connecting words in research

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Effective Transition Words for Research Papers

What are transition words in academic writing?

A transition is a change from one idea to another idea in writing or speaking and can be achieved using transition terms or phrases. These transitions are usually placed at the beginning of sentences, independent clauses, and paragraphs and thus establish a specific relationship between ideas or groups of ideas. Transitions are used to enhance cohesion in your paper and make its logical development clearer to readers.

Types of Transition Words

Transitions accomplish many different objectives. We can divide all transitions into four basic categories:

• Additive transitions  signal to the reader that you are adding or referencing information
• Adversative transitions  indicate conflict or disagreement between pieces of information
• Causal transitions  point to consequences and show cause-and-effect relationships
• Sequential transitions  clarify the order and sequence of information and the overall structure of the paper

Additive Transitions

These terms signal that new information is being added (between both sentences and paragraphs), introduce or highlight information, refer to something that was just mentioned, add a similar situation, or identify certain information as important.

Adversative Transitions

These terms and phrases distinguish facts, arguments, and other information, whether by contrasting and showing differences; by conceding points or making counterarguments; by dismissing the importance of a fact or argument; or replacing and suggesting alternatives.

Causal Transitions

These terms and phrases signal the reasons, conditions, purposes, circumstances, and cause-and-effect relationships. These transitions often come after an important point in the research paper has been established or to explore hypothetical relationships or circumstances.

Sequential Transitions

These transition terms and phrases organize your paper by numerical sequence; by showing continuation in thought or action; by referring to previously-mentioned information; by indicating digressions; and, finally, by concluding and summing up your paper. Sequential transitions are essential to creating structure and helping the reader understand the logical development through your paper’s methods, results, and analysis.

How to Choose Transitions in Academic Writing

Transitions are commonplace elements in writing, but they are also powerful tools that can be abused or misapplied if one isn’t careful. Here are some ways to ensure you are using transitions effectively.

• Check for overused, awkward, or absent transitions during the paper editing process. Don’t spend too much time trying to find the “perfect” transition while writing the paper.
• When you find a suitable place where a transition could connect ideas, establish relationships, and make it easier for the reader to understand your point, use the list to find a suitable transition term or phrase.
• Similarly, if you have repeated some terms again and again, find a substitute transition from the list and use that instead. This will help vary your writing and enhance the communication of ideas.
• Read the beginning of each paragraph. Did you include a transition? If not, look at the information in that paragraph and the preceding paragraph and ask yourself: “How does this information connect?” Then locate the best transition from the list.
• Check the structure of your paper—are your ideas clearly laid out in order? You should be able to locate sequence terms such as “first,” “second,” “following this,” “another,” “in addition,” “finally,” “in conclusion,” etc. These terms will help outline your paper for the reader.

For more helpful information on academic writing and the journal publication process, visit Wordvice’s  Academic Resources  Page. And be sure to check out Wordvice’s professional English editing services if you are looking for  paper editing and proofreading  after composing your academic document.

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Other Resources Around the Web

• MSU Writing Center.  Transition Words.
• UW-Madison Writing Center.  Transition Words and Phrases.

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

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

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

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

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

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

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

Linking/Transition Words

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

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

Linking words: conjunctions

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

Conciseness / redundant words

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

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

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

Need to know more...

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

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

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

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

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

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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

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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

75 linking words for academic writing (+examples)

Linking words play an important role in academic writing: They connect different paragraphs, sections or ideas in a text. Therefore, they considerably improve the readability and argumentation of academic texts such as a thesis, dissertation, essay or journal publication. This list of 75 linking words includes examples of how they can be used in academic writing.

Disclosure: This post may contain affiliate links, which means I may earn a small commission if you make a purchase using the links below at no additional cost to you . I only recommend products or services that I truly believe can benefit my audience. As always, my opinions are my own.

Linking words expressing order and sequence in academic writing

Linking words expressing additions in academic writing, linking words expressing cause and effect in academic writing, linking words expressing contrasts and comparisons in academic writing, linking words expressing emphasis in academic writing, linking words expressing illustrations in academic writing, linking words expressing summaries and conclusions in academic writing, linking words expressing conditionality in academic writing, linking words expressing generalisations in academic writing, linking words expressing concessions in academic writing.

1. First(ly), second(ly), third(ly)

Example: First, I review the existing literature on cross-border collaboration. Second, I explain the methodology …

Example: The thesis starts with a literature review. Next, I describe the case study design.

Example: Finally, recommendations for future research are presented.

4. Subsequently

Example: Study participants underwent several experiments and were subsequently examined.

5. Afterwards

Example: The event increased public awareness of this issue. Afterwards, politicians debated it more openly.

6. Eventually

Example: Eventually, this led to the creation of a social movement.

Example: Before scientists discovered the role of neurons in information processing, they assumed that…

8. Previously

Example: Previously, scholars believed that nurture was the most important factor in a child’s development.

Example: Scholars examine the causes and effects of poverty.

10. Furthermore

Example: Furthermore, the data illustrates the number of chemicals that can be found in drinking water.

11. Additionally

Example: Additionally, the interviewee lamented a lack of attention to his work.

12. As well as

Example: Scholars utilise qualitative as well as quantitative methods to study this phenomenon.

13. Besides

Example: Besides the public outreach component, we wrote a handbook to disseminate the research results in the academic community.

Example: The financial compensation was also appreciated by the study participants.

15. Moreover

Example: Moreover, interviewees were asked to describe their own experiences.

You may also like: How to paraphrase a quote: 4 simple strategies

16. Because

Example: This theory was ultimately rejected because it was built on a flawed dataset.

Example: The outcomes improved since different parties joined forces.

Example: As the number of studies increases, better conclusions can be drawn.

Example: Scientists realised that the data analysis had flaws. So they decided not to run the same data analysis again.

20. Therefore

Example: Many researchers have conducted this experiment with similar results. Therefore, this theory can be debunked.

21. Consequently

Example: The literature highlights the importance of age and physical fitness. Consequently, these factors will be investigated further.

Example: Due to a low response rate, the study’s validity is low.

23. Nevertheless

Example: One academic study found the opposite results. Nevertheless, it can be argued that…

Example: Many scholars have explored this issue. Yet, to date, no inclusive framework exists to explain…

25. Although

Example: Although a confidentiality agreement was provided, study participants were hesitant to disclose private information.

26. In spite of

Example: In spite of the different study contexts, all experiments pointed to similar results.

27. Whereas

Example: People often stated that they are aware of the rules whereas they behaved as if they did not.

Example: While older studies often emphasise structural effects, newer ones tend to highlight the role of agency.

29. In contrast

Example: In contrast to previous findings, my analysis shows that…

30. Similarly

Example: One study found that the majority of residents in disadvantaged areas do not have access to sufficient resources. Similarly, my research revealed that most residents live too far away from the services and resources they would need to climb the social ladder.

31. Equally

Example: E qually important, however, is the role of personal beliefs in decision-making processes.

32. Likewise

Example: The interviewee considered this issue important and expected his colleagues to do likewise.

33. On the other hand

Example: On the one hand, research in this field advanced considerably in the last 20 years. On the other hand, a lot remains unclear.

Example: Unlike social scientists, physical scientists often conduct laboratory examinations.

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35. Particularly

Example: Particularly relevant for this study is the molecular orbital theory.

36. Especially

Example: Especially younger interviewees expressed dissatisfaction with the status quo.

37. Above all

Example: Above all, this method can generate better insights into the physical processes at hand.

Example: Indeed, motivation turned out to be a defining factor of academic success.

38. Clearly

Example: Clearly, these scholars were not aware of recent advances in medical sciences.

39. Definitely

Example: This was definitely the most important event of the year.

40. Importantly

Example: More importantly, the findings underscore the importance of conflict resolution.

41. Undoubtedly

Example: Undoubtedly, all stakeholders had good intentions.

42. Obviously

Example: Obviously it is too early to draw final conclusions.

43. Of course

Example: Of course, this study should be replicated in a different context.

44. Surprisingly

Example: Surprisingly, all results were unambiguous.

45. Such as

Example: Scientists have explored different parts of the problem, such as CO2 emissions and hydrological processes.

46. For example

Example: Many interviewees were nervous. For example, when asked to describe the event, some of them started to stutter.

47. For instance

Example: Scholars have criticised this approach for different reasons. For instance, they argued that qualitative methods are insufficient to draw generalisable conclusions.

48. In this case

Example: Difficulties arise when no study participants can be found. In this case, alternative methods should be considered.

50. To conclude

Example: To conclude, the empirical analysis supports previous research findings.

51. In conclusion

Example: In conclusion, the reviewed literature highlights a clear research gap.

52. To sum up

Example: To sum up, a mixed methods approach is a better choice than a purely quantitative one.

53. In summary

Example: In summary, it is my opinion that conditions should be improved.

54. In short

Example: In short, scholars call for more research on climate change mitigation.

55. Altogether

Example: Altogether, these examples support the main argument.

Example: Energy supply became a growing problem. Thus, new policies were implemented.

Example: The first dataset was incomplete. Hence, a new dataset had to be developed.

Example: Unless stated otherwise, I refer to the concept as…

59. As long as

Example: As long as the conditions do not change, the results should remain stable.

Example: If scientists study this phenomenon in the future, they should pay attention to structural drivers.

61. Provided that

Example: Provided that nothing changes, the effects on society will be negative.

Example: Should the distribution change, it is fair to expect…

63. Even if

Example: Even if more experiments are conducted, human behaviour remains hard to predict.

Example: Often, this issue was flagged by interviewees themselves.

65. Commonly

Example: Commonly, this criterion is used for categorising plants.

66. Overall

Example: Overall the data confirmed the hypothesis.

67. Typically

Example: Typically emotions run high in such situations.

68. Generally

Example: Generally speaking, scholars address this issue from two angles.

Example: Mainly researchers in the global North discuss this phenomenon.

Example: Mostly, these results cannot be replicated outside of the lab.

71. Even if

Example: This is hard to prove. Even if the study sample is large enough.

72. Regardless of

Example: Regardless of their genetic makeup, mice showcased the same symptoms.

Example: Albeit experiencing setbacks, successful students do not get discouraged.

74. Admittedly

Example: Admittedly, the validity of this study should be increased.

75. Nonetheless

Example: Nonetheless, this study can be seen as a valuable contribution to the international literature.

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Effective Transitions in Research Manuscripts

• Peer Review
• A transition is a word or phrase that connects consecutive sentences or paragraphs
• Transitions can strengthen your argument by joining ideas and clarifying parts of your manuscript

Updated on June 25, 2013

A transition is a word or phrase that connects consecutive sentences or paragraphs. Effective transitions can clarify the logical flow of your ideas and thus strengthen your argument or explanation. Here, two main transitional tools are discussed: demonstrative pronouns and introductory terms.

Demonstrative pronouns

The demonstrative pronouns this , that , these , and those can be used to emphasize the relationship between adjacent sentences. For example, “Western blotting is a widely used method. This [technique] is favored by protein biochemists.” The use of This or This technique rather than The technique helps to connect the two sentences, indicating that Western blotting is still being discussed in the second sentence. Note that the inclusion of a noun ( technique ) after the pronoun ( this ) decreases ambiguity .

Introductory words or phrases

These transitions are placed at the beginning of the second sentence and are often followed by a comma to improve readability. Introductory words and phrases are distinct from coordinating conjunctions ( and , but , for , nor , or , so , yet ), which are used to bridge two independent clauses within a single sentence rather than two separate sentences. These conjunctions should not be placed at the beginning of a sentence in formal writing. Below are several examples of transitional words and phrases that are frequently used in academic writing, including potential replacements for common informal terms:

To learn more about the special usage of the italicized terms in the table, please see our post on introductory phrases .

Keep in mind that transitions that are similar in meaning are not necessarily interchangeable (such as in conclusion and thus ). A few other transitional words may be particularly helpful when writing lists or describing sequential processes, such as in the methods section of a research paper: next , then , meanwhile , first , second , third , and finally .

In sum, transitions are small additions that can substantially improve the flow of your ideas. However, if your manuscript is not well organized, transitions will not be sufficient to ensure your reader's understanding, so be sure to outline the progression of your ideas before writing.

We hope that this editing tip will help you to integrate effective transitions into your writing. Keep in mind - AJE's English Editing Service specializes in word choice and grammar. Utilize our service for professional help. As always, please email us at [email protected] with any questions.

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Link words: connecting phrases and sentences together

• First Online: 01 January 2012

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• Adrian Wallwork 2  

Part of the book series: English for Academic Research ((EAR))

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Wallwork, A. (2013). Link words: connecting phrases and sentences together. In: English for Academic Research: Writing Exercises. English for Academic Research. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-4298-1_4

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Paragraphs, flow and connecting methods

Paragraphs: the basics.

A paragraph is not just something that appears when a string of sentences seems to be getting too long, and you decide to hit the return key! (Yes, I’ve done this!) A good paragraph needs careful construction. Ideally, a paragraph has the following characteristics:

• Contains a group of related ideas conveyed in sentences (each sentence is an individual idea)
• Sentences are in a logical order: most important to least important, earliest to latest …
• Sentences flow from one to the next (see below)
• Introduced by a ‘topic’ sentence
• Concluded with a ‘wrapping up’ sentence.

Paragraphs: flow from one sentence to the next

In the following paragraph, you will see a topic sentence followed by a series of related ideas in a logical sequence. The sentences are all constructed in a similar way, which makes them seem monotonous. The sentences seem ‘jerky’ and do not flow nicely from one to the next. Further, the paragraph lacks a good ‘wrapping up’ sentence:

The impact of screen time on psychological health is controversial. Smartphone use in younger people has consistently increased in recent years. Controversy always arises around the appropriate use of new disruptive technology. The arguments often collapse into scaremongering claims. We remain influenced by correlational findings. The confusion continues. We need to critically appraise current research. We need to identify the key questions. We need to determine what research is needed to answer these questions.

Compare with this edited version:

The impact of screen time on psychological health is controversial. In recent years, smartphone use in younger people has consistently increased. Controversy always arises around the appropriate use of new disruptive technology. However, the arguments often collapse into scaremongering claims, and we remain influenced by correlational findings. Consequently, the confusion continues. To progress, we need to critically appraise current research, identify the key questions and determine what research is needed to answer these questions.

The following techniques have been used to improve the impact and flow of the paragraph:

• The beginning of some (but not all) sentences has been changed to add linking words and phrases (see table below).
• Some short sentences (containing related ideas) have been joined together, without making the resulting sentences too long.
• A more memorable, concluding (wrapping up) sentence has been constructed from the last three sentences using ‘parallel construction’.  Parallel construction is when a list is presented in which each element of the list is written with the same grammatical construction. So … ‘appraise … identify … determine …’ are all verbs in the present tense.

Examples of connecting / linking words and phrases

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• Writing effectively

Connecting ideas

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

What is cohesion?

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

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

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

How can I create cohesion?

Let’s look at types of cohesive devices.

Linking words

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

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

If, in that case, provided that, unless.

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

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

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

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

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

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

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

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

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

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

A note about presentation and style

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

Referring backwards

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

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

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

In the example above:

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

Looking forward

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

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

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

Connecting paragraphs

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

Example (from beginning of previous paragraph):

• One of the main advantages of X is…

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

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

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

Checking for paragraph links in your own work

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

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

Strategies to improve cohesion

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

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Get tailored advice from an Academic Skills Adviser by booking an Individual appointment, or get quick feedback from one of our Academic Writing Mentors via email through our Writing advice service.

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100 Linking words for Research Paper Writing

Connective words to link sentences

Table of contents

Linking words for “showing cause”, sentence linking words for “showing effect”, keywords for “adding more information”, linking words for “expressing condition”, marking time – keywords, keywords for “space and time”, “order of sequence” – keywords, “comparison” – keywords, keywords to sginal “example”, “concluding” – keywords.

The most difficult thing in writing a research paper is to maintain the flow of the work with easy understanding to readers. One of the important reasons for this difficulty is the lack of sentence linking words or misplaced connecting keywords. In this article, we are going to find out the 100 connective writing keywords for a research paper .

• As a result
• Consequently
• For this reason
• The reason why
• Furthermore
• In addition
• What’s more
• Provided that
• To begin with
• Simultaneously
• First of all
• At the same time
• Following this
• Subsequently
• To the right
• On the other side
• In the background
• directly ahead
• Along the wall
• As you turn right
• Across the wall
• At this point adjacent to
• From here on
• Last of all
• In the same manner
• For example
• For instance
• To illustrate
• To be specific
• Just as important
• In the same way
• To summarize
• In conclusion
• To conclude with

Hope, this list of connecting keywords support you to construct an unbreakable meaningful paragraph by connecting various sentences.

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Writing Studio

Connecting research to your writing.

In an effort to make our handouts more accessible, we have begun converting our PDF handouts to web pages. Download this page as a PDF: Connecting Research to Your Writing Return to Writing Studio Handouts

Integrating the research that you have done with your own ideas is paramount in composing a research paper; don’t just leave others’ ideas hanging or assume that the reader sees the same connections that you do.

Make sure that every source you present is directly related to your research question, and explain this connection to your reader . Establish what your argument is, why you are making it, and how it differs from what others have said.

Four Ways to Incorporate Data or Ideas from Other Sources Into a Research Paper

1. as a means to extend your thinking.

After presenting an author’s ideas, show how these ideas lead you to your own conclusions about the topic.

“Although X does not say so [directly/explicitly], she apparently assumes that _____. Based on this research, I will argue _____.”

“X’s claim that _____ rests upon the questionable assumption that _____. While other scholarly authors have sided with X’s claim, I will argue, instead, that _____.”

2. As Evidence or Example

Use others’ research to support the argument you are making.

“Although X seems trivial, it is in fact crucial in terms of today’s concerns about _____. As my argument will highlight, _____ is of utmost importance for _____.”

“I agree with X’s view that _____ because, as recent research has shown, _____. These ideas support my argument that _____.”

3. As Counter-Evidence or Counter-Example

Good arguments will generally account for counter-claims. In your research, you may encounter ideas that (in your view) are oversimplified or make incorrect assumptions. Ask yourself, “Why do intelligent, rational people tend to make this argument? Why is my argument better? What data, information, or concepts are those other people overlooking?”

“Yet is it always true that _____? Is it always the case, as I have been suggesting, that _____?”

“Some readers might challenge my view that _____. After all, many believe that _____. Indeed, my own argument that _____ seems to ignore _____ and _____.”

4. As Opportunity for Analysis or Interpretation

If, for example, one of your sources is especially interesting or important, you may want to analyze and interpret it in depth.

“Although I [agree/disagree] with X up to a point, I cannot [accept/fully endorse] his overall conclusion that _____.”

“While it is true that _____, it does not necessarily follow that _____.”

“Whereas X provides ample evidence that _____, Y and Z’s research on _____ and _____ convinces me that _____ instead.”

It is totally okay, and likely, that you will not use all elements of all the research you found! If it doesn’t fit within the scope of your paper, let it go. Including excess information will only confuse your reader about the central points of your paper.

Which Citation Style Should I Use?

If you’re not sure which format to use, ask your professor! The Writing Studio also has guidebooks to help you with appropriate citation for each of these formats.

Sources Consulted in the Making of this Resource:  The material on this page was adapted from Bruce Ballenger’s The Curious Researcher: A Guide to Writing Research Papers , Fourth Edition. New York: Pearson Longman, 2004, and They Say/I Say: The Moves That Matter in Academic Writing by Gerald Graff and Cathy Birkenstein. New York: WW Norton & Co., 2006.

Last revised: 7/2007 | Adapted for web delivery: 2/2021

In order to access certain content on this page, you may need to download Adobe Acrobat Reader or an equivalent PDF viewer software.

50 linking words to use in academic writing

It’s very common for students to use long words they don’t understand very well in their essays and theses because they have a certain idea of what academic writing should be. Many students believe that academic writing is wordy and convoluted, and uses a lot of jargon. This leads many students to fall into a trap of imagining that the longer the word, the more impressive and intelligent their writing will seem.

We often see long sentences and multisyllabic words where shorter sentences and simpler words would do. Some students even use Microsoft Word’s thesaurus function to replace a common word with a more complicated word. This is a risky move, because unless you’re very careful, the new word may not carry quite the same meaning as the original, even if it’s similar.

The result can range from funny to confusing, which defeats the purpose of academic writing: to be as clear and concise as possible, using just the right words to convey your argument. Using uncommon words, instead of making your paper seem smarter, generally detracts from your ideas.

To avoid this, using linking or transition words that signpost your arguments can help to clarify your views and show the reader what to expect from certain paragraphs or sentences. These words give structure to the whole, helping you to organise your ideas and assist the reader in understanding them.

We have prepared some flashcards containing linking words you can use in academic writing.

CLICK HERE to download these FREE flashcards

Below is a handy list of words that are both useful and appropriate to academic language.

Describing similarities

Correspondingly

Not only… but also

In the same way

Showing cause and effect

Consequently

As a result

Hence (never ‘hence why’)

Since (try to avoid ‘as’ when showing cause and effect)

Accordingly

This suggests that

It follows that

For this reason

Comparing and contrasting

Alternatively

On the other hand

On the contrary

Showing limitation or contradiction

Despite/in spite of

While (not whilst!)

Nevertheless

Nonetheless

Emphasis, addition or examples

To illustrate

Further (not ‘furthermore’)

First, second and third (not firstly, secondly and thirdly)

For instance

In addition

To summarise

It can be concluded that

As can be seen

Given the above

As described

The best way to get better at writing academic language is to read academic writing. You’ll pick up all sorts of useful tips from published papers in your area of study.

Updated 31 January 2023 Ellen McRae, PhD, AE (IPEd), MNZSTI Senior Managing Editor

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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.

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50 Useful Academic Words & Phrases for Research

Like all good writing, writing an academic paper takes a certain level of skill to express your ideas and arguments in a way that is natural and that meets a level of academic sophistication. The terms, expressions, and phrases you use in your research paper must be of an appropriate level to be submitted to academic journals.

Therefore, authors need to know which verbs , nouns , and phrases to apply to create a paper that is not only easy to understand, but which conveys an understanding of academic conventions. Using the correct terminology and usage shows journal editors and fellow researchers that you are a competent writer and thinker, while using non-academic language might make them question your writing ability, as well as your critical reasoning skills.

What are academic words and phrases?

One way to understand what constitutes good academic writing is to read a lot of published research to find patterns of usage in different contexts. However, it may take an author countless hours of reading and might not be the most helpful advice when faced with an upcoming deadline on a manuscript draft.

Briefly, “academic” language includes terms, phrases, expressions, transitions, and sometimes symbols and abbreviations that help the pieces of an academic text fit together. When writing an academic text–whether it is a book report, annotated bibliography, research paper, research poster, lab report, research proposal, thesis, or manuscript for publication–authors must follow academic writing conventions. You can often find handy academic writing tips and guidelines by consulting the style manual of the text you are writing (i.e., APA Style , MLA Style , or Chicago Style ).

However, sometimes it can be helpful to have a list of academic words and expressions like the ones in this article to use as a “cheat sheet” for substituting the better term in a given context.

How to Choose the Best Academic Terms

You can think of writing “academically” as writing in a way that conveys one’s meaning effectively but concisely. For instance, while the term “take a look at” is a perfectly fine way to express an action in everyday English, a term like “analyze” would certainly be more suitable in most academic contexts. It takes up fewer words on the page and is used much more often in published academic papers.

You can use one handy guideline when choosing the most academic term: When faced with a choice between two different terms, use the Latinate version of the term. Here is a brief list of common verbs versus their academic counterparts:

Although this can be a useful tip to help academic authors, it can be difficult to memorize dozens of Latinate verbs. Using an AI paraphrasing tool or proofreading tool can help you instantly find more appropriate academic terms, so consider using such revision tools while you draft to improve your writing.

Top 50 Words and Phrases for Different Sections in a Research Paper

The “Latinate verb rule” is just one tool in your arsenal of academic writing, and there are many more out there. But to make the process of finding academic language a bit easier for you, we have compiled a list of 50 vital academic words and phrases, divided into specific categories and use cases, each with an explanation and contextual example.

Best Words and Phrases to use in an Introduction section

1. historically.

An adverb used to indicate a time perspective, especially when describing the background of a given topic.

2. In recent years

A temporal marker emphasizing recent developments, often used at the very beginning of your Introduction section.

3. It is widely acknowledged that

A “form phrase” indicating a broad consensus among researchers and/or the general public. Often used in the literature review section to build upon a foundation of established scientific knowledge.

4. There has been growing interest in

Highlights increasing attention to a topic and tells the reader why your study might be important to this field of research.

5. Preliminary observations indicate

Shares early insights or findings while hedging on making any definitive conclusions. Modal verbs like may , might , and could are often used with this expression.

6. This study aims to

Describes the goal of the research and is a form phrase very often used in the research objective or even the hypothesis of a research paper .

7. Despite its significance

Highlights the importance of a matter that might be overlooked. It is also frequently used in the rationale of the study section to show how your study’s aim and scope build on previous studies.

8. While numerous studies have focused on

Indicates the existing body of work on a topic while pointing to the shortcomings of certain aspects of that research. Helps focus the reader on the question, “What is missing from our knowledge of this topic?” This is often used alongside the statement of the problem in research papers.

9. The purpose of this research is

A form phrase that directly states the aim of the study.

10. The question arises (about/whether)

Poses a query or research problem statement for the reader to acknowledge.

Best Words and Phrases for Clarifying Information

11. in other words.

Introduces a synopsis or the rephrasing of a statement for clarity. This is often used in the Discussion section statement to explain the implications of the study .

12. That is to say

Provides clarification, similar to “in other words.”

13. To put it simply

Simplifies a complex idea, often for a more general readership.

14. To clarify

Specifically indicates to the reader a direct elaboration of a previous point.

15. More specifically

Narrows down a general statement from a broader one. Often used in the Discussion section to clarify the meaning of a specific result.

16. To elaborate

Expands on a point made previously.

17. In detail

Indicates a deeper dive into information.

Points out specifics. Similar meaning to “specifically” or “especially.”

19. This means that

Explains implications and/or interprets the meaning of the Results section .

20. Moreover

Expands a prior point to a broader one that shows the greater context or wider argument.

Best Words and Phrases for Giving Examples

21. for instance.

Provides a specific case that fits into the point being made.

22. As an illustration

Demonstrates a point in full or in part.

23. To illustrate

Shows a clear picture of the point being made.

24. For example

Presents a particular instance. Same meaning as “for instance.”

25. Such as

Lists specifics that comprise a broader category or assertion being made.

26. Including

Offers examples as part of a larger list.

27. Notably

Adverb highlighting an important example. Similar meaning to “especially.”

28. Especially

Adverb that emphasizes a significant instance.

29. In particular

Draws attention to a specific point.

30. To name a few

Indicates examples than previously mentioned are about to be named.

Best Words and Phrases for Comparing and Contrasting

31. however.

Introduces a contrasting idea.

32. On the other hand

Highlights an alternative view or fact.

33. Conversely

Indicates an opposing or reversed idea to the one just mentioned.

34. Similarly

Shows likeness or parallels between two ideas, objects, or situations.

35. Likewise

Indicates agreement with a previous point.

36. In contrast

Draws a distinction between two points.

37. Nevertheless

Introduces a contrasting point, despite what has been said.

38. Whereas

Compares two distinct entities or ideas.

Indicates a contrast between two points.

Signals an unexpected contrast.

Best Words and Phrases to use in a Conclusion section

41. in conclusion.

Signifies the beginning of the closing argument.

42. To sum up

Offers a brief summary.

43. In summary

Signals a concise recap.

44. Ultimately

Reflects the final or main point.

45. Overall

Gives a general concluding statement.

Indicates a resulting conclusion.

Demonstrates a logical conclusion.

48. Therefore

Connects a cause and its effect.

49. It can be concluded that

Clearly states a conclusion derived from the data.

50. Taking everything into consideration

Reflects on all the discussed points before concluding.

Edit Your Research Terms and Phrases Before Submission

Using these phrases in the proper places in your research papers can enhance the clarity, flow, and persuasiveness of your writing, especially in the Introduction section and Discussion section, which together make up the majority of your paper’s text in most academic domains.

However, it's vital to ensure each phrase is contextually appropriate to avoid redundancy or misinterpretation. As mentioned at the top of this article, the best way to do this is to 1) use an AI text editor , free AI paraphrasing tool or AI proofreading tool while you draft to enhance your writing, and 2) consult a professional proofreading service like Wordvice, which has human editors well versed in the terminology and conventions of the specific subject area of your academic documents.

For more detailed information on using AI tools to write a research paper and the best AI tools for research , check out the Wordvice AI Blog .

April 16, 2024

How Our Thoughts Shape the Way Spoken Words Evolve

What makes a word survive or go extinct?

By Anvita Patwardhan

Thomas Fuchs

Charles Darwin found inspiration for his theory of evolution in birds’ beaks, giant tortoise shells—and language. “The survival or preservation of certain favored words in the struggle for existence is natural selection,” he wrote in The Descent of Man in 1871.

Language gradually shifts over time. Much research examines how social and environmental factors influence language change , but very little grapples with the forces of human cognitive selection that fix certain words into the lexicon. For an extensive new study, published in the Proceedings of the National Academy of Sciences USA , scientists investigated just that.

In an experiment much like a game of telephone, thousands of participants read English-language stories and rewrote them to be read by other participants, who then rewrote them for others. Only certain words from the first stories survived in the final versions. Researchers analyzed the word types speakers consistently favored, theorizing that such preferences drive language change over time. The scientists also separately analyzed two large collections of English historical texts from the past two centuries, containing more than 40 billion words—again seeing only certain types survive.

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The results converged to show three properties that give words an “evolutionary advantage” by helping them stick in the brain: First, words typically acquired at an early age (such as “hand,” “uncle” or “today”) are stabler. Next, concrete words linger better than abstract ones: “dog” persists longer than “animal,” which persists longer than “organism.” Lastly, emotionally exciting words—whether negative or positive—tend to endure.

Early language-evolution models assumed that language becomes increasingly complex over time. But Indiana University Bloomington cognitive scientist and study co-author Fritz Breithaupt says the new study supports a more recent theory that language ultimately gets more efficient and easier to understand. Still, as the study notes, “the English language is not baby talk.” Breithaupt explains: “Yes, we shift toward simple language, but then we also grab complex language that we need.” New words that address the intricacies of modern life may somewhat balance out this shift.

The proposed trend toward “simpler” language is controversial. Columbia University linguist John McWhorter more or less agrees with the study’s results about evolutionary advantages within language. He questions, however, implications regarding the overall efficiency of English—a language he says contains things like “needlessly complex” grammatical vestiges. “There are about five ways to indicate the future in English,” he says. “I pity anybody who doesn’t grow up with it natively” and wants to learn it.

Study lead author Ying Li, a psychologist at the Chinese Academy of Sciences and a non-native English speaker, notes that English had even more perplexing grammar in the past. McWhorter, Li supposes, “would complain more if he traveled back 800 years ago.”

University of Utah researcher faked data for years, according to investigators

Gian-stefano brigidi was highly regarded among neuroscientists for his work on how life experiences change the brain. but a federal office found he manipulated his data..

(Francisco Kjolseth | The Salt Lake Tribune) University of Utah research park is pictured on Thursday, Oct. 27, 2022. A neuroscience researcher at the school was fund to have manipulated data in his studies of the brain, according to federal investigators.

A former University of Utah neuroscientist — who was regarded in the field as a “visionary” — manipulated results and faked data in his research for years, according to the findings of a federal investigation.

The report on the misconduct from the U.S. Office of Research Integrity states that Gian-Stefano Brigidi used at least 43 fabricated numbers across several scientific presentations, a handful of grant applications and one published paper in the peer-reviewed journal “Cell.” Using that faked data, he was awarded more than $1 million in federal funding.

The U. stated this week that Brigidi no longer works at the school, but declined to comment further on his employment or the findings from investigators. Brigidi, who was widely considered a creative thinker in the study of the brain, was first hired as an assistant professor at the school in January 2021. His tenure there ended in August 2023, a spokesperson confirmed.

Prior to working at the U., Brigidi was a postdoctoral fellow in a lab at the University of California San Diego, as well as an assistant professor there.

Brigidi told The Transmitter — a publication that writes about neuroscience research and first reported on the faked data — that no misconduct happened during his time at the U., though the federal report shows that he continued to use the numbers in Utah that he had originally manipulated while in California. He did not respond to requests for comment from The Salt Lake Tribune.

Both the U. and UC San Diego did their own analyses of his work, which also confirmed the research misconduct that has called into question years of Brigidi’s work. And it provides a glimpse into the oversight of research and the rigorous process for when allegations arise that research is not based on real results.

“Allegations of misconduct can come through many channels, and as soon as we are aware of an allegation, UC San Diego’s Office of Research Compliance and Integrity begins our inquiry,” a spokesperson for the California school said in an email to The Tribune.

The faculty leader of the Bloodgood Lab at UC San Diego , Brenda Bloodgood, did not respond to a request for comment. Her lab is renowned for its studies of how experiences shape the neurons of the brain — work that Brigidi was continuing in his position at the U. and for which he was also awarded hundreds of thousands of dollars in funding.

Currently, his picture remains with the noted alumni on the Bloodgood Lab’s website . His staff page has been removed from the U.’s site.

Brigidi specifically was heralded by the National Institutes of Health in 2021 , a few months after joining the U.’s faculty, for his “highly innovative” project on how the electrical circuitry of the human brain is altered by memories or behaviors — such as having a kid or earning a promotion.

The idea was that significant experiences leave a mark on a molecular level, according to the announcement of the award.

The U. has since requested the National Institutes of Health to terminate that $1.37 million grant.

It’s unclear what happens to other funding awarded to Brigidi through the U.S. Public Health Service.

The research office’s report states that Brigidi “knowingly or intentionally manipulated” graphs, figures and images in presentations and posters over seven years, from 2015 to 2022.

Now, he has entered into a voluntary agreement that will require his research at future jobs to be supervised by two or three senior faculty members for the next five years. If he submits any applications for federal funding, the institution employing him must include a certification that the research is “based on actual experiments.”

Brigidi must also correct or retract the paper he published in “Cell” in 2019.

This is the second time in the last two years that a faculty member at the University of Utah has been cited by the federal Office of Research Integrity for misconduct. Last year, Ivana Frech, a former assistant professor in the U.’s School of Medicine, was also found to have manipulated data by altering images in her work about cellular iron regulation.

“ORI found that these acts constitute a significant departure from accepted practices of the relevant research community,” the office wrote in that report.

Frech is no longer employed by the U., with her last day there in October 2013. It’s unclear why the investigation into image manipulation came a decade after that. But she will be required to retract or correct her findings that were also published in “Cell.” Frech did not respond to a request for comment from The Tribune.

Julie Kiefer, a U. spokesperson, said the school “takes research misconduct seriously.” When manipulation in research occurs, she said, the university will work to correct the record, notify federal funding agencies and provide training on responsible research practices.

She said that the U. is committed to “ethical conduct and excellence in scientific inquiry.”

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