently used to talk about past habits and generalizations.

# data[].attributes.attachment_link.title
Synonyms for words commonly used in student's writing

# data[].attributes.attachment_link.description
SYNONYMS FOR WORDS COMMONLY USED IN STUDENT'S WRITINGS

# data[].attributes.attachment_link.readable_text
literary devices refers to the typical structures used by writers in their works to convey his or her messages in a simple manner to the readers. When employed properly, the different literary devices help readers to appreciate, interpret and analyze a literary work. Below is a list of literary devices with detailed definition and examples.

# data[].attributes.attachment_link.title
Literary Devices and Literary Terms - The Complete List

# data[].attributes.attachment_link.description
Browse through our list of literary devices and literary terms with definitions, examples, and usage tips. Explore each device in depth through literature.

# data[].attributes.attachment_link.description
Comparison of Simple Past and Past Perfect

# data[].attributes.attachment_link.title
LibGuides: Literature review: Transition words

# data[].attributes.attachment_link.description
LibGuides: Literature review: Transition words

# data[].attributes.attachment_link.readable_text
It is a good idea to occasionally use linking words and phrases at the start of a new paragraph. They can help to link what you have said in the previous paragraph to what you are about to say in your new paragraph.

These link words and phrases are often referred to as signposts. This is because they help to indicate to the reader when one point ends and other begins, as well as the relationship between each point.

Used with care, they can help to guide examiners and tutors through your essay. As well as bolster the impression of a coherent, flowing and logical piece of work.

Useful linking words and phrases that can be used at the start of new paragraphs:

A contrary explanation is that, ...

Although, ...

As a consequence, ...

As a result, ...

As we have seen, ...

At the same time, ...

Accordingly, ...

An equally significant aspect of...

Another, significant factor in...

Before considering X it is important to note Y

By the same token, ...

But we should also consider, ...

Despite these criticisms, ...it's popularity remains high.

Certainly, there is no shortage of disagreement within...

Consequently, ...

Correspondingly, ...

Conversely, ...

Chaytor, ... in particular, has focused on the

Despite this, ...

Despite these criticisms, ... the popularity of X remains largely undiminished.

Each of these theoretical positions make an important contribution to our understanding of, ...

Evidence for in support of this position, can be found in...,

Evidently,

For this reason, ...

For these reasons, ...

Furthermore, ...

Given, the current high profile debate with regard to, ...it is quite surprising that ...

Given, the advantages of ... outlined in the previous paragraph, ...it is quite predictable that ...

However, ...

Having considered X, it is also reasonable to look at ...

Hence, ...

In addition to, ...

In contrast, ...

In this way, ...

In this manner, ...

In the final analysis, ...

In short, ...

Indeed, ...

It can be seen from the above analysis that, ...

It could also be said that, ...

It is however, important to note the limitations of...

It is important to note however, that ...

It is important however not to assume the applicability of, ...in all cases.

It is important however not to overemphasis the strengths of ...

In the face of such criticism, proponents of, ...have responded in a number of ways.

Moreover, ...

Notwithstanding such criticism, ....it's popularity remains largely undiminished.

Notwithstanding these limitations, ....it worth remains in a number of situations.

Noting the compelling nature of this new evidence, ...has suggested that.

Nevertheless, ...remains a growing problem.

Nonetheless, the number of, ...has continued to expand at an exponential rate.

Despite these criticisms, ...it's popularity remains high.

On the other hand, critics of, ...point to its blindness, with respect to.

Of central concern therefore to, ...sociologists is explaining how societal processes and institutions...

Proponents of..., have also suggested that...

Subsequently, ...

Similarly, ...

The sentiment expressed in the quotation, embodies the view that, ...

This interpretation of, ... has not been without it's detractors however.

This approach is similar to the, .... position

This critique, unfortunately, implies a singular cause of, ...

This point is also sustained by the work of, ...

Thirdly, ...

This counter argument is supported by evidence from, ...

The use of the term, ...

Therefore, ...

There appears then to be an acceleration in the growth of

There is also, however, a further point to be considered.

These technological developments have greatly increased the growth in, ...

Thus, ...

To be able to understand, ...

Undoubtedly, ...

While such failures must not be discounted, ... there were in comparison small, when compared

Whilst the discussion in the preceding paragraph, ...

Whether crime rates were actually lower at this time continues to be a matter of debate. Evidence from...

There are an almost limitless number of linking phrases and words one can use. What is important is that they complement the style of your writing.

Use these examples to arouse your creativity.
Remember that you don't have to use them all the time. Using words like, 'therefore' 'subsequently' 'moreover' etc. for every new paragraph would probably become repetitive and detract from the key component of most academic work - critical analysis.
Finally, remember to succinctly, identify the key paragraphs and/or sections of your essay during your introductory paragraph. Then restate them along side an unambiguous position in your concluding paragraph. Again this will help to communicate a clear and understandable progression and structure, to those who read or mark your essay.

Best wishes.
S J Tonge.

# data[].attributes.attachment_link.title
How to begin a new paragraph. Useful linking words and phrases. " Essay writing help and study advice

# data[].attributes.attachment_link.description
It is a good idea to occasionally use linking words and phrases at the start of a new paragraph. They can help to link what you have said in the previous paragraph to what you are about to say in your new paragraph. These link words and phrases are often referred to as signposts.

# data[].attributes.attachment_link.readable_text
Personal opinion:

In my opinion/view, To my mind, To my way of thinking, I am convinced that, It strikes me that, It is my firm belief that, I am inclined to believe that, It seems to me that. As far as I am concerned, I think that the economic recession of the previous decade was foreseeable.

To list advantages and disadvantages:

One advantage of, Another advantage of, One other advantage of, A further advantage of, The main advantage of, The greatest advantage of. The first advantage of riding a motorbike in a large metropolis is that of not getting caught in major congestion.

To list points:

Firstly, First of all, In the first place, Secondly, Thirdly, Finally. To start/begin with, we have to address the inadequacies within the education system before we can tackle unemployment fully.

To add more points to the same topic:

What is more, Furthermore, Apart from this/that, In addition (to this), Moreover, Besides (this),... not to mention the fact that your choice of career is a fundamental decision which will influence the rest of your life. Not only is your choice of career a fundamental decision, but it is also one that will influence the rest of your life.Your choice of career is both a fundamental decision and something that will influence the rest of your life.

To refer to other sources:

With reference to, According to the latest scientific research, the use of mobile phones can be damaging to one's health in the long run.

To emphasise a point:

Indeed, Naturally, Clearly, Obviously, Of course, Needless to say, the scheme was hound to fail due to insufficient funds.

To give examples:

For instance, For example, by establishing day-care centres across the country, working mothers can he encouraged to resume their careers. By providing incentives such as, like day-care centres working mothers are encouraged to resume their careers. If working mothers are to resume their careers then the provision of incentives particularly, in particular, especially day-care centres is essential.

To state other people's opinion:

It is popularly believed that, People often claim that, It is often alleged that, Some people argue that, Many argue that, Most people feel that, Some people point out that wealth will bring happiness. Contrary to popular belief, wealth does not necessarily bring happiness.

To conclude:

Finally, Lastly, All in all, Taking everything into account/consideration, On the whole, All things considered, In conclusion, On balance, For the above mentioned reasons, Therefore I feel that, To sum up, it is unlikely that there will be peace in all the countries of the world concurrently.

Summarising:

In short, Briefly. To put it briefly, his performance on stage was fantastic!

Works consulted
Taken from "Successful Writing Proficiency" by Virginia Evans

# data[].attributes.attachment_link.description
Personal opinion: In my opinion/view, To my mind, To my way of thinking, I am convinced that, It strikes me that, It is my firm belief that, I am inclined to believe that, It seems to me that. As far as I am concerned, I think that the economic recession of the previous decade was foreseeable.

# data[].attributes.attachment_link.readable_text
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.

If you are having trouble locating a specific resource, please visit the search page or the Site Map.

The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction.

For more information about services for the Purdue University community, including one-to-one consultations, ESL conversation groups and workshops, please visit the Writing Lab site.

Mission

The Purdue University Writing Lab and Purdue Online Writing Lab (OWL) assist clients in their development as writers-no matter what their skill level-with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives. The Purdue OWL offers global support through online reference materials and services.

A Message From the Coordinator

The Purdue OWL is committed to supporting students and instructors of writing courses during this difficult time. For this reason, we've directed our staff to assemble resources that can be used in writing courses that have recently had to shift to digital instruction. We will add these to our Remote Teaching Resources section as they are produced. My sincerest thanks to our hard-working developers, without whom we would not be able to do this.

Please don't hesitate to contact me via my contact page if you're aware of any external resources that you think would help remote teachers.

All the best,
JFF

Spotlight Resource

May 4, 2020: We've added even more resources to our new Remote Teaching Resources section. If you're struggling to coordinate peer review activities in your online classroom, you might check out our Remote Peer Review Strategies page, which includes an awesome sample assignment prompt. If you're looking for more general information about shifting offline assignments to the digital realm, see our new Adapting Projects to Online Classrooms page. Major thanks to the talented Rachel Atherton for both of these pages. Even more to come in the near future!

Past spotlight resources can be found here.

Need Help Navigating the New Site?

Learn all about our navigation features here.

Social Media

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
(1)

Remember: an essay should not be merely a list of notes and sub-headings followed by a list of dashes (-) or stars (*) accompanied by one or two words and/or quotations from the text with no explanation of what they are doing there. An essay should be the development of argument, interpretation and analysis through extended and flowing narrative (see our sections on "How to write a paragraph" and "How to write an essay").

Using the right linking words helps you to organize what you have to say about a text. It also helps you introduce and develop the essential ideas that will form the basis of your essay in a tightly connected structure and as short a space as possible.
Linking words and other connecting devices help you carry over from one sentence to another, from one paragraph to another, in a way that allows the reader to better understand your ideas. Since your reader does not see the world exactly as you see it and does not necessarily make the same mental connections you make, linking words also help you to articulate your ideas and communicate them to other people in a way that supports a clear and persuasive argument.

Note that connecting words and phrases are aids to writing, not ends in themselves. Therefore, they should not be used excessively.

Exercise I:
In the following text, the linking words have been deleted. Try to reorganize the following sentences into a well-structured paragraph by choosing the most appropriate linking words from the list below. Remember that each point has to have some connection to the preceding one and the one to follow. The paragraph is not a complete text; it is excerpted from Elizabeth Grove-White's York Notes on Virginia Woolf's novel, To the Lighthouse:

In all novels incidents, actions, thought and descriptions are related, ------ narrated, by an agent who is known as a narrator. The reader, -------, sees the events of a novel to a greater or lesser degree through the eyes, ------- point of view, of the novel's narrator. It is obvious, -------, that the narrator is an extremely significant element in considering a novel, -------- it is the narrator who decides what to show or tell us, --------- what emphasis is to be placed on an event or character, -------- it is the narrator's language that describes events and characters.

[again, and, because, consequently, however, or, therefore, yet, whereas]

BAC1 students in English Literature MUSTclick HERE to do this exercise interactively and will have to enter their ULg "identifiant" and "mot de passe" to access the page. Others, whose work need not be monitored, can click here.
Exercise II: Though poorly written, the paragraph below is not completely nonsensical. However, it lacks the connective devices holding ideas together. Read the text carefully and try to work out how it can be improved by means of linking words and phrases. When you have made your choices, scroll down the page and click on the link to check your answers:
One effect of Virginia Woolf's choice of the multiple point of view narrative mode is immediately obvious when we examine the characters and characterisation of To the Lighthouse. These characters are observed in action, or reflected in the consciousness of themselves and others. Their very perspective on external reality serves to define them. We cannot speak with confidence of Mrs Ramsay's goodness without acknowledging the reservations imposed by herself and the other characters upon that goodness. We must take into account the characteristic quality of Mrs Ramsay's view of the world. It is impossible to make any clear-cut distinction between the characters in this novel and its narrative mode. Virginia Woolf's method of creating the characters in To the Lighthouse is a cumulative one. Our knowledge of the characters depends on the accumulated impressions of them we receive from their own reflections and observations and from the responses they elicit from the other characters. The reader is obliged to re-create for himself the characters of this novel.

Click here to see another version of the same paragraph, one in which the connective devices linking the sentences help readers move easily from one idea to another.
Exercise III: Read Philip Larkin's poem, "This Be the Verse" carefully. Write a short analysis of the poem (150 words) paying attention to Think about the key points and issues considered in the text.
(2)Select the ones that deserve to be included in that limited space. (See also our section on Relevance and Selection)
(3)Organize them into a logical sequence in the form of an outline or a diagram containing the basic ideas you intend to develop.
(4)Articulate your thoughts and arguments in a way that is clear, logical and persuasive with the help of the right linking words.
Commonly Used Connecting Words and Phrases

similarly, likewise, in a similar manner, like, in the same way, analogously

* To compare or show contrast:

however, nevertheless, rather, whereas, but, yet, on the other hand, on the contrary, by comparison, compared to, up against, balanced against, vis a vis, although, conversely, but, meanwhile, in contrast, after all, otherwise, alternatively.

* To express an alternative:

or, either . . . or, whether . . . or

* To express concession:

granted, naturally, of course, one may object that . . .

* To introduce a new point:

furthermore, moreover, in addition

* To place what you have just said in a particular context:

in this connection, in this perspective

* To add something:

and, again, and then, besides, equally important, finally, further, furthermore, next, what is more, moreover, as well as, in addition, first (second, etc.), not only . . . but

* To prove your point:

because, for, since, for the same reason, obviously, evidently, indeed, in fact, in any case, that is, demonstrably.

* To show cause and effect:

as a result, consequently, hence, due to, in view of, on account of, accordingly, for this reason, therefore.

* To give an example or an illustration:

for example, for instance, in this case, in another case, take the case of, to illustrate, as an illustration, to take another example, namely, that is, as shown by, as illustrated by, as expressed by.

* To repeat, insist and/or refer back to an earlier point:

as I have said, in brief, as I have noted, as suggested above, as has been noted

* To emphasize:

definitely, extremely, indeed, absolutely, positively, obviously, naturally, always, never, surprisingly, emphatically, without a doubt, certainly, undeniably, without reservation, perenially, forever.

* To conclude a paragraph or an essay:

thus, lastly, to conclude, in conclusion, as I have shown, as I have said

The words listed in each section have different meanings and are not interchangeable. If you have doubts as to the exact meaning of a connective, check them in your dictionary and/or in the "Essay writing" section of your Robert & Collins.

More exercises on linking words: BAC1 students in English Literature should click HERE to do these supplementary exercises interactively. The ULg "identifiant" and "mot de passe" is required to access the page. Others, whose work need not be monitored, should click here.
its basic ideas, its main thesis, supporting arguments and conclusion(s) (see also our section on Paragraphs). Before you begin this exercise, you may want to keep the following recommendations in mind:

# data[].attributes.attachment_link.description
(1) Remember: an essay should not be merely a list of notes and sub-headings followed by a list of dashes (-) or stars (*) accompanied by one or two words and/or quotations from the text with no explanation of what they are doing there.

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

Transitional Words

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

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

Agreement / Addition / Similarity

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

Opposition / Limitation / Contradiction

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

Cause / Condition / Purpose

These transitional phrases present specific conditions or intentions.

Examples / Support / Emphasis

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

Effect / Consequence / Result

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

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

as a result

under those circumstances

in that case

for this reason

in effect

for

thus

because the

then

hence

consequently

therefore

thereupon

forthwith

accordingly

henceforth

Conclusion / Summary / Restatement

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

as can be seen

generally speaking

in the final analysis

all things considered

as shown above

in the long run

given these points

as has been noted

in a word

for the most part

by and large

to sum up

on the whole

in any event

in either case

all in all

Obviously

Ultimately

Definitely

Time / Chronology / Sequence

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

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

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

Space / Location / Place

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

List of Transition Words

Transition Words are also sometimes called (or put in the category of) Connecting Words. Please feel free to download them via this link to the category page:
Linking Words & Connecting Words as a PDF.

It contains all the transition words listed on this site. The image to the left gives you an impression how it looks like.

Usage of Transition Words in Essays

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

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

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

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

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

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

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

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

# data[].attributes.attachment_link.keywords[]
transition words list connecting  transitional transitions phrases  sentences example rule comma semicolon

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