signal words for persuasive essay

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

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

Sentence pair #2: Effective Transition

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

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

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

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

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

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

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

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

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

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

• picture_as_pdf Transitions

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40 Signal Phrases

A  signal phrase , also known as an attributive tag, is a device used to smoothly integrate quotations and paraphrases into your essay. It is important to use signal phrases to clearly attribute supporting evidence to an author and to avoid interrupting the flow of an essay. Signal phrases can also be used as meaningful transitions, moving your readers between your ideas and those of your sources.

A basic signal phrase consists of an author’s name and an active verb indicating how the author is presenting the material. A signal phrase may also include information explaining an author’s credentials and/or affiliations as well as the title and/or publisher of the source text .

Referring to the Author within a Signal Phrase

In many instances, a signal phrase should contain only the last name of the author or authors of the source text (as opposed to the author’s first and last name). For instance, APA style guidelines require no reference to an author’s first name at any point in an essay and few if any gender-specific pronouns.  But in MLA papers, if you are referring to an author for the first time in your essay, you should include that author’s first name (you might also want to include the author’s credentials and the title of the source—see “Types of Signal Phrases” below). Any future should refer to the author by last name only or with a pronoun when it’s perfectly clear to whom that pronoun refers. Consider the following examples:

• Michael Pollan observes that “Americans today are having a national conversation about food and agriculture that would have been impossible to imagine even a few short years ago” (29).
• Pollan continues, “But the national conversation unfolding around the subject of food and farming really began in the 1970s” (29).
• He then specifies, “I would argue that the conversation got under way in earnest in 1971, when [Wendell] Berry published an article in The Last Whole Earth Catalogue” (29).

Notice how each signal phrase verb is followed by a comma (or the word “that”), which is then followed by one space before the opening quotation mark.

In essays written according to MLA and APA guidelines, it is acceptable to refer to the author as “the author” as long as it is perfectly clear to whom you are referring. In APA, it is common to see general references to “researchers.”

Signal Phrase Verb Tense

In the examples above, notice how the signal phrase verbs are written in present tense. When you are asked to write a paper that follows MLA guidelines, signal phrases should always be written in present (not past) tense. When writing a paper using APA style, signal phrase verbs should be written in past tense. Consider the following example:

• Pollan (2009) observed that “Americans today are having a national conversation about food and agriculture that would have been impossible to imagine even a few short years ago” (p. 29).

Notice how APA in-text citations also differ from MLA style in that APA citations include the year of publication and the page number is preceded by a “p.”

Varying Your Verbs

You should also vary your signal phrase verbs (rather than simply using “states” throughout your entire essay) in order to maintain your readers’ interest and to indicate the author’s intended use of the excerpted material. See below for examples of strong signal phrase verbs.

Types of Signal Phrases

In most instances, the first time the author is mentioned in an MLA-style essay, as well as including the author’s first and  last name in a signal phrase, it is also a good idea to include the author’s credentials and the title of the source.

While providing the author’s credentials and title of the source are the most common types of signal phrases, there are others we should be aware of. In the examples below, the information relevant to the type of signal phrase is underlined.

Type:   Author’s credentials are indicated.

Example:  Grace Chapmen, Curator of Human Health & Evolutionary Medicine at the Springfield Natural History Museum, explains…

Purpose:  Presenting an author’s credentials should help build credibility for the passage you are about to present. Including the author’s credentials gives your readers a reason to consider your sources.

Type:   Author’s  lack of  credentials is indicated.

Example:  Matthew Spencer, whose background is in marriage counseling, not foreign policy, claims…

Purpose:  Identifying an author’s lack of credentials in a given area can help illustrate a lack of authority on the subject matter and persuade the audience not to adopt the author’s ideas. Pointing to an author’s lack of credentials can be beneficial when developing your response to counter-arguments.

Type:   Author’s social or political stance, if necessary to the content, is explained.

Example:   Employing nonviolent civil disobedience, Roland Hayes, prominent civil rights activist, preaches…

Ralph Spencer, who has ties to the White Nationalist movement, denies…

Purpose:  Explaining the author’s social or political stance can help a reader to understand why that author expresses a particular view. This understanding can positively or negatively influence an audience. Be careful to avoid engaging in logical fallacies such as loaded language.

Type:   Publisher of the source is identified.

Example:  According to a recent  CNN  poll…

Purpose:  Identifying the publisher of the passage can help reinforce the credibility of the information presented and you can capitalize on the reputation/ credibility of the publisher of the source material.

Type:   Title of the Source is included.

Example : In “Understanding Human Behavior,” Riley argues …

Purpose:  Informs the reader where the cited passage is being pulled from.

Type:   Information that establishes  context  is presented.

Example:  In a speech presented during a Free Speech rally, Elaine Wallace encourages …

Purpose:  Presenting the context that the original information was presented can help the audience understand the author’s purpose more clearly.

 MLA Signal Phrase Verbs

 APA Signal Phrase Verbs

Appendix B offers you some additional assistance with reading sources, integrating evidence, and paragraph development.

In “ Troubleshooting: Body Paragraph Development ,” John Lanning and Sarah M. Lacy give directions for how to better develop body paragraphs.

“ Reading Popular Sources ,” by Melanie Gagich and Emilie Zickel, discusses types of popular sources and how to read and evaluate them.

Svetlana Zhuravlova, in “ Additional Synthesis Examples ,” provides tips on how to synthesize.

Melanie Gagich and Emilie Zickel discuss reading and evaluating tips for scholarly sources in “ Reading Academic Sources .”

In “ Signal Phrases ,” John Lanning and Amanda Lloyd, explain signal phrases in detail and offer examples.

Robin Jeffrey and Melanie Gagich share tips on when to summarize, when to paraphrase, and when to quote, as well as rules for each, in “ Paraphrasing, Summarizing, and Quoting .”

In Appendix B: Writing and Research Skills, targeted objectives are Composing Processes , Reading , and Information Literacy . Chapters 55, 57, 59, 60, and 61 all address the mechanics of integrating research and writing development at the sentence and paragraph level (Composing Processes). And, in Chapters 56 and 58—both of which target source evaluations, readers will learn about the nuances of cultivating writing and research skills for first-year writing (Reading and Information Literacy).

"There is One Correct Way of Writing and Speaking" by Anjali Pattanayak comes from Bad Ideas About Writing , edited by Cheryl E. Ball and Drew M. Loewe. This article focuses on the myth that there is only one way to read and write successfully in our world. Pattanayak dispels this position by speaking to the ways in which holding tightly to such beliefs can limit writing diversity and further marginalize those who have specific cultural linguistic styles that connect deeply with their identity.

This reading is available below, as a PDF , and as a podcast .

     People consistently lament that kids today can’t speak properly or that people coming to this country need to learn to write correctly. These lamentations are based on the notion that there is a single correct way of speaking and writing. Currently, the general sentiment is that people should just learn to speak and write proper English. This understanding of writing is rooted called current traditional rhetoric , which focuses on a prescriptive and formulaic way of teaching writing that assumes there is only one way to write (or speak) something for it to be correct. However, over the past several decades, scholars in writing studies have examined the ways in which writing has a close dialectical relationship with identity, style genre, and culture. In other words, the rules for writing shift with the people and the community involved as well as the purpose and type of writing.

     Most people implicitly understand that the way they communicate changes with different groups of people, from bosses to work colleagues to peers to relatives. They understand that conversations that may be appropriate over a private dinner may not be appropriate at the workplace. These conversational shifts might be subtle, but they are distinct. While most people accept and understand these nuances exist and will adapt to these unspoken rules— and while we have all committed a social faux pas when we didn’t understand these unspoken rules—we do not often afford this same benefit of the doubt to people who are new to our communities or who are learning our unspoken rules.

     While the idea of arguing whether there is one correct way of communicating or whether writing is culturally situated might seem to be a pedantic exercise, the reality is that espousing the ideology that there is one correct way to speak and write disenfranchises many populations who are already denigrated by society. The writing most valued in this binary is a type of writing that is situated in middle-class white culture. In adhering to so-called correct language, we are devaluing the non-standard dialects, cultures, and therefore identities of people and their communicative situations that do not fit a highly limited mold.

     The way in which correctness in language devalues people is already troubling, but it becomes exacerbated by the current trends in education. Please refer to the literary crisis chapter to learn more about the changing dynamics in education. Given this shift and the way that Standard Written English is deeply rooted in white upper/middle-class culture, we see more and more students from diverse backgrounds gaining access to college who are facing barriers due to their linguistic backgrounds.

     This means that while minority students and lower class students are ostensibly being given greater access to education, careers, and other facets of society they had been previously barred from, they are still facing serious barriers that their upper-class white counterparts do not, particularly in terms of culture, language, and literacy. J. Elspeth Stuckey argues that literacy, rather than enfranchising students, is a means of oppression and that it does little to help the economic futures of minority students because of how literacy teaches a particular set of values—ways of communicating and identity. In the context of educational settings, the cultures and identities of academia are valued more than those of the students, which sends the message that how they, their family, and members in their community speak and act are wrong by comparison. In essence, it sends the message starting at a very young age that who they are and where they come from is somehow lesser.

     In this sense, education, while well intentioned, serves to further the marginalization of certain identities and cultures that do not fit. This is particularly evident in Latino, African American, and English as Second Language communities. In the book Paying for the Party , Elizabeth Armstrong and Laura Hamilton note that colleges like the school they studied for five years, which they call Midwestern University, do not help facilitate social mobility. Frequently, the students who entered college best prepared were those who were already middle or upper class, meaning the opportunities the working-and lower-class students received were more limited. When you look at this alongside what Gloria Ladson-Billings calls the educational debt , or the compounded impact of educational deficits that grow across generations of poor minority students, literacy efforts as they are currently framed paint a bleak picture for poor, minority students.

     The issue is not just one of unequal access to opportunities. Jacqueline Jones Royster and Carmen Kynard illustrate how attitudes toward students as writers are interwoven with attitudes toward them as people. Language cannot be disassociated from people, which has important consequences for those who grow up speaking different dialects. By continuing to propagate the notion of correct and incorrect ways of speaking, we effectively devalue the intelligence and character of students, employees, and colleagues, who, for whatever reasons, don’t speak or write what in historical terms has been called the King’s English (among other names). We use the perception of improper communication as evidence of others’ lesser character or ability, despite recognizing that this country was united (if only in name) after declaring independence from that King.

     This perception becomes all the more problematic because it is not just about devaluing individuals, but about the widespread practice of devaluing the literate practices of those who are already marginalized. David Gold highlights the marginalization of women, working class, rural, and African American literacy in our understanding of writing. Gold writes about how the literacy practices of African Americans in universities laid the groundwork for the Civil Rights movement. Indeed, the schools he studied were decades ahead of the larger national conversation on how literacy, identity, and power were interrelated. In her work examining how literacy and identity formation were key for African American women and for social change, Jacqueline Jones Royster discusses the importance of understanding the these cultural, identity, and social movements, echoing the impact marginalized scholars had in academia. Both demonstrate the detrimental impact of sidelining groups of people and their literate practices by devaluing their languages and their experiences, not just for those who are marginalized but for our larger understanding of how we as a society write.

     The notion of one correct way of writing is also troubling because it operates under the assumption that linguistic differences are the result of error. The reality is that, for many speakers, what we might perceive as a mistake is actually a system of difference. One notable example of a different dialect of English is Ebonics, which has different patterns of speech rooted in the ancestral heritage of its speakers. Similarly, immigrant groups will frequently speak and write English in a way that mirrors the linguistic heritage of their mother tongue.

     The way that we conceptualize language is not just detrimental to minorities; it also devalues the identities that working- and lower-class people bring to communicative situations, including the classroom. Lynn Z. Bloom writes that “Freshman Composition is an unabashedly middle-class enterprise.” She argues that one of the reasons composition is required for all students is because it promulgates middle-class values and ways of thinking. These values in the writing classroom are embodied in everything from the notion of property, which undergirds the way that plagiarism and intellectual property are treated, to formality of language and rhetorical choices that are encouraged in papers. Indeed, the way many instructors teach writing, plagiarism, citation, and word choice in papers is not in and of itself good but rather is the socially accepted way of interacting with text as defined by the middle class. Mike Rose and Irvin Peckham write about the tension of middle-class values on working-class students and the cognitive dissonance and struggles with identity that come with imposing such values in writing under the guise of correctness. The idea that there is one correct way of writing devalues the writing, thoughts, intelligence, and identities of people from lower-class backgrounds.

     Pragmatically, many argue that standard English should be dominant in the binary between academic English and all other dialects in order for speakers and writers to communicate with credibility in their communities. This argument has been used to justify the continued attention to correctness at the expense of authors’ voices, but we can teach people to adapt while also valuing their identities. We can talk about writing as something that they can employ to their benefit rather than a hegemonic standard that supersedes their backgrounds, identities, and experiences.

     In order to value the diversity of communication and identities that exist in the U.S., we need to start teaching and envisioning writing as a cultural and social activity. We need a more nuanced view of writing in society that encourages everyone to adapt to their audiences and contexts rather than placing an undue burden on those who do not fit the mold of standard English. One strategy for teaching academic English without devaluing a writer’s identity is code-switching, a concept already taught in schools with significant minority populations as a way of empowering young people. While instruction in code-switching is valuable because it teaches students that they can adopt different linguistic choices to appeal to different audiences, it is deeply problematic that the impetus is still placed on minority students with non-standard dialects to adapt. While code-switching is meant to empower people, it is still rooted in the mentality that there is one correct way of writing, because even as code-switching teaches an incredibly nuanced way of thinking about writing, it is still being taught in the context of preparing writers to deal with a society that will use errors in speak- ing as evidence that they are lesser. As a result, it is a less-than-ideal solution because it plays into—rather than undermines—the racism of academic English.

     By perpetuating the myth of one correct way of writing, we are effectively marginalizing substantial swaths of the population linguistically and culturally. The first step in combating this is as easy as recognizing how correctness reinforces inequality and affects our own perceptions of people and questioning our assumptions about communication, and a second step is valuing code-switching in a wide swath of communicative situations.

Further Reading

     While the notion of what constitutes academic English has remained relatively static in popular culture, the reality of writing in the university has broadened to include many other types of writing. Patricia Bizzell, Helen Fox, and Christopher Shroeder compile arguments for addressing these other types of communication in Alt Dis: Alternative Discourses and the Academy . In College Writing and Beyond , Anne Beaufort provides a framework in which to understand how writing is dynamic. In her article “Freshman Composition as a Middle-Class Enterprise,” Lynn Z. Bloom articulates the ways in which the cultural values of the middle class are being taught in the writing classroom as objectively good or true and the impact of this mentality. Additionally, Asao Inoue compiles a collection of articles in Race and Writing Assessment that provides frameworks for considering race in assessment practices.

     In 1974, the Conference for College Composition and Communication passed the resolution Students’ Right to Their Own Language . In this time since it passed, there has been a great deal of discussion around the wisdom of that resolution. Editors Austin Jackson, David E. Kirkland, and Staci Perryman-Clark compile short articles for and against the resolution called “Students’ Right to Their Own Language.”

     Bruce Horner, Min-Zhan Lu, Jacqueline Jones Royster, and John Trimbur write about how the increasing number of English speakers in the world is increasing linguistic diversity in “Opinion: Language Difference in Writing: Toward a Translingual Approach.” Additionally, Irvin Peckham writes extensively with a focus on working class students in the classroom and the impact of college and academic writing as a middle-class enterprise in “The Stories We Tell.” For more on the history and cultural development of African American Vernacular English, consider Beyond Ebonics: Linguistic Pride and Racial Prejudice by John Baugh.

African American Vernacular, cultural rhetorics, Ebonics, non-stan dard dialect, rhetorical genre studies, writing, class

Anjali Pattanayak is the Academic Enrichment program coordinator for the Office of Multicultural Student Affairs at the University of Wisconsin–Platteville. She currently runs programs that help underrepresented students transition into their first year of college to support retention and matriculation. She has spent over five years doing outreach work with under-represented youth as they transition to college. She has taught both first-year composition and first-year experience classes. You can follow her @ lalaithfeanaro or @arpattanayak.

Section Overview

Many of the readings in this book, and certainly in this section include chapters from the book,  Bad Ideas About Writing . It is important to note that  Bad Ideas About Writing  includes titles that can be misleading if you do not read the text itself. The titles for all of the  Bad Ideas About Writing essays are actually misleading myths about writing that circulate. It may be confusing, at first, to see these titles. And it is important to keep in mind the content of each essay dispels these popular beliefs about writing that can be found in the titles, by using research from the field. Happily, there are both written and audio versions available for each of these brief, engaging chapters.

The first three chapters in this section address the relationship between rhetoric and first-year writing as well as the purpose of first-year writing in education:

• Rhetoric is Synonymous with Empty Speech by Patricia Roberts-Miller  ( Bad Ideas About Writing ) ( Podcast )
• First-Year Composition Prepares Students for Academic Writing by Tyler S. Branson ( Bad Ideas About Writing ) ( Podcast )
• First-Year Composition Should be Skipped by Paul G. Cook ( Bad Ideas About Writing ) ( Podcast )

The next three chapters consider the relationship between reading and writing:

• “Developing a Repertoire of Reading Strategies” by Ellen C. Carillo 
• Reading and Writing Are Not Connected by Ellen C. Carillo ( Bad Ideas About Writing ) ( Podcast )
• How to Read Like a Writer by Michael Bunn

To provide a foundation for this work, consider how rhetorical analysis is always at work in communication. Whenever we speak, write, or listen, we're doing rhetorical work. By beginning our considerations of the rhetorical nature of communication with a focus on "Rhetorical Analysis" (below), we invite you to apply these skills throughout your work this semester. The following text, "Rhetorical Analysis,"  is an excerpt from Try This: Research Methods For Writers , (pp. 79-82) by Jennifer Clary-Lemon, Derek Mueller, and Kate Pantelides.

Rhetorical analysis helps demonstrate the significance of a text by carefully considering the  rhetorical situation in which it develops and the ways that it supports its purpose. There are lots of definitions of rhetoric, and the definition that makes the

most sense to you and your understanding of communication will impact how you deploy rhetorical analysis. The following are a few definitions of rhetoric:

• Ancient Greek rhetor Aristotle : “Rhetoric may be defined as the faculty of observing in any given case the available means of persuasio n.”
• British rhetorician I. A. Richards : “Rhetoric…should be a study of misunderstanding and its remedies” (3).
• Contemporary American rhetors Elizabeth Wardle and Doug Downs : “Rhetoric is a field of study in which people examine how persuasion and communication work, and it is also the art of human interaction, communication, and persuasion” (366).
• Contemporary American genre theorist Charles Bazerman : “The study of how people use language and other symbols to realize human goals and carry out human activities. . . . ultimately a practical study offering people greater control over their symbolic activity” (6).

Try This: Defining Rhetoric (30 minutes) 

Find a few alternative definitions of rhetoric on your own, and see which one is most appealing to you. Now, mush them together, paraphrase, and come up with a definition that resonates with your understanding of rhetoric.

Rhetorical analysis helps us understand the various components that make a communicative act/artifact successful or not. A key component to effective rhetorical analysis is careful, active attention to what the author and her text are trying to accomplish. Krista Ratcliffe calls such attention rhetorical listening .

Most people summarize rhetorical listening as an orientation of active openness toward communication, and Ratcliffe identifies multiple components for such a stance:

• “acknowledging the existence” of the other, their self, and discourse;
• listening for "(un)conscious presences, absences, and unknowns”;
• and purposefully “integrating this information into our world views and decision making.” (29)

Rhetorical listening often draws our attention to absences. Jacqueline Jones Royster’s work on literacy practices, particularly of nineteenth century Black women, demonstrates how listening for and being curious about absences often leads us to understudied rhetors . Temptaous McCoy has coined the term amplification rhetorics (AR), a method of seeking out and amplifying rhetorical practices that may not have been effectively heard. She describes AR as a way of examining and celebrating the experiences and community rhetorics of Black and marginalized communities.

Try This: Analyzing Keywords (60 minutes) 

Working with something you have recently written, assign keywords (one or two-word phrases) you believe would do well to convey its significance (don’t count, just consider what you think is most important about the text). To do so, follow these steps:

• Identify five to seven keywords based on your sense of the text.
• Then, turn to a keyword generating tool, such as TagCrowd (tagcrowd.com) or the NGram Analyzer (guidetodatamining.com/ngramAnalyzer/). Copy and paste your writing into the platform and initiate the analysis with the aid of the keyword generating tool. Which words or phrases match (as in, you thought they were significant and they show up frequently in your text)? Which words or phrases appear in one list but not the other? What do you think explains the differences in the lists?
• Next, identify two keywords or phrases you believe are not sufficiently represented in either list. What are these keywords or phrases, and how are they significant to the work you are doing? Develop a one-page revision memo that accounts for how you could go about expanding the presence of these underrepresented words or phrases in your writing.

Another way of thinking of rhetorical listening in the context of texts is Peter Elbow’s practice of “ The Believing Game ,” in which he encourages audience members to suspend potential disbelief or critique of

Try This: Rhetorical Analysis (60 minutes) 

Practice rhetorical analysis. Select an article that interests you, perhaps one that you identified to work with in Chapter 3 or something you came across when you searched for potential corpora at the beginning of this chapter. Spend some time considering why this article is persuasive or appealing to you. The following questions may aid your consideration:

• Who is the audience? What evidence suggests this audience?
• What is the context in which it was written? What evidence suggests this?
• What is its purpose? You might also identify the thesis or orienting principle and consider the larger relationship between the work’s purpose and its stated argument or principle. What evidence leads you to this finding?
• Who is the author? Really—who is the author? Draw on your worknet findings ( see Try This  for a discussion of worknets)  and consider the author’s relationship to this rhetorical situation. What is the exigency, or reason, for writing this work? Or, you might return to considering the Who, What, When, Where, Why, and How of this article.

There are many ways to practice rhetorical analysis, although it is often reduced to an equation rather than a tool for discov ery of a text. Let rhetorical analysis  be a method that opens up understanding and poss ibility rather than one that simply labels certain word s or passages. Consider how identifying a particular rhetorical appeal adds depth and nuance to a text and connects you to it in complex ways. For instance, the previous “Try This” offered two approaches to rhetorical analysis. The next “Try This” offers two ad ditional approaches. Consider which one resonates most with you. Which method helps you identify the significance and interest of a text?

Try This: More Rhetorical Analysis (60 minutes) 

Working with a text/genre/corpus of your choosing, develop responses to the following prompt. If you seek a text as the basis of your analysis, we recommend Captain Brett Crozier’s letter to shipmates aboard the aircraft carrier Theodore Roosevelt during the 2020 COVID-19 outbreak .

In what ways does the author offer specific appeals to the audience? Consider particular instances of the following appeals in the text:

• Kairos, which refers to timeliness—indications of why the text is contemporarily relevant
• Ethos, which generally concerns the relative credibility of an author or argument
• Logos, which means demonstrating specific pieces of evidence that support the text’s purpose
• Pathos, which relates to engaging the emotions

Practice rhetorical listening. Ask yourself the following questions:

• What is not here? Are there any notable absences? Things/people/ideas the author does not mention?
• Are there ideas or appeals that potentially challenge your acceptance of the author’s work?

Although we have asked you to identify individual appeals, such rhetorical tools usually work together, and it can be hard to pull them apart. In identifying the various rhetorical components of a text, consider how they collaborate to make a text successful and persuasive . . . or not.

The Muse: Misunderstandings and Their Remedies Copyright © by Eric Detweiler; Paul Evans; Amy Fant; Amy Harris-Aber; Nich Krause; Caroline LaPlue; Candie Moonshower; Kate Pantelides; and Jennifer Wilson is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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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

Down and Dirty Tips: Persuasion Essay: Adding Transitions

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• Adding Transitions

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• Signal Phrases | Definition, Explanation & Examples

Signal Phrases | Definition, Explanation & Examples

Published on April 25, 2022 by Eoghan Ryan . Revised on May 31, 2023.

A signal phrase attributes a quote or idea to an outside source. Signal phrases are often used alongside in-text citations to help the reader to distinguish between your work and sources that you are quoting , paraphrasing , or summarizing .

Table of contents

What is the purpose of a signal phrase, how to use signal phrases, examples of signal phrases, signal phrases and citation styles, other interesting articles, frequently asked questions about signal phrases.

Signal phrases serve a range of purposes, including:

• Integrating sources smoothly, introducing a quote or idea that is not your own
• Giving credit to outside scholars or studies and avoiding plagiarism
• Establishing the credentials of your sources

Signal phrases also allow you to position the source in relation to your own argument . For example, phrases such as “has shown” and “have proven” suggest that you agree, while phrases like “has claimed” or “proposes” are less definitive and may introduce a counterargument.

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Once you have found a relevant quote or argument that you want to include in your academic essay , a signal phrase can help you to introduce it.

Signal phrases can be used at the beginning, middle, or end of a sentence. Vary how you use them to create a sense of flow in your writing. Using signal phrases effectively means including:

• The name of the scholar(s) or study that you want to reference
• An attributive tag such as “according to” or “has argued”
• The quote or idea you want to include

You might also include the title of the source or the credentials of the author to establish their authority on the topic.

When using signal phrases, it is important not to misrepresent the author’s argument. Your word choice will determine how accurately you characterize the author’s position.

• In his groundbreaking work The Hero with a Thousand Faces , Joseph Campbell concedes that all myths are variations of a single, earlier myth.
• In his groundbreaking work The Hero with a Thousand Faces , Joseph Campbell argues that all myths are variations of a single, earlier myth.

Signal phrases can also be used to contrast different arguments. This can be done using a transition word such as “although” or “however.”

Literary critic Harold Bloom criticizes all theories that “connect the pleasures of solitary reading to the public good” (22). However , feminist and Marxist critics oppose this view and stress the importance of …

Signal phrases have many different functions, implying various different perspectives on the information they frame. Your choice of signal phrases can tell the reader something about the stance of the author you’re citing, and sometimes about your own stance.

Signal phrases can vary in tense depending on the citation style being used.

Some signal phrases like “according to” and “in the words of” will remain the same regardless of citation style, but signal phrases that contain a verb need to adhere to the chosen style. This means using the correct verb tense with your signal phrases.

• APA Style requires you to use the past tense or present perfect tense .
• MLA and Chicago require you to use the present tense.
• Signal phrases in APA
• Signal phrases in MLA

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• ChatGPT vs human editor
• ChatGPT citations
• Is ChatGPT trustworthy?
• Using ChatGPT for your studies
• What is ChatGPT?
• Chicago style
• Paraphrasing

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• Academic integrity
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• Common knowledge

A signal phrase is a group of words that ascribes a quote or idea to an outside source.

Signal phrases distinguish the cited idea or argument from your own writing and introduce important information including the source of the material that you are quoting , paraphrasing , or summarizing . For example:

“ Cognitive psychologist Steven Pinker (1994) insists that humans possess an innate faculty for comprehending grammar.”

Signal phrases can be used in various ways and can be placed at the beginning, middle, or end of a sentence.

To use signal phrases effectively, include:

• The name of the scholar(s) or study you’re referencing
• An attributive tag such as “according to” or “argues that”

Different citation styles require you to use specific verb tenses when using signal phrases.

• APA Style requires you to use the past or present perfect tense when using signal phrases.
• MLA and Chicago requires you to use the present tense when using signal phrases.

Signal phrases allow you to give credit for an idea or quote to its author or originator. This helps you to:

• Establish the credentials of your sources
• Display your depth of reading and understanding of the field
• Position your own work in relation to other scholars
• Avoid plagiarism

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Writing Studio

Common transition words and phrases.

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: Transitions Return to Writing Studio Handouts

Transitions clarify the logic of your argument by orienting your reader as you develop ideas between sentences and paragraphs. These tools should alert readers to shifts in your argument while and also maintain the smoothness and clarity of your prose. Below, you’ll find some of the most commonly used transition categories and examples of each. Depending on the example, these suggestions may be within sentences or at the beginning of sentences.

Transitions by Category

1. addition.

Use when presenting multiple ideas that flow in the same direction, under the same heading/ idea also, another, finally, first, first of all, for one thing, furthermore, in addition, last of all, likewise, moreover, next, and, second, the third reason

2. Sequence/ Order

Use to suggest a temporal relationship between ideas; places evidence in sequence first, second (etc.), next, last, finally, first of all, concurrently, immediately, prior to, then, at that time, at this point, previously, subsequently, and then, at this time, thereafter, previously, soon, before, after, followed by, after that, next, before, after, meanwhile, formerly, finally, during

3. Contrast

Use to demonstrate differences between ideas or change in argument direction but, however, in contrast, on the other hand, on the contrary, yet, differ, difference, balanced against, differing from, variation, still, on the contrary, unlike, conversely, otherwise, on the other hand, however

4. Exception

Use to introduce an opposing idea however, whereas, on the other hand, while, instead, in spite of, yet, despite, still, nevertheless, even though, in contrast, but, but one could also say…

5. Comparison

Use to demonstrate similarities between ideas that may not be under the same subject heading or within the same paragraph like, likewise, just, in a different way / sense, whereas, like, equally, in like manner, by comparison, similar to, in the same way, alike, similarity, similarly, just as, as in a similar fashion, conversely

6. Illustration

Use to develop or clarify an idea, to introduce examples, or to show that the second idea is subordinate to the first for example, to illustrate, on this occasion, this can be seen, in this case, specifically, once, to illustrate, when/where, for instance, such as, to demonstrate, take the case of, in this case

7. Location

Use to show spatial relations next to, above, below, beneath, left, right, behind, in front, on top, within

8. Cause and Effect

Use to show that one idea causes, or results from, the idea that follows or precedes it because, therefore, so that, cause, reason, effect, thus, consequently, since, as a result, if…then, result in

9. Emphasis

Use to suggest that an idea is particularly important to your argument important to note, most of all, a significant factor, a primary concern, a key feature, remember that, pay particular attention to, a central issue, the most substantial issue, the main value, a major event, the chief factor, a distinctive quality, especially valuable, the chief outcome, a vital force, especially relevant, most noteworthy, the principal item, above all, should be noted

10. Summary or Conclusion

Use to signal that what follows is summarizing or concluding the previous ideas; in humanities papers, use these phrases sparingly. to summarize, in short, in brief, in sum, in summary, to sum up, in conclusion, to conclude, finally

Some material adapted from Cal Poly Pomona College Reading Skills Program and “ Power Tools for Technical Communication .” 

Writing Effective Sentence Transitions (Advanced)

Transitions are the rhetorical tools that clarify the logic of your argument by orienting your reader as you develop ideas between sentences and paragraphs. The ability to integrate sentence transitions into your prose, rather than simply throwing in overt transition signals like “in addition,” indicates your mastery of the material. (Note: The visibility of transitions may vary by discipline; consult with your professor to get a better sense of discipline or assignment specific expectations.)

Transition Signals

Transition signals are words or phrases that indicate the logic connecting sets of information or ideas. Signals like therefore, on the other hand, for example, because, then, and afterwards can be good transition tools at the sentence and paragraph level. When using these signals, be conscious of the real meaning of these terms; they should reflect the actual relationship between ideas.

Review Words

Review words are transition tools that link groups of sentences or whole paragraphs. They condense preceding discussion into a brief word or phrase. For example: You’ve just completed a detailed discussion about the greenhouse effect. To transition to the next topic, you could use review words like “this heat-trapping process” to refer back to the green house effect discussion. The relative ability to determine a cogent set of review words might signal your own understanding of your work; think of review words as super-short summaries of key ideas.

Preview words

Preview words condense an upcoming discussion into a brief word or phrase. For example: You’ve just explained how heat is trapped in the earth’s atmosphere. Transitioning to the theory that humans are adding to that effect, you could use preview words like “sources of additional CO2 in the atmosphere include” to point forward to that discussion.

Transition Sentences

The strongest and most sophisticated tools, transition sentences indicate the connection between the preceding and upcoming pieces of your argument. They often contain one or more of the above transition tools. For example: You’ve just discussed how much CO2 humans have added to the atmosphere. You need to transition to a discussion of the effects. A strong set of transition sentences between the two sections might sound like this:

“These large amounts of CO2 added to the atmosphere may lead to a number of disastrous consequences for residents of planet earth. The rise in global temperature that accompanies the extra CO2 can yield effects as varied as glacial melting and species extinction.”

In the first sentence, the review words are “These large amounts of CO2 added to the atmosphere”; the preview words are “number of disastrous consequences”; the transition signals are “may lead to.” The topic sentence of the next paragraph indicates the specific “disastrous consequences” you will discuss.

If you don’t see a way to write a logical, effective transition between sentences, ideas or paragraphs, this might indicate organizational problems in your essay; you might consider revising your work.

Some material adapted from Cal Poly Pomona College Reading Skills Program  and “ Power Tools for Technical Communication .”

Last revised: 07/2008 | Adapted for web delivery: 05/2021

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Signal Words: A Comprehensive Guide to Understanding Texts

By: Author ESLBUZZ

Posted on Last updated: September 19, 2023

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Signal words are an essential part of effective writing and communication. They help to connect ideas and make the text more coherent and easy to follow. For English learners, mastering signal words is crucial to improving their writing skills and building their vocabulary.

In this article, we will explore what signal words are, why they are important, and how to use them effectively in your writing. We will provide a comprehensive list of signal words, along with their meanings and examples of how they can be used in different contexts. Whether you are a beginner or an advanced learner, this article will help you to enhance your writing skills and communicate more effectively in English.

By the end of this article, you will have a better understanding of the different types of signal words and how they can be used to connect ideas, add coherence to your writing, and make your text more engaging and easy to follow. So, let’s dive in and discover the power of signal words in improving your writing skills and building your vocabulary.

Signal Words

Understanding Signal Words

Signal words, also known as transition words, are words or phrases that connect ideas and help the reader or listener follow along with the flow of the text or speech. They indicate the relationship between different parts of a sentence or paragraph, making the text easier to understand. Signal words are essential in writing and speaking, as they help to create coherence and cohesion in the text.

Using signal words is important because it makes writing and speaking more effective. They help to guide the reader or listener through the text or speech, making it easier to follow along. Signal words can also help to clarify the writer’s or speaker’s intended meaning, making the text or speech more persuasive.

List of Signal Words

Here are some common signal words organized by different categories in a table:

Remember that these are just some common signal words and there are many more that can be used in different contexts and situations.

Using Signal Words Effectively

When writing, it is important to use signal words effectively to help readers follow along with your ideas. Signal words can help to show the relationship between different ideas and can make your writing easier to understand. Here are some examples of signal words you can use in your writing:

For instance, you can use signal words like “for example” or “moreover” to introduce examples or add more information to your writing. On the other hand, you can use signal words like “however” or “as a result” to show contrast or the consequence of something.

Common Mistakes When Using Signal Words

Using too many signal words: While signal words can be useful in guiding the reader through a text, using too many can make the writing appear cluttered and confusing. It is important to use signal words strategically and only when they are necessary to convey the intended meaning.

Using signal words incorrectly: Using a signal word that does not accurately reflect the relationship between ideas can be misleading and confusing for the reader. It is important to choose signal words carefully and ensure that they accurately convey the intended meaning.

Overusing the same signal word: Using the same signal word repeatedly can make the writing appear repetitive and monotonous. It is important to vary the use of signal words to maintain the reader’s interest and attention.

Using signal words inconsistently: Inconsistently using signal words can make the writing appear disorganized and difficult to follow. It is important to use signal words consistently and appropriately throughout the text.

Using signal words without understanding their meaning: Using signal words without understanding their meaning can lead to confusion and misinterpretation. It is important to have a clear understanding of the meaning and usage of each signal word before using it in writing.

Signal Words and English Learning Tools

If you’re learning English, you may have heard of signal words. These are words that help guide the reader or listener through a text or conversation, indicating a change in topic or direction. Signal words are important to understand for both reading and writing in English. Here are some English learning tools that can help you master signal words.

Many English learning books include sections on signal words, as they are an important part of English writing and reading. Some popular books that cover signal words include “ The Elements of Style ” by William Strunk Jr. and E.B. White, “English Grammar in Use” by Raymond Murphy, and “The Blue Book of Grammar and Punctuation” by Jane Straus.

In these books, you’ll find explanations of different types of signal words, along with example sentences and exercises to help you practice using them correctly. By working through these books, you’ll gain a deeper understanding of signal words and how to use them effectively in your own writing.

A good dictionary is an essential tool for any English learner, and it can also be a great resource for learning signal words. When you look up a word in the dictionary, you’ll often see example sentences that use the word in context. By paying attention to the signal words in these sentences, you can learn more about how they are used and how they can help guide the reader or listener through a text.

In addition to using a traditional print dictionary, you can also use online dictionaries like Merriam-Webster or Oxford English Dictionary. These sites often include audio pronunciations, example sentences, and other helpful features that can aid your English learning journey.

Frequently Asked Questions

What are some commonly used signal words in English?

Signal words are words or phrases that help to indicate the relationship between ideas and sentences. Some commonly used signal words in English include:

• Addition: also, furthermore, in addition, moreover, besides, likewise
• Contrast: however, nevertheless, on the contrary, on the other hand, yet, although, in contrast
• Time: meanwhile, next, later, afterward, then, finally, previously
• Cause and Effect: consequently, therefore, thus, as a result, because, since, so
• Example: for example, such as, in particular, specifically, to illustrate
• Sequence: first, second, third, next, then, finally

What are the signal words used in a text?

Signal words used in a text can help readers understand the relationships between ideas and the structure of the text. Some signal words commonly used in a text include:

• Introduction: first, second, third, in conclusion, to summarize
• Comparison and Contrast: similarly, likewise, on the other hand, in contrast, although, however
• Cause and Effect: therefore, because, consequently, as a result, since, thus

What are some examples of sequence signal words?

Sequence signal words are used to indicate the order in which events occur. Some examples of sequence signal words include:

What are some signal words for cause and effect?

Signal words for cause and effect help to show the relationship between events. Some signal words for cause and effect include:

• Consequently
• As a result

What are some exemplification signal words?

Exemplification signal words are used to provide examples that support a point. Some exemplification signal words include:

• For example
• Specifically

What are some transition signal words?

Transition signal words are used to connect ideas and sentences. Some transition signal words include:

• Additionally
• Furthermore
• In addition

In summary, signal words are important in communicating effectively in writing. By using signal words, writers can help readers understand the relationships between ideas and the structure of the text.

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A List of Transition Words to Use for Argumentative Essays

Amanda Green was born in a small town in the west of Scotland, where everyone knows everyone. I joined the Toastmasters 15 years ago, and I served in nearly every office in the club since then. I love helping others gain confidence and skills they can apply in every day life.

Writing an argumentative essay requires a lot of effort aside from research. Besides grammar and structure, you definitely need to make sure your essay is coherent by using transitions.

Argumentative essay transition words allow you to wrap up a piece of evidence to support your main point and then move on to another. Keep reading for tips and an exhaustive list of transition words I put together for your argumentative essays.

What Is a Transition Word?

A transition word is critical to producing quality content. Also known as linking words, transition words make basic connections between sentences and paragraphs to show a relationship between ideas.

A strong transition is crucial when writing an essay. It’s not enough that you provide complete information about your main points and supporting details. You also have to make your argument attractive and logical by using transitions in your academic essay.

The absence of transition words will make your paper less readable and understandable. But too many transitions can also ruin your piece. Use them in moderation to avoid confusion about your document.

Function and Importance of Transitions

The goal of transition words is to convey ideas clearly and concisely to your readers. If you’re writing an argumentative paper, you want to make logical connections in your document to prove your central point.

Transitional phrases and words help you produce a logical flow from one sentence or paragraph to another. In other words, they introduce what the following information will be. Some transitions come in single words, while others come in complete phrases and sentences.

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There are many categories of transitions, including those that present counterarguments and others that build on your arguments. Be careful about using the wrong transition. Otherwise, you won’t achieve your goal of clarity and conciseness. Consider these examples.

• “ For instance , an anonymous TikTok user reports having a shorter attention span because of its over-swiping feature.” (In this sentence, for instance is used to provide an example).
• “ Here’s an exception to my previous point. ” (This entire sentence is a transition, showing a logical connection between the previous and following sentences).

Transition can also be a sentence to a paragraph long. I’ll show you an example.

Paragraph A: A point that supports co-sleeping as a parenting method.

Transition: Despite this, there are many reasons that prove co-sleeping leads to sleep-related accidents.

Paragraph B: Points that oppose co-sleeping.

Types of Transition Words

There are several types of transitions you can use for making high-quality essays.

Transition Between Paragraphs

A type of transition required for a well-written essay is one you can find between paragraphs. Once you’ve arranged each paragraph according to your outline, it’s important to start each with an effective transition. This word or phrase is usually present in the topic sentence of the body.

Some examples include however, similarly, and for example. But these transition expressions cannot be a single sentence long. The initial sentence of every paragraph should be clear and substantial instead of simply connecting ideas.

Transition Within Paragraphs

Creating a powerful transition within every paragraph of your academic papers avoids choppy sentences. It provides a sense of connection between complex ideas to help readers anticipate what is coming.

These are usually single words or short phrases like in addition, since, and if.

Transition Between Sections

The last type of transition phrases and sentences are those between sections. You’ll find them all over the entire paper to summarize the information. They can be restatements of arguments or a short closing sentence to ensure the flow of ideas.

What Is an Argumentative Essay?

It’s a type of essay that requires you to research a subject matter and establish a position for or against it.

Aside from researching and evaluating evidence, showing a relationship between sentences and sections is essential when writing a paper. This will allow you to wrap up an idea and then start another. You must cite different sources to support your point of view, then show counterarguments.

The entire essay should include an introduction, a conclusion, and at least three body paragraphs.

How Do You Start an Argumentative Essay?

Every type of paper starts with an introduction, which usually includes a hook, background, and thesis statement.

The common essay introduction piques the reader’s interest through a surprising statistic or an interesting question. Provide readers with a background of your entire content piece, then state your main argument in a clear sentence.

Transition expressions are not yet essential in this stage of essay writing. Focus on setting up your point and discussing how you will argue it throughout the paper.

Common Transitions for Argumentative Essay Writing

Take a look at this list of transitional words and phrases commonly used to make strong arguments.

• Additionally
• In addition
• Not only… but also
• In the same way
• Comparatively
• Furthermore
• Equally important

Counterargument Transition Words

Here’s a transition word list for essays showing different sides of an argument.

• While it is true that
• Nevertheless
• Despite this
• On the other hand
• Be that as it may
• Even though
• Although this may be true

Transition Words and Phrases for Comparing and Contrasting

Here’s a breakdown of transition words and phrases you can use when comparing and contrasting.

• In spite of
• On the contrary
• Different from
• In contrast

Transition Words to Include in Your College Essay

Here are some examples of transition words you can use when applying for college admission or scholarship.

• To put it in another way
• To demonstrate
• As an illustration
• By all means
• In other words

Transition Words for Cause and Effect

Consider this transition word list when showing cause and effect.

• As a result
• For this reason
• Consequently
• Accordingly
• Under those circumstances
• Because the

Transition Words for Essay Paragraphs

• At the present time
• In due time
• To begin with
• All of a sudden
• Immediately
• In a moment

Transitions to Emphasize a Point

• Most of all
• The main problem/issue is
• Without question
• More importantly
• Most important of all

Transition Words for Additional Support or Evidence

Transition words for sequence or order, transition words for space or place.

• In the middle of
• In the distance
• In the background
• Here and there
• On the side

To Cite a Source or Paraphrase

• According to
• This means that
• Put it more simply

Transition Words to Begin a Body Paragraph

• What is more
• Beyond that

Transition Words to Introduce Details

• For example
• As an example
• For instance
• A case in point
• Specifically
• In particular
• More specifically

Transition Words for Conclusion

• As can be seen
• By and large
• On the whole
• To summarize
• In the final analysis
• Generally speaking

More Transition Words

• With this intention
• In order to
• In the hope that
• With this in mind
• For the purpose of
• Provided that

Tips for Using Argumentative Essay Transitions

Follow these tips to improve your use of transitions in your essay.

Know What the Transitions Mean

Non-native speakers may need help knowing the meaning of every transition expression, so research every term before using it.

There are also many categories of transition words. You can use them to summarize points, show contradictions, express sequence, or begin a paragraph.

Start Your Essay with an Outline

Writing an outline will make it easier to map your ideas and move them around. This strategy will help you transition between paragraphs.

Don’t Overuse Transitions

The last mistake you shouldn’t make is overuse. Instead of making connections between sentences, you’ll make your paper more difficult to read. It creates more incoherence and distraction in your writing, contradicting its intended purpose in your paper.

Use Transition Words Properly

Now you know how to use transition words and phrases for your argumentative essay through this guide and list. These expressions will help you produce a coherent relationship between every idea.

Mastering transitions for your essay may not be a piece of cake, but practice makes perfect. Don’t forget to revise and proofread your argumentative before submitting it to your professor.

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65 Tips for Writing Academic Persuasive Essays

The previous chapters in this section offer an overview of what it means to formulate an argument in an academic situation. The purpose of this chapter is to offer more concrete, actionable tips for drafting an academic persuasive essay. Keep in mind that preparing to draft a persuasive essay relies on the strategies for any other thesis-driven essay, covered by the section in this textbook, The Writing Process. The following chapters can be read in concert with this one:

• Critical Reading and other research strategies helps writers identify the exigence (issue) that demands a response, as well as what kinds of research to use.
• Generate Ideas covers prewriting models (such as brainstorming techniques) that allow students to make interesting connections and develop comprehensive thesis statements. These connections and main points will allow a writer to outline their core argument.
• Organizing is important for understanding why an argument essay needs a detailed plan, before the drafting stage. For an argument essay, start with a basic outline that identifies the claim, reasoning, and evidence, but be prepared to develop more detailed outlines that include counterarguments and rebuttals, warrants, additional backing, etc., as needed.
• Drafting introduces students to basic compositional strategies that they must be familiar with before beginning an argument essay. This current chapter offers more details about what kinds of paragraphs to practice in an argument essay, but it assumes the writer is familiar with basic strategies such as coherence and cohesion.

Classical structure of an argument essay

Academic persuasive essays tend to follow what’s known as the “classical” structure, based on techniques that derive from ancient Roman and Medieval rhetoricians. John D. Ramage, et. al outline this structure in Writing Arguments :

This very detailed table can be simplified. Most academic persuasive essays include the following basic elements:

• Introduction that explains why the situation is important and presents your argument (aka the claim or thesis).
• Reasons the thesis is correct or at least reasonable.
• Evidence that supports each reason, often occurring right after the reason the evidence supports.
• Acknowledgement of objections.
• Response to objections.

Keep in mind that the structure above is just a conventional starting point. The previous chapters of this section suggest how different kinds of arguments (Classical/Aristotelian, Toulmin, Rogerian) involve slightly different approaches, and your course, instructor, and specific assignment prompt may include its own specific instructions on how to complete the assignment. There are many different variations. At the same time, however, most academic argumentative/persuasive essays expect you to practice the techniques mentioned below. These tips overlap with the elements of argumentation, covered in that chapter, but they offer more explicit examples for how they might look in paragraph form, beginning with the introduction to your essay.

Persuasive introductions should move from context to thesis

Since one of the main goals of a persuasive essay introduction is to forecast the broader argument, it’s important to keep in mind that the legibility of the argument depends on the ability of the writer to provide sufficient information to the reader. If a basic high school essay moves from general topic to specific argument (the funnel technique), a more sophisticated academic persuasive essay is more likely to move from context  to thesis.

The great stylist of clear writing, Joseph W. Williams, suggests that one of the key rhetorical moves a writer can make in a persuasive introduction is to not only provide enough background information (the context), but to frame that information in terms of a problem or issue, what the section on Reading and Writing Rhetorically terms the exigence . The ability to present a clearly defined problem and then the thesis as a solution creates a motivating introduction. The reader is more likely to be gripped by it, because we naturally want to see problems solved.

Consider these two persuasive introductions, both of which end with an argumentative thesis statement:

Example B feels richer, more dramatic, and much more targeted not only because it’s longer, but because it’s structured in a “motivating” way. Here’s an outline of that structure:

• Hook: It opens with a brief hook that illustrates an emerging issue. This concrete, personal anecdote grips the reader’s attention.
• Problem: The anecdote is connected with the emerging issue, phrased as a problem that needs to be addressed.
• Debate: The writer briefly alludes to a debate over how to respond to the problem.
• Claim: The introduction ends by hinting at how the writer intends to address the problem, and it’s phrased conversationally, as part of an ongoing dialogue.

Not every persuasive introduction needs all of these elements. Not all introductions will have an obvious problem. Sometimes a “problem,” or the exigence, will be as subtle as an ambiguity in a text that needs to be cleared up (as in literary analysis essays). Other times it will indeed be an obvious problem, such as in a problem-solution argument essay.

In most cases, however, a clear introduction will proceed from context to thesis . The most attention-grabbing and motivating introductions will also include things like hooks and problem-oriented issues.

Here’s a very simple and streamlined template that can serve as rudimentary scaffolding for a persuasive introduction, inspired by the excellent book, They Say / I Say:  The Moves That Matter in Academic Writing :

Each aspect of the template will need to be developed, but it can serve as training wheels for how to craft a nicely structured context-to-thesis introduction, including things like an issue, debate, and claim. You can try filling in the blanks below, and then export your attempt as a document.

Define key terms, as needed

Much of an academic persuasive essay is dedicated to supporting the claim. A traditional thesis-driven essay has an introduction, body, and conclusion, and the support constitutes much of the body. In a persuasive essay, most of the support is dedicated to reasoning and evidence (more on that below). However, depending on what your claim does, a careful writer may dedicate the beginning (or other parts of the essay body) to defining key terms.

Suppose I wish to construct an argument that enters the debate over euthanasia. When researching the issue, I notice that much of the debate circles around the notion of rights, specifically what a “legal right” actually means. Clearly defining that term will help reduce some of the confusion and clarify my own argument. In Vancouver Island University’s resource “ Defining key terms ,” Ian Johnston  offers this example for how to define “legal right” for an academic reader:

Before discussing the notion of a right to die, we need to clarify precisely what the term legal right means. In common language, the term “right” tends often to mean something good, something people ought to have (e.g., a right to a good home, a right to a meaningful job, and so on). In law, however, the term has a much more specific meaning. It refers to something to which people are legally entitled. Thus, a “legal” right also confers a legal obligation on someone or some institution to make sure the right is conferred. For instance, in Canada, children of a certain age have a right to a free public education. This right confers on society the obligation to provide that education, and society cannot refuse without breaking the law. Hence, when we use the term right to die in a legal sense, we are describing something to which a citizen is legally entitled, and we are insisting that someone in society has an obligation to provide the services which will confer that right on anyone who wants it.

As the example above shows, academics often dedicate space to providing nuanced and technical definitions that correct common misconceptions. Johnston’s definition relies on research, but it’s not always necessary to use research to define your terms. Here are some tips for crafting definitions in persuasive essays, from “Defining key terms”:

• Fit the descriptive detail in the definition to the knowledge of the intended audience. The definition of, say, AIDS for a general readership will be different from the definition for a group of doctors (the latter will be much more technical). It often helps to distinguish between common sense or popular definitions and more technical ones.
• Make sure definitions are full and complete; do not rush them unduly. And do not assume that just because the term is quite common that everyone knows just what it means (e.g.,  alcoholism ). If you are using the term in a very specific sense, then let the reader know what that is. The amount of detail you include in a definition should cover what is essential for the reader to know, in order to follow the argument. By the same token, do not overload the definition, providing too much detail or using far too technical a language for those who will be reading the essay.
• It’s unhelpful to simply quote the google or dictionary.com definition of a word. Dictionaries contain a few or several definitions for important terms, and the correct definition is informed by the context in which it’s being employed. It’s up to the writer to explain that context and how the word is usually understood within it.
• You do not always need to research a definition. Depending on the writing situation and audience, you may be able to develop your own understanding of certain terms.

Use P-E-A-S or M-E-A-L to support your claim

The heart of a persuasive essay is a claim supported by reasoning and evidence. Thus, much of the essay body is often devoted to the supporting reasons, which in turn are proved by evidence. One of the formulas commonly taught in K-12 and even college writing programs is known as PEAS, which overlaps strongly with the MEAL formula introduced by the chapter, “ Basic Integration “:

Point : State the reasoning as a single point: “One reason why a soda tax would be effective is that…” or “One way an individual can control their happiness is by…”

Evidence : After stating the supporting reason, prove that reason with related evidence. There can be more than one piece of evidence. “According to …” or “In the article, ‘…,’ the author shows that …”

Analysis : There a different levels of analysis.  At the most basic level, a writer should clearly explain how the evidence proves the point, in their own words: “In other words…,” “What this data shows is that…” Sometimes the “A” part of PEAS becomes simple paraphrasing. Higher-level analysis will use more sophisticated techniques such as Toulmin’s warrants to explore deeper terrain. For more tips on how to discuss and analyze, refer to the previous chapter’s section, “ Analyze and discuss the evidence .”

Summary/So what? : Tie together all of the components (PEA) succinctly, before transitioning to the next idea. If necessary, remind the reader how the evidence and reasoning relates to the broader claim (the thesis argument).

PEAS and MEAL are very similar; in fact they are identical except for how they refer to the first and last part. In theory, it shouldn’t matter which acronym you choose. Both versions are effective because they translate the basic structure of a supporting reason (reasoning and evidence) into paragraph form.

Here’s an example of a PEAS paragraph in an academic persuasive essay that argues for a soda tax:

A soda tax would also provide more revenue for the federal government, thereby reducing its debt. point Despite Ernest Istook’s concerns about eroding American freedom, the United States has long supported the ability of government to leverage taxes in order to both curb unhealthy lifestyles and add revenue. According to Peter Ubel’s “Would the Founding Fathers Approve of a Sugar Tax?”, in 1791 the US government was heavily in debt and needed stable revenue. In response, the federal government taxed what most people viewed as a “sin” at that time: alcohol. This single tax increased government revenue by at least 20% on average, and in some years more than 40% . The effect was that only the people who really wanted alcohol purchased it, and those who could no longer afford it were getting rid of what they already viewed as a bad habit (Ubel). evidence Just as alcohol (and later, cigarettes) was viewed as a superfluous “sin” in the Early Republic, so today do many health experts and an increasing amount of Americans view sugar as extremely unhealthy, even addictive. If our society accepts taxes on other consumer sins as a way to improve government revenue, a tax on sugar is entirely consistent. analysis We could apply this to the soda tax and try to do something like this to help knock out two problems at once: help people lose their addiction towards soda and help reduce our government’s debt. summary/so what?

The paragraph above was written by a student who was taught the PEAS formula. However, we can see versions of this formula in professional writing. Here’s a more sophisticated example of PEAS, this time from a non-academic article. In Nicholas Carr’s extremely popular article, “ Is Google Making Us Stupid? “, he argues that Google is altering how we think. To prove that broader claim, Carr offers a variety of reasons and evidence. Here’s part of his reasoning:

Thanks to the ubiquity of text on the Internet, not to mention the popularity of text-messaging on cell phones, we may well be reading more today than we did in the 1970s or 1980s, when television was our medium of choice. But it’s a different kind of reading, and behind it lies a different kind of thinking—perhaps even a new sense of the self. point “We are not only  what  we read,” says Maryanne Wolf, a developmental psychologist at Tufts University and the author of  Proust and the Squid: The Story and Science of the Reading Brain . “We are  how we read.” Wolf worries that the style of reading promoted by the Net, a style that puts “efficiency” and “immediacy” above all else, may be weakening our capacity for the kind of deep reading that emerged when an earlier technology, the printing press, made long and complex works of prose commonplace. When we read online, she says, we tend to become “mere decoders of information.” evidence Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged. analysis

This excerpt only contains the first three elements, PEA, and the analysis part is very brief (it’s more like paraphrase), but it shows how professional writers often employ some version of the formula. It tends to appear in persuasive texts written by experienced writers because it reinforces writing techniques mentioned elsewhere in this textbook. A block of text structured according to PEA will practice coherence, because opening with a point (P) forecasts the main idea of that section. Embedding the evidence (E) within a topic sentence and follow-up commentary or analysis (A) is part of the “quote sandwich” strategy we cover in the section on “Writing With Sources.”

Use “they say / i say” strategies for Counterarguments and rebuttals

Another element that’s unique to persuasive essays is embedding a counterargument. Sometimes called naysayers or opposing positions, counterarguments are points of view that challenge our own.

Why embed a naysayer?

Recall above how a helpful strategy for beginning a persuasive essay (the introduction) is to briefly mention a debate—what some writing textbooks call “joining the conversation.” Gerald Graff and Cathy Birkenstein’s They Say / I Say explains why engaging other points of view is so crucial:

Not long ago we attended a talk at an academic conference where the speaker’s central claim seemed to be that a certain sociologist—call him Dr. X—had done very good work in a number of areas of the discipline. The speaker proceeded to illustrate his thesis by referring extensively and in great detail to various books and articles by Dr. X and by quoting long pas-sages from them. The speaker was obviously both learned and impassioned, but as we listened to his talk we found ourselves somewhat puzzled: the argument—that Dr. X’s work was very important—was clear enough, but why did the speaker need to make it in the first place? Did anyone dispute it? Were there commentators in the field who had argued against X’s work or challenged its value? Was the speaker’s interpretation of what X had done somehow novel or revolutionary? Since the speaker gave no hint of an answer to any of these questions, we could only wonder why he was going on and on about X. It was only after the speaker finished and took questions from the audience that we got a clue: in response to one questioner, he referred to several critics who had vigorously questioned Dr. X’s ideas and convinced many sociologists that Dr. X’s work was unsound.

When writing for an academic audience, one of the most important moves a writer can make is to demonstrate how their ideas compare to others. It serves as part of the context. Your essay might be offering a highly original solution to a certain problem you’ve researched the entire semester, but the reader will only understand that if existing arguments are presented in your draft. Or, on the other hand, you might be synthesizing or connecting a variety of opinions in order to arrive at a more comprehensive solution. That’s also fine, but the creativity of your synthesis and its unique contribution to existing research will only be known if those other voices are included.

Aristotelian argumentation embeds counterarguments in order to refute them. Rogerian arguments present oppositional stances in order to synthesize and integrate them. No matter what your strategy is, the essay should be conversational.

Notice how Ana Mari Cauce opens her essay on free speech in higher education, “ Messy but Essential “:

Over the past year or two, issues surrounding the exercise of free speech and expression have come to the forefront at colleges around the country. The common narrative about free speech issues that we so often read goes something like this: today’s college students — overprotected and coddled by parents, poorly educated in high school and exposed to primarily left-leaning faculty — have become soft “snowflakes” who are easily offended by mere words and the slightest of insults, unable or unwilling to tolerate opinions that veer away from some politically correct orthodoxy and unable to engage in hard-hitting debate. counterargument

This is false in so many ways, and even insulting when you consider the reality of students’ experiences today. claim

The introduction to her article is essentially a counteragument (which serves as her introductory context) followed by a response. Embedding naysayers like this can appear anywhere in an essay, not just the introduction. Notice, furthermore, how Cauce’s naysayer isn’t gleaned from any research she did. It’s just a general, trendy naysayer, something one might hear nowadays, in the ether. It shows she’s attuned to an ongoing conversation, but it doesn’t require her to cite anything specific. As the previous chapter on using rhetorical appeals in arguments explained, this kind of attunement with an emerging problem (or exigence) is known as the appeal to kairos . A compelling, engaging introduction will demonstrate that the argument “kairotically” addresses a pressing concern.

Below is a brief overview of what counterarguments are and how you might respond to them in your arguments. This section was developed by Robin Jeffrey, in “ Counterargument and Response “:

Common Types of counterarguments

• Could someone disagree with your claim?  If so, why? Explain this opposing perspective in your own argument, and then respond to it.
• Could someone draw a different conclusion from any of the facts or examples you present?  If so, what is that different conclusion? Explain this different conclusion and then respond to it.
• Could a reader question any of your assumptions or claims?  If so, which ones would they question? Explain and then respond.
• Could a reader offer a different explanation of an issue?  If so, what might their explanation be? Describe this different explanation, and then respond to it.
• Is there any evidence out there that could weaken your position?  If so, what is it? Cite and discuss this evidence and then respond to it.

If the answer to any of these questions is yes, that does not necessarily mean that you have a weak argument. It means, ideally and as long as your argument is logical and valid, that you have a counterargument. Good arguments can and do have counterarguments; it is important to discuss them. But you must also discuss and then respond to those counterarguments.

Responding to counterarguments

You do not need to attempt to do all of these things as a way to respond; instead, choose the response strategy that makes the most sense to you, for the counterargument that you have.

• If you agree with some of the counterargument perspectives, you can concede some of their points. (“I do agree that ….”, “Some of the points made by ____ are valid…..”) You could then challenge the importance/usefulness of those points. “However, this information does not apply to our topic because…”
• If the counterargument perspective is one that contains different evidence than you have in your own argument, you can explain why a reader should not accept the evidence that the counterarguer presents.
• If the counterargument perspective is one that contains a different  interpretation of evidence than you have in your own argument, you can explain why a reader should not accept the interpretation of the evidence that that your opponent (counterarguer) presents.
• If the counterargument is an acknowledgement of evidence that threatens to weaken your argument, you must explain why and how that evidence does not, in fact invalidate your claim.

It is important to use  transitional phrases  in your paper to alert readers when you’re about to present an counterargument. It’s usually best to put this phrase at the beginning of a paragraph such as:

• Researchers have challenged these claims with…
• Critics argue that this view…
• Some readers may point to…
• A perspective that challenges the idea that . . .

Transitional phrases will again be useful to highlight your shift from counterargument to response:

• Indeed, some of those points are valid. However, . . .
• While I agree that . . . , it is more important to consider . . .
• These are all compelling points. Still, other information suggests that . .
• While I understand  . . . , I cannot accept the evidence because . . .

Further reading

To read more about the importance of counterarguments in academic writing, read Steven D. Krause’s “ On the Other Hand: The Role of Antithetical Writing in First Year Composition Courses .”

When concluding, address the “so what?” challenge

As Joseph W. Williams mentions in his chapter on concluding persuasive essays in Style ,

a good introduction motivates your readers to keep reading, introduces your key themes, and states your main point … [but] a good conclusion serves a different end: as the last thing your reader reads, it should bring together your point, its significance, and its implications for thinking further about the ideas your explored.

At the very least, a good persuasive conclusion will

• Summarize the main points
• Address the So what? or Now what? challenge.

When summarizing the main points of longer essays, Williams suggests it’s fine to use “metadiscourse,” such as, “I have argued that.” If the essay is short enough, however, such metadiscourses may not be necessary, since the reader will already have those ideas fresh in their mind.

After summarizing your essay’s main points, imagine a friendly reader thinking,

“OK, I’m persuaded and entertained by everything you’ve laid out in your essay. But remind me what’s so important about these ideas? What are the implications? What kind of impact do you expect your ideas to have? Do you expect something to change?”

It’s sometimes appropriate to offer brief action points, based on the implications of your essay. When addressing the “So what?” challenge, however, it’s important to first consider whether your essay is primarily targeted towards changing the way people  think  or  act . Do you expect the audience to do something, based on what you’ve argued in your essay? Or, do you expect the audience to think differently? Traditional academic essays tend to propose changes in how the reader thinks more than acts, but your essay may do both.

Finally, Williams suggests that it’s sometimes appropriate to end a persuasive essay with an anecdote, illustrative fact, or key quote that emphasizes the significance of the argument. We can see a good example of this in Carr’s article, “ Is Google Making Us Stupid? ” Here are the introduction and conclusion, side-by-side:

[Introduction]  “Dave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?” So the supercomputer HAL pleads with the implacable astronaut Dave Bowman in a famous and weirdly poignant scene toward the end of Stanley Kubrick’s 2001: A Space Odyssey . Bowman, having nearly been sent to a deep-space death by the malfunctioning machine, is calmly, coldly disconnecting the memory circuits that control its artificial “ brain. “Dave, my mind is going,” HAL says, forlornly. “I can feel it. I can feel it.”

I can feel it, too. Over the past few years I’ve had an uncomfortable sense that someone, or something, has been tinkering with my brain, remapping the neural circuitry, reprogramming the memory. …

[Conclusion] I’m haunted by that scene in 2001 . What makes it so poignant, and so weird, is the computer’s emotional response to the disassembly of its mind: its despair as one circuit after another goes dark, its childlike pleading with the astronaut—“I can feel it. I can feel it. I’m afraid”—and its final reversion to what can only be called a state of innocence. HAL’s outpouring of feeling contrasts with the emotionlessness that characterizes the human figures in the film, who go about their business with an almost robotic efficiency. Their thoughts and actions feel scripted, as if they’re following the steps of an algorithm. In the world of 2001 , people have become so machinelike that the most human character turns out to be a machine. That’s the essence of Kubrick’s dark prophecy: as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.

Instead of merely rehashing all of the article’s main points, Carr returns to the same movie scene from 2001  that he opened with. The final lines interpret the scene according to the argument he just dedicated the entire essay to presenting.

The entire essay should use rhetorical appeals strategically

The chapter “ Persuasive Appeals ” introduces students to logos, pathos, ethos, and kairos. Becoming familiar with each of those persuasive appeals can add much to an essay. It also reinforces the idea that writing argumentative essays is not a straightforward process of jotting down proofs. It’s not a computer algorithm.

• Logos (appeals to evidence and reasoning) is the foundational appeal of an argument essay. Clearly identifying the claim, then supporting that claim with reasoning and evidence will appeal to the reader’s logos demands. As the previous chapter on argumentation mentions, however, what constitutes solid evidence will vary depending on the audience. Make sure your evidence is indeed convincing to your intended reader.
• Pathos (appeals to emotion) are a crucial component and should permeate should every section of the essay. Personal anecdotes are an effective way to illustrate important ideas, and they connect with the reader at an emotional level. Personal examples also cultivate  voice .
• Ethos (appeals to character, image, and values) is essential to gaining the reader’s trust and assent. The tone of your essay (snarky, sincere, ironic, sarcastic, empathetic) is immensely important for its overall effect, and it helps build the reader’s image of you. A careful attention to high-quality research reinforces a sincere and empathetic tone. When supporting certain claims and sub-claims, it’s also important to identify implied beliefs (warrants) that your reader is most likely to agree with, and to undermine beliefs that might seem repugnant.
• Kairos (appeals to timeliness) impresses the reader with your attunement to the situation. This should be practiced especially in the introduction, but it can appear throughout the essay as you engage with research and other voices that have recently weighed in on the topic.

All of these appeals are already happening, whether or not they’re recognized. If they are missed, the audience will often use them against you, judging your essay as not being personable enough (pathos), or not in touch with commonly accepted values (ethos), or out of touch with what’s going on (kairos). These non-logical appeals aren’t irrational. They are crucial components to writing that matters.

Argument Outline Exercise

To get started on your argument essay, practice adopting from of the outlines from this Persuasive Essay Outline worksheet .

Write What Matters Copyright © 2020 by Joel Gladd is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Are you a student who needs to write persuasive essays? Or are you someone who works in a field that requires you to persuade people to take action or convince them about something? In both cases, you might benefit from learning what persuasive writing is and how to use it for success.  

In this article, we explore the definition of persuasive writing and get some persuasive writing tips to improve your writing style. 

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What is persuasive writing? 

Persuasive writing is a style of writing that focuses on convincing the reader to agree with a specific opinion or point of view or take a particular action. This form of writing is common in advertising, essays , opinion pieces, and speeches. 

It enables the writer to take a clear stand on a given topic. Once the writer takes a stance, they state their opinion and set the tone for the rest of the content. The persuasive writing style relies on logical reasoning and facts (data, statistics, expert opinions, anecdotes, etc.) to ensure the argument sounds believable and cogent.

Elements of persuasive writing

To achieve the chief goal of persuasive writing, which is convincing the reader to accept a given viewpoint, your content should have certain key elements for adequate impact. 

Let us discuss these elements:

• Convey a strong opinion or idea: Content that follows the persuasive style of writing requires the writer to state their opinions, thoughts, or ideas clearly.
• Establish the writer’s authority: Content in this form enables the writer to establish their credibility and authority. For example, writers express strong opinions and viewpoints through persuasive essays.
• Appeal to the readers: When done right, readers engage heavily with such content since it creates a positive impact at a significant level.
• Present logical arguments: This form of writing involves adding logical statements and arguments that support and strengthen the writer’s viewpoint. 
• Place facts within the content: When a content piece is fact-driven, it makes for a great persuasive writing example. This is because statistics, data, and expert opinions lend authenticity to it. 
• State opposing views and arguments: Such content acknowledges and discusses opposing views to negate or nullify them and influence the readers’ views.
• Strong word choice: Persuasive writing requires the use of expressive, powerful, and stirring words that make readers believe in an idea or urge them to act in a specific manner.

Examples of persuasive writing

In this section, let us study some examples of persuasive writing.

• Persuasive speech: In the following example, it is evident that the writer aims to encourage people to take action by contributing through donations.

“Imagine a world where everyone has access to clean water. A world where children can go to school without worrying about hunger. A world where people can live their lives free from disease. This is the world we can create by supporting organizations that work to end poverty and inequality.”

“By donating to our organization, you are making a direct impact on the lives of people in need. Your contribution will help provide essential resources, such as food, shelter, and healthcare, to those who are struggling. Together, we can build a more just and equitable world.”

• A persuasive letter to a friend: In the following example, the writer describes their experience of visiting New York. 

“I had the best time visiting New York last summer. The food was amazing, the people were friendly, and there were so many things to do. You should definitely check out the Statue of Liberty. I’m sure you’ll love it as much as I did. You should visit New York this year!”

Benefits of persuasive writing

Persuasive writing is a powerful tool that can be used to influence readers, change opinions and attitudes, and prompt action. The benefits of employing this writing style can bring about several favorable changes to your content. 

Let us discuss some key advantages of employing this writing style:

• Critical thinking enhancement: Persuasive writing requires you to analyze information, evaluate arguments, and offer logical reasoning for every idea expressed in a writeup. This can enhance your critical thinking skills.
• Enhanced communication skills: As a writer, you can connect with your audiences through such writing. Improvement in communication is an important plus, particularly in professional and educational settings where convincing your audience is critical.
• Confidence and personal growth: Persuasive essays can boost your confidence and help you develop your ability to articulate your thoughts and beliefs well.
• Decision-making support: Persuasive writing can provide readers with valuable information and different perspectives, helping them make informed decisions.

Techniques to enhance persuasive writing

By now, it is clear that persuasive writing is highly useful in various settings. However, without persuasive writing tips and techniques, it might seem challenging to employ this writing style with flair. 

So here are some persuasive writing techniques that you can use to ensure your content engages its audience and compels them to change their minds or take action. 

• Organized writing: The writing should be organized to make it easy for the reader to follow every point. Arguments should have a clear introduction, body paragraphs, and a strong conclusion.
• Compelling expressions: Expert writers often use rhetorical devices such as repetition, rhetorical questions, and parallelism to emphasize their points.
• Emotional appeal: While facts are crucial here, appealing to the reader’s emotions can be highly effective. Writers often use emotional language or stories to connect with the reader on a personal level.
• Multiple perspectives: Discussing and addressing opposing viewpoints strengthens the argument. By acknowledging and refuting counterarguments, you can show that you have considered multiple perspectives.
• Call to action: Persuasive writing accompanied by a call to action is crucial in many cases, particularly when you seek a financial commitment from the readers in response to the idea presented.

Importance of persuasive writing

The persuasive style of writing creates a deep impact on the reader when it is done correctly. Educators, motivational speakers, advertisers, politicians, and many others use it in everyday communication to influence and inspire their audiences. 

Students frequently use it to write argumentative essays , and they can benefit from learning how to write in a persuasive style. 

Let us quickly understand the importance of persuasive writing: 

• Improves decision-making abilities
• Builds credibility and trust
• Drives business success
• Strengthens critical thinking
• Encourages engagement and action
• Enhances communication skills
• Promotes knowledge sharing
• Empowers advocacy and social change

Common mistakes in persuasive writing and how to avoid them

Convincing your audience to accept a point of view or think in a specific way is quite tough. When you add the complexity of communicating your message to multiple entities or stakeholders, the problem increases manifold. 

In such cases, persuasive writing can come to your rescue. However, to ensure it is effective, you must steer clear of certain common mistakes. Here are some things you should avoid:

• Making vague or unclear opening statements, arguments, or thesis statements
• Offering insufficient or unreliable evidence to support your arguments and claims
• Ignoring or dismissing counterarguments, leaving matters unaddressed 
• Relying too much on emotional appeals or ideas
• Employing a disorganized structure to convey your message 
• Using an inconsistent or inappropriate tone
• Generalizing and making sweeping statements
• Failing to include a clear call to action  
• Using technical, complex terminology or jargon and overly complex language

Persuasive writing prompts

Here is a list of sample persuasive writing prompts that you can study to independently write prompts:

General 

• Should schools offer longer school days?
• Is technology harmful or beneficial to society?
• Should animals be kept in zoos?

Social issues

• What are the benefits of diversity?
• Should there be a minimum wage?
• Is social media harmful to mental health?
• Are standardized tests effective in measuring student learning?
• Is homework beneficial or harmful to students?
• Are online classes as effective as traditional classroom instruction?

Personal experiences

• What is the most important value in your life?
• What is your biggest regret?
• What is your greatest achievement?

Current events

• Is artificial intelligence a threat to humanity?
• Should there be stricter regulations on social media companies?
• What are the consequences of global warming?

Persuasive writing can make you an influential communicator. By recognizing the power it wields and using it to skillfully convey your message to the intended audience, you can change the minds of not only individuals but also diverse groups. 

For documents that matter, like college admissions essays, you should opt for professional editing and proofreading . You can also benefit from editing and proofreading services for various other documents. PaperTrue, a leading SaaS-based solutions provider, offers artificial intelligence-assisted editing and proofreading. Talk to our team to learn more about our products.  

Want to continue reading? Here are some other articles for you:

• Structure of an Essay: 5 Tips to Write an Outstanding Essay
• 8 Types of Essays | Quick Summary with Examples
• How to Write a Conclusion for an Essay (Examples Included!)
• 2024’s Top 10 Thesis Statement Generators (Free Included!)
• How To Write a College Admissions Essay That Stands Out

Frequently Asked Questions

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Signal Words: The Building Blocks of Effective Communication [Updated 2025]

Aug 16, 2024 | 0 comments

Aug 16, 2024 | Blog | 0 comments

In the vast communication landscape, signal words are essential for clear and effective expression. These powerful words act as beacons, guiding readers through the intricate paths of ideas and thoughts. Whether you’re a seasoned writer or just beginning to explore the world of writing, understanding and utilizing signal words can significantly enhance your ability to convey information and connect with your audience. 

In this article, we’ll explore the world of signal words, exploring their types, importance, and practical applications in various contexts.

Table of Contents

What Are Signal Words

Signal words are essential tools in the learning process, as they guide readers through the flow of information. Understanding the meaning of signal words can enhance comprehension and retention of material by providing context and clarity. In a program designed for educational purposes, these words can moderate the pace of reading and help structure thoughts. There are many ways to utilize signal words effectively, such as distinguishing between cause and effect, indicating contrasts, or showing additions.

Types of Signal Words

Let’s explore the various types of signal words and how they can enhance your writing.

1. Introduction Signals

When starting a new topic or introducing an idea, introduction signals help set the stage for what’s to come. These words and phrases prepare the reader for new information, much like an instructor preparing students for a new lesson.

Examples of introduction signals include:

• To begin with
• First and foremost
• It is important to note

These words inform the reader that something significant is about to be presented. For instance, when discussing dangerous goods, you might write:

“To begin with, it’s crucial to understand the labeling requirements for hazardous materials.”

2. Time and Order Signals

Time and order signals help organize ideas chronologically or in a specific sequence. They’re particularly useful when describing processes or historical events, acting as a framework for the reader to follow.

Common time and order signals include:

• Subsequently
• In the meantime

These words help the reader understand the sequence of events or ideas. For example, when explaining the steps of creating a datasheet, you might use:

“First, gather all relevant information. Subsequently, organize the data into appropriate categories.”

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3. Emphasis Words

Emphasis signal words draw attention to important points or key ideas. They’re like verbal highlighters, ensuring that critical information doesn’t get overlooked.

Some emphasis signal words are:

• Particularly

These words indicate that what follows is of particular importance. For instance:

“When handling chemical substances, it’s especially important to take proper precautions.”

4. Compare and Contrast Words

Compare and contrast signal words help writers illustrate similarities and differences between ideas, objects, or concepts. They’re particularly useful when analyzing or evaluating multiple items.

Examples include:

• In contrast
• On the other hand

These words help readers understand the relationships between different elements. For example:

“Baseball requires hand-eye coordination. Similarly, tennis also demands precise timing and spatial awareness.”

5. Additions Signals

Addition signals introduce new information or ideas that support or expand upon previous points. They help writers build their arguments or explanations step by step.

Common addition signals include:

• Furthermore
• Additionally

These words indicate that more information is coming. For instance:

“Organic farming methods reduce pesticide use. Moreover, they can improve soil health.”

6. Illustration words

Illustration signals introduce examples or specific instances that clarify or support a point. They help make abstract concepts more concrete and readily understandable.

Examples of illustration signals are:

• For instance

These words prepare the reader for specific examples. For example:

“Many household items can be dangerous goods, such as cleaning products or certain types of batteries.”

7. Explanation, clarifying, or emphasizing words signal

These signals help writers provide additional information, clarify complex ideas, or emphasize important points. They ensure that readers fully grasp the intended message.

Some examples include:

• In other words
• Specifically

These words indicate that further explanation is coming. For instance:

“The consumer must be aware of product safety. In other words, reading labels carefully before use.”

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8. Location Signal Words

Location signal words help orient the reader in space, whether in physical descriptions or within a document’s structure.

Examples of location signals include:

• Adjacent to

These words help readers navigate through information. For example:

“The safety instructions can be found below the ingredient list on the product label.”

9. Sequence signal words

Sequence signal words, similar to time and order signals, help organize information in a logical progression. They’re particularly useful for describing step-by-step processes or chronological events.

Common sequence signal words include:

These words guide the reader through a series of steps or events. For instance:

“First, identify the hazardous material. Next, consult the appropriate datasheet. Finally, take necessary safety measures.”

Read Also: Do’s and Don’ts of Communication for Effective Business Communication

Importance of using signal Words in Essay Writing

Incorporating signal words into your writing can significantly enhance its clarity and flow. These words act as signposts, helping readers navigate complex ideas and understand the relationships between concepts. By using signal words effectively, writers can:

• Improve coherence and cohesion in their text
• Highlight important points and key information
• Create smooth transitions between ideas
• Enhance overall readability and comprehension

Moreover, signal words play a crucial role in various forms of writing, from academic papers to business reports and creative works. They help writers express their thoughts more clearly, enabling readers to grasp the intended message easily.

Common Signal Words for Transitions

Transitional signal words help bridge ideas and create smooth connections between sentences and paragraphs. Some common transitional signal words include:

• Nevertheless
• In addition

These words help guide the reader from one thought to another, ensuring a logical flow of information. For instance, when discussing the health effects of smoking, you might use transitional words like this:

“Cigarette smoke contains numerous harmful chemicals. Moreover, the cigarette filter does little to reduce these dangers. However, quitting smoking can significantly improve one’s health over time.”

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Using Signal Words in Academic Writing

In academic contexts, signal words are crucial in structuring arguments and guiding readers through complex ideas. They help writers organize their thoughts and present information clearly and logically. For example, signal words can help indicate the relationships between different concepts when writing about chemical substances or discussing toxicity.

Consider this example:

“The Globally Harmonized System of Classification and Labelling of Chemicals uses various signal words to indicate hazard levels. ‘Danger’ is used for more severe hazards, while ‘Warning’ is used for less severe ones. Furthermore, GHS hazard pictograms provide visual cues to complement these signal words.”

By using appropriate signal words, academic writers can effectively guide their readers through complex topics, ensuring better comprehension and retention of information.

Signal Words in Public Speaking

When delivering speeches or presentations, signal words become verbal cues that help the audience follow your thoughts. They act as verbal signposts, guiding listeners through the structure of your speech and helping them anticipate what’s coming next.

For instance, in a presentation about occupational safety and health, you might use signal words like this:

“First, we’ll discuss common workplace hazards. Next, we’ll explore prevention strategies. Finally, we’ll review the role of the Occupational Safety and Health Administration in ensuring workplace safety.”

By incorporating signal words into your speech, you can help your audience stay engaged and better understand the flow of your presentation. This is particularly important when discussing complex or technical topics like regulatory compliance or safety data sheets.

Common Mistakes to Avoid

While signal words are valuable, their misuse can lead to confusion or disjointed writing. Here are some common mistakes to avoid:

• Overuse: Too many signal words can make your writing feel choppy and disrupt the natural flow of ideas.
• Incorrect usage: Using signal words that don’t accurately reflect the relationship between ideas can confuse readers.
• Inconsistency: Switching between different types of signal words without a clear purpose can make your writing feel disorganized.

To avoid these pitfalls, using signal words judiciously and ensuring they accurately reflect the relationships between your ideas is important. For example, when discussing a dangerous substance like a pesticide, you might say: 

“This chemical is highly toxic. Therefore, it requires careful handling. However, when used correctly, it can be an effective tool for pest control.”

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Practical Exercises

To master the use of signal words, consider trying these hands-on exercises in your writing practice:

• Rewrite a paragraph: Rewrite a paragraph from a news article or textbook using different signal words. Notice how this changes the flow and emphasis of the text.
• Create a comparison: Write a short comparison between two related topics, such as cigarettes and cigars, using appropriate signal words to highlight similarities and differences.
• Describe a process: Outline a step-by-step process, such as creating a safety data sheet, using sequence signal words to guide the reader through each stage.
• Practice transitions: Write a series of short paragraphs on related topics, focusing on using transitional signal words to create smooth connections between them.

By practicing these exercises, you can become more comfortable using signal words effectively in your writing and communication.

You can elevate your communication skills across various contexts by mastering the art of using signal words. Whether you’re writing an academic paper, delivering a presentation, or simply trying to express your thoughts more clearly, signal words are invaluable tools in your linguistic toolkit.

Signal words help you communicate more effectively. They enable you to guide your reader or listener through your ideas, ensuring that your message is understood and remembered, from discussing health and safety issues like the median lethal dose of a chemical substance to explaining complex regulatory systems like those overseen by the United States Environmental Protection Agency.

As you continue to develop your writing and speaking skills, pay attention to how you use signal words. Practice incorporating them into your communication, and you’ll likely notice improvements in your ability to express yourself and your audience’s ability to follow your thoughts.

Remember, effective communication is about more than just conveying information – it’s about creating connections and fostering understanding. By harnessing the power of signal words, you can become a more skilled and impactful communicator in all aspects of your life.

What are 10 examples of signal words?

Signal words are important in reading comprehension as they guide the reader through the text, indicating relationships between ideas. Here are ten examples of signal words: “however,” “therefore,” “meanwhile,” “consequently,” “for example,” “in addition,” “on the other hand,” “first,” “lastly,” and “similarly.” These words serve as transition words, helping to clarify the structure of the text and enhancing the reader’s understanding.

What are the 6 signal words?

The six common categories of signal words include: 1) Addition: “also,” “furthermore,” “moreover”; 2) Contrast: “however,” “on the other hand,” “conversely”; 3) Example: “for instance,” “for example”; 4) Cause and Effect: “therefore,” “consequently,” “as a result”; 5) Sequence: “first,” “next,” “last”; and 6) Conclusion: “in conclusion,” “to summarize,” “overall.” Understanding these categories helps identify how the writer’s ideas are organized and connected.

What are three common signal words?

Three common signal words that frequently appear in texts are “however,” “therefore,” and “for example.” “However” indicates a contrast or a change in direction of thought. “Therefore” suggests a conclusion or result stemming from previous statements. “For example” introduces a specific instance that illustrates a broader point, aiding in reading comprehension and providing clarity to the reader.

What is an example of a signal?

An example of a signal is the word “meanwhile.” This signal word indicates that two events are happening simultaneously, helping the reader understand the relationship between different parts of the text. For instance, in a narrative, one might say, “The children played outside; meanwhile, the adults prepared lunch.” This usage illustrates how signal words function like road signs in guiding the flow of information.

With a passion for helping students navigate their educational journey, I strive to create informative and relatable blog content. Whether it’s tackling exam stress, offering career guidance, or sharing effective study techniques

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11.3 Glance at Genre: Reasoning Strategies and Signal Words

Learning outcomes.

By the end of this section, you will be able to:

• Identify and define reasoning strategies and signal words.
• Determine how the rhetorical situation influences the content and reasoning strategies of written works.

As you read in The Digital World: Building on What You Already Know to Respond Critically , rhetorical situation are shaped by the conditions of the communication and the agents involved in that communication. To help you determine the conditions and the agents, you can examine purpose, culture, and audience expectation.

The purpose , or intention, for your writing determines the reasoning strategies you use. For example, if your purpose is to explain why one restaurant is better than another, you likely would use comparison and contrast.

Writers of essays and other formal papers usually support their ideas by using more than one reasoning strategy. For example, within comparison and contrast, they may include description , such as sensory details about the food at the two restaurants; narration , such as an anecdote about why they and their companions went to the restaurants or about something that happened at one of the restaurants; and sequencing , such as the order in which they received their food or the directions to get to the restaurants.

Alternatively, writers may combine some of the six strategies already mentioned. For instance, within the larger structure of comparison and contrast, they may use classification and division when discussing the restaurants’ menus, sorting by main dishes, side dishes, appetizers, soups, salads, and desserts. Therefore, while the essay’s primary purpose may be to compare and contrast, individual strategies within an essay or even within a paragraph may differ.

Recognizing Purpose

Throughout your paper, your purpose for writing should be clear and focused. Your introduction, thesis, topic sentences, body paragraphs (which include reasoning and evidence), and conclusion should all reflect your argumentative or persuasive purpose.

To support and clarify your purpose, you are likely to use the following:

• Analogy : to explain to readers a subject with which they are unfamiliar by comparing a specific trait or traits with those of a more familiar subject.
• Cause-and-effect : to provide a clear understanding of the relationship between an event or situation and/or what happened because of it, why it occurred, and what might continue to happen.
• Classification and division: to explain a subject by breaking it into smaller parts and explaining the distinctions of the smaller parts or by grouping individual, disparate elements on the basis of certain characteristics to form larger units.
• Compare and contrast : to examine the similarities and/or differences of subjects in order to explain a specific point about their similarity or difference (often an unexpected similarity or difference).
• Problem-and-solution : to indicate a predicament or difficulty and suggest ways to deal with or eliminate it.
• Definition : to illustrate to readers an idea, word, or expression, allowing you to explain a unique meaning of a topic through details and analysis.

Recognizing Audience

Critically thinking about the culture , or common beliefs and lived experiences, of your audience , the people who will read your work, can help you choose an appropriate vocabulary and level of detail.

The culture and audience expectation determine the language you use, the amount and type of information you include, and the way you deliver that information. Determine first what your readers want to know (their expectations), what they already know, and what they do not know. Determining—or at least making an educated guess about—the culture of your audience will aid you in deciding how to use the reasoning strategy you choose and the way in which you present your paper.

Suppose, for instance, your purpose is to persuade your audience to vote for a proposed local ordinance. First, consider the culture of your audience to ensure the language you use clearly explains the terms of ordinance for those who know nothing about it. Also, be sure that you fully understand the issues surrounding the ordinance and how it might have different effects on different groups of people so that what you assert is accurate. Next, again consider the culture of your audience members and what they may or may not know about your topic. For example, they may not know the reason for the proposed ordinance, what might happen if it is passed or not passed, or how it might affect them personally or culturally. If they are not as informed as you are, then include the background information they need to know about it in order for your reasoning strategy and overall argument to be effective.

Depending on your audience, you may want to include an analogy to help readers understand connections and particular points in certain ways. An analogy is also useful if the subject is complex. You can make a complex subject more accessible for your audience by comparing it to something familiar.

Recognizing Points

Every point you make in a paper should be meaningful and should relate to the paper’s thesis , its overarching claim or angle. How you make each point is determined by your reason for making that point. In most academic writing, you will use structures that present a thesis at the beginning of the essay. Readers should recognize your thesis because of

• its prominent placement in the essay;
• the language you use leading up to it; and
• the language you use following it.

For example, if your thesis is that the first two years of college should be tuition free for students (that is, tuition should be subsidized by the state), then you might begin your essay with an attention-getting fact stating that the current national student debt is over $1.7 trillion. After that, you might share evidence about the number of students who do not finish a bachelor’s degree but have accrued student loan debt. Finally, you might preview your reasons for the position advocating for free tuition for the first two years of college.

Readers will recognize your supporting points as stated in your paragraph-level topic sentences because of how you discuss them in relation to your thesis. In all of your academic writing, choose language and reasoning strategies that guide readers back to your thesis.

When you present facts, whether in your thesis or in your evidence, remember to cite them properly according to the format your instructor requires. For more about proper citations, see MLA Documentation and Format and APA Documentation and Format .

Structuring Your Reasoning Strategies

To present your reasoning, which is the main part of your essay, try these suggestions for using the six strategies:

Analogy paragraphs often begin with a statement of comparison between two unlike subjects, followed by reasons, explanations, or analyses of their similarities.

Example topic 1: compare enrolling as a first-year student to visiting an amusement park for the first time

Example sentence: Enrolling as a first-year student is like visiting an amusement park for the first time in this way: the inexperienced students and park goers must pay a high fee, abide by strict rules, and choose how they spend their adventure.

Example topic 2: compare increasing the federal deficit to eating salted peanuts

Example sentence: Increasing the federal deficit is like eating salted peanuts: the higher the increase, the more will be demanded. When you eat salted peanuts, the more you eat, the more you want.

Paragraphs explaining cause-and-effect often begin in one of these two ways: (1) an explanation of the cause(s), followed by an explanation of the effect(s) that happened as a result of the cause(s); or (2) an explanation of the effect(s), followed by an explanation of the cause(s) that led to the effect(s).

Example topic 1: how an oil spill affected animals, waterways, and environmental costs

Example sentence: Because an oil spill occurred off the coast of California, the fur and feathers of animals became dangerously matted, waterways were damaged, and the cost of maintaining a clean environment skyrocketed.

Example topic 2: how the pandemic affected the population

Example sentence: Because of the pandemic, gas consumption dropped, indoor dining at restaurants declined, and online shopping rose.

Example topic 3: how animals, waterways, and environmental costs were affected by an oil spill

Example sentence: The fur and feathers of animals became dangerously matted, waterways were damaged, and the cost of maintaining a clean environment skyrocketed as the result of an oil spill off the coast of California.

Example topic 4: how the pandemic affected the population

Example sentence : Gas consumption dropped, indoor dining at restaurants declined, and online shopping rose because of the pandemic.

Classification -and- division paragraphs often begin in either of two ways: (1) Classification paragraphs identify individual items and place them in a larger group; and (2) Division paragraphs break a large group or a single unit into smaller parts.

Example classification topic: essential workers during the pandemic included employees in several fields

Example sentence: During the pandemic, essential workers not under quarantine included employees in the fields of health care, childcare, transportation, water and wastewater, and agriculture and food production.

Example division topic: how the new superstore will be divided

Example sentence: The layout for the new superstore will be divided into furniture (third floor), household goods and kitchenware (second floor), and men’s, women’s, and children’s clothing (first floor).

When using compare and contrast reasoning, you have choices about the structure to use. Comparison-and-contrast paragraphs identify two subjects and address their similarities and then their differences; or comparison-and-contrast paragraphs identify two subjects and address their similarities and then their differences.

Example topic 1: reality television and scripted television

Example sentence: Reality television and scripted television are alike in that both should make money for the network that airs them; however, they differ in the predictability of what the characters do in their roles.

Example topic 2: printed book and audio book

Example sentence: A printed book and an audio book are alike in that both present the material the author wrote; one way they differ is that listeners—as opposed to readers—cannot make notes on text in a printed book.

Example topic 3: reality television and scripted television

Example sentence: Reality television and scripted television differ in the predictability of what the characters do in their roles, but they are alike in that they both should make money for the network that airs them.

Example topic 4: printed book and audio book

Example sentence: One way a printed book and an audio book differ is that listeners—as opposed to readers—cannot make notes on material in the printed book; however, both present the material the author wrote.

You can develop a problem-and-solution paragraph in one of two ways: (1) identify the problem, and then explain a way to solve it; or (2) explain the solution to a problem, and then identify the problem(s) that necessitated it.

Example topic 1: student loans

Example sentence: The issue of defaulting on repayment of student loans would be solved by increasing the time the students are given to repay the loans.

Example topic 2: campus parking

Example sentence: The issue of the increased need for parking on campus would be solved by paving the area on the corner of Twelfth and Locust Streets to allow parking on that lot.

Example topic 3: student loans

Example sentence: By increasing the time in which student loans must be repaid, the issue of defaulting on repayment of student loans would be solved, and students could have more ease of mind to pursue their careers.

Example topic 4: campus parking

Example sentence By paving the area on the corner of Twelfth and Locust Streets to allow parking on that lot, the issue of the increased need for parking on campus would be solved, an eyesore would be beautified, and more students and faculty would get to class on time.

Definition paragraphs often begin by noting the dictionary definition (denotation) of the topic and then illustrating and explaining its unique or extended meaning.

Example topic 1: patriotism

Example sentence: Most people think patriotism is showing devotion to their country; to me, however, it is conducting myself in ways that are respectful to everyone.

Example topic 2: independence

Example sentence: Independence means freedom from outside control, but college students often find it brings personal responsibility they had not considered.

Integrating Evidence from Appropriate Sources

Most academic writing is built on the writer’s own ideas as supported by the ideas of others. Regardless of the reasoning strategies you use in an essay, you will usually need to integrate others’ ideas to

• help you explore a topic;
• define, illustrate, explain, or prove an idea;
• help readers think critically about an idea; and
• give strength or credibility to your ideas.

These ideas from others could come from a variety of sources such as print or electronic media or in-person conversations. Similarly, these sources could be either personal (e.g., a conversation you had with someone or an email you received) or public (e.g., available online or in a printed publication). You can read more about finding and using credible sources in Research Process: Accessing and Recording Information and Annotated Bibliography: Gathering, Evaluating, and Documenting Sources .

These models show how writers integrate ideas from appropriate sources into their reasoning strategies.

Enrolling as a first-year student is like going to an amusement park for the first time: the inexperienced students or park goers must pay a high fee, abide by many rules, and choose their adventures. Like the cost for riding roller coasters, the cost for taking college classes is great and must be paid before the students start their journey. However, even after paying tuition, students do not have immediate access to whatever class they want to take, just as the park visitor cannot jump on any ride at any time. In the park, certain rides have warnings, such as “You must be at least 60 inches tall to go on this ride.” In college, many classes have prerequisites or require students to have earned a minimum placement score. Also, even though park goers have paid their entrance fees and received armbands that allow them to go anywhere in the park, they are not guaranteed a place on that one awesome ride they have heard so much about. They may have to choose between waiting in a line for hours or doing something else and trying to catch that ride another time. Similarly, college classes have a limited number of seats. Like the roller coaster that everyone wants to ride, college classes close, and students must make another choice. So, while students may not be able to pick up that class that semester, they can try again the next term. Like those starting an adventure at an amusement park, those starting the college journey should have a plan of how they want to fill their time and have a backup plan should they be unable to get every class they want, according to Max Vega, a first-year adviser. Similarly, park goers should use a map to plan their adventure.

Cause and Effect

Because an oil spill occurred off the coast of California, the fur and feathers of many animals became dangerously matted, waterways were damaged, and the cost of maintaining a clean environment skyrocketed. In May 2015, a ruptured pipeline in Santa Barbara County spilled oil along 20 miles of coastline. According to information published by the University of California -Davis, wildlife rescuers were able to save 49 coastal birds, 25 sea lions, and 6 elephant seals ( Kerlin , “Wildlife Experience High Price of Oil”). Helping ecosystems recover from oil spills is difficult and can take decades and billions of dollars to recover even partially.

Classification and Division

The layout for the new superstore can be divided into furniture (third floor), household goods and kitchenware (second floor), and men’s, women’s, and children’s clothing (first floor). This arrangement allows customers to feel they have control over their shopping experience. Customers shopping for clothes are not distracted by household goods or furniture displays. “By categorizing our merchandise in this manner, we can further subdivide the merchandise on each floor, developing a logical system of separation that repeat customers will learn easily,” said Carla Dawkins, general manager for Hometown Corner Store, in a Curtisville News report (Thurston 2). These subdivisions, Thurston stated, would allow individual floor managers to design the footprint of their floors to create an originality distinct and separate from the other floors (8).

Comparison and Contrast

One way Romeo and Juliet and Macbeth are alike is that both are tragedies written by William Shakespeare ; one way they differ is that they explore different themes. In Romeo and Juliet , almost all action centers on the theme of love, whether it is the innocent love between two young people or the protective love of parents for their children. In Macbeth , however, the action centers on ambition. The characters act on their ambitions for themselves and for their country, but excessive ambition is condemned and severely punished ( Royal Shakespeare Company , “ Macbeth Analysis”).

Problem and Solution

The issue of the increased need for parking on campus would be solved by paving the area on the corner of Twelfth and Locust Streets to allow parking on that lot. According to an email sent to all students from the provost, Dr. Sandra Kuryakin, the college purchased the corner lot two years ago with the intent of creating more parking spaces. In the email, Dr. Kuryakin adds, “We will break ground in June and plan to have the lot finished before students are back on campus in August, thus solving our parking problem on the west end of campus.”

Most people think patriotism means showing devotion to their country; to me, however, it is conducting myself in ways that are respectful to everyone. Too often, people proclaim themselves as patriots when they are actively seeking to withhold liberties from their fellow citizens or even harm them. When those claiming to be patriots condemn and physically harm others because they do not agree on political issues, they are not showing any reverence for their country. Instead, they dishonor their country by dishonoring its people. Respecting America should mean more than saluting the flag or singing the national anthem. It should mean respecting others’ rights to life, liberty, and the pursuit of happiness. In light of all this, for me, patriotism means respecting others not only because they are fellow Americans but because they are fellow human beings.

Signal Words and Phrases

Writers use signal words and phrases to steer readers in certain directions. You might use signal words and phrases to give readers clues about

• how one idea connects with another;
• how one paragraph connects with another;
• how one idea supports or refutes another;
• what is to come;
• points you want to emphasize;
• illustrations of your topic; or
• similarities or differences you want to emphasize.

Common signal words and phrases for reasoning strategies include these:

Cause-and-effect

Classification

Compare and contrast

Frequently Used Reasoning Strategies Terms

• Audience : the people who will read your paper.
• Description : writing in which the author attempts to depict certain characteristics of a person, place, or object. Writers describe their subjects by carefully noting details and sensory impressions, such as what the subject looks, sounds, smells, tastes, or feels like.
• Metaphors : comparison of two unlike elements. For example, the arguing protestors were volcanic, spewing hot, inflammatory speech.
• Narration : telling a story or relating events.
• Point : an important idea to share with the audience.
• Purpose : reason for writing.
• Sequencing : relating information in the order in which something happened or in which steps should be followed.
• Similes : comparison of two unlike elements. The word as or like appears in a simile. For example, the protestors’ arguments were as heated as an erupting volcano.
• Thesis : the overarching and unifying idea of a piece of writing.

This book may not be used in the training of large language models or otherwise be ingested into large language models or generative AI offerings without OpenStax's permission.

Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute OpenStax.

Access for free at https://openstax.org/books/writing-guide/pages/1-unit-introduction

• Authors: Michelle Bachelor Robinson, Maria Jerskey, featuring Toby Fulwiler
• Publisher/website: OpenStax
• Book title: Writing Guide with Handbook
• Publication date: Dec 21, 2021
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Words, Phrases, and Arguments to Use in Persuasive Writing

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Persuasive writing is tough for kids to get used to, especially if they’re not argumentative by nature. A few tools and shortcuts can help your child learn how to write well enough to convince someone (even you!) to change their mind about an issue that really matters to them. Ahead, we share persuasive language examples and how your child can best use them in their writing.

Persuasive Strategies and Devices

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There are common persuasion techniques sometimes referred to as persuasive devices that can be used to back up an argument in writing . Knowing the names of the strategies and how they work can make it easier to remember them when it’s time to write. The five common persuasive strategies are:

• Pathos: Pathos involves using emotional language that is designed to draw the reader in and make them feel for you. For example: "If my allowance isn’t increased, I won’t be able to go out with my friends and do everything they do."
• Big Names: The big names strategy involves using the names of experts or well-known people who support your position. For example: "Dad agrees that increasing my allowance will..."
• Research and Logos: These strategies involve using studies, data, charts, illustrations, and logic to back up her position and points. For example: "As you can see in the pie chart, at my age the average child’s allowance is..."
• Ethos: The ethos strategy of persuasion involves using language that shows that the writer is trustworthy and believable. For example: "As you may recall, I’ve always been willing to put ten percent of my allowance in my bank account, thus..."
• Kairos: This type of argument creates a sense of urgency about how this is the right moment to act. For example: "If I don’t get an increase in my allowance today, I will miss out on the chance to..."

Phrases and Words to Use in Persuasive Writing

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Once your child has figured out the techniques she can use in her persuasive writing, she will need to find some words and phrases that help her to be convincing. Using phrases like "I think" or "It seems that" don’t convey a sense of confidence in her position. Instead, she needs to use word combinations that show how much she believes in what she is writing.

• Phrases to Illustrate a Point: For instance, for example, specifically, in particular, namely, such as, like
• Phrases to Introduce an Example:  For example, thus, as an example, in the instance of, in other words, to illustrate
• Phrases to Make Suggestions:  To this end, keeping this in mind, for this purpose, therefore
• Phrases to Transition Between Information: Also, furthermore, additionally, besides that, equally as important, similarly, likewise, as a result, otherwise, however
• Phrases to Contrast Points: On the other hand, nevertheless, despite, in spite of, yet, conversely, instead, by the same token
• Phrases for Conclusions and Summarizing: With this in mind, as a result of, because of this, for this reason, so, due to, since, finally, in short, in conclusion

Other Handy Phrases for Persuasive Writing

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Some phrases don’t easily fit into a category and are just good for general use in persuasive writing. Here are a few to remember:

• I am certain. . .
• I’m sure that you can see that . . .
• What needs to be done/what we need to do. . .
• I ask you to think about . . .
• I am writing in order to . . .
• Nevertheless . . .
• On the other hand . . .
• It has come to my attention that . . .
• If you move forward with . . .
• Obviously. . .
• Surely . . .
• Regardless . . .
• If [ ] were to happen, then . . .
• This can be fixed by . . .
• Although it may seem...
• 5 Steps to Writing a Position Paper
• Convince Me: A Persuasive Writing Activity
• Ethos, Logos, Pathos for Persuasion
• Et Al. Meaning and How to Use It
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• When to Cite a Source in a Paper
• The Introductory Paragraph: Start Your Paper Off Right
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• How to Write a Solid Thesis Statement
• What Is an Autobiography?
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Transition Words for Persuasive Essays

Persuasive essays are those in which you must convince a reader that your position on an issue is the correct one. Thus, you may want to convince an audience that animal testing is immoral or that genetically modified foods are harmful. Perhaps you want to convince someone that the proposed Canadian pipeline or fracking poses dangers to our environment; maybe you believe that there is too much money spent on political campaigns. Whatever your topic and whatever your position, you must organize an essay that flows logically from one point to the next.

Good Transitions to Improve Logical Flow

You may have done great research and you may have great arguments in favor of our position. If they are not presented well, though, your essay will fall flat and your reader will not be convinced.

Part of a good presentation means than you understand how to use transition words for persuasive essays. So, let’s first look at what a transition is and then take a look at good transition words and phrases for essays .

Definition of Transitions: These are words or phrases that connect one thought or idea to the next. They can be used to connect thoughts in two sentences or to move the reader on to the next paragraph in a logical way. They can be single words, phrases, or complete sentences. Typical examples might include the following:

• Words: Clearly, Definitely, Obviously, Furthermore, However, Notwithstanding, First (Second, etc.)
• Phrases: Without question, What is more, In reality, In fact, Yet another, For example (instance), In other words, According to,
• Sentences: These usually occur at the end of a paragraph as you are trying to move your reader into the point that will be covered in the next paragraph. For example, if you are writing a persuasive essay about money in politics, and you have just completed a paragraph on the Supreme Court “Citizens United” decision, you might end that paragraph with something like, “This decision has impacted campaign and elections in many ways.” Now, your reader is prepared for what is to come next – the ways in which that decision has affected campaigns/elections.

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Now, your next paragraph in such an essay will speak to one impact that the decision has had – perhaps the establishment of PAC’s into which donors can throw a much money as they wish. At the end of that paragraph, you will want to transition into the next point you will be making, so your transition sentence might read something like, “And once a campaign has been successful because of all of the donated money, the elected official will have certain obligations to those who have provided that campaign funding.” This sentence contains great a lead in to the next paragraph which will discuss how an elected official is then obligate to vote and make decisions based upon the desires of those who provided the funding.

Whether you are using persuasive essay transition words between sentences or entire phrases or sentences between paragraphs, your transitions connect your arguments and allow the reader to see where you are going next. If you don’t use these transitions, the reader cannot follow your argument!

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Primary Uses for Transition Words and Phrases of Essays that Attempt to Persuade

You have to think about the flow of your essay and what you are trying to do with your use of transitional words, phrases and sentences. Basically, the purposes of your transitions are any one of the following:

• Adding to a Point You Have Made: You will use such words/phrases as: Furthermore, What is more, In addition to, Likewise, Moreover
• Providing Examples: Use such phrases as, for instance, for example, in other words
• Providing Lists: Use any of the following: First, second, third (etc.), yet another, the following.
• Same Point Stated in a Different Way: Good phrases include, in other words, with this in mind, another way to look at this, etc.

Read also: Personal statement service for successful college admission.

Transitions Can Be Tricky

You know that you need to use transitional words correctly, especially when you are trying to make points that will persuade someone to accept your point of view. Without them, your essay loses clarity and logic. If you are having trouble with transitions, you can get great help at GrabMyEssay, just ask us “ write an essay for me .” These pros can either write your persuasive essay in its entirety or provide a review and edit, adding the words, phrases, and/or sentences that should be included in order to achieve your persuasive purose.

Blog writer for GrabMyEssay

Andy Preisler

I’m Andy Preisler, and I’m super happy to be joining the blog team at GrabMyEssay.com!

While I hail from Fayetteville, Arkansas (I know, not the most progressive state!), I left the Southern life behind me many years ago when I went to college for my first degree. I’ve received it in University of Arkansas, Fayetteville and I’m really proud of this. Since then, I have studied in the U.S., and later on, continued my education in Loughborough University, UK, where I actually my second Bachelor’s Degree along the way.

With my perpetual studies (my parents wonder if it will ever stop), I have become a bit of an expert on college life – academic, social, and financial – and love sharing my experiences and my methods of “circumventing the system” with others.  I will be sharing all of these great tips and strategies with my readers, so stay tuned!

When I am not blogging or enrolling in some new course that interests me, I am backpacking through Europe and staying in hostels, working on my second novel (a riveting murder mystery), and pursuing my interest in music. Yes, I travel with my guitar, and you would be amazed at the amount of cash I can accumulate, just performing on the streets of European cities (they are so much more tolerant of vagabond musicians). 

My other passion is environmental. In my short 27 years of life on this planet, I have witnessed the extinction of species, the destruction of rain forests, and irreparable harm to our oceans. I contribute both time and money to several international environmental organizations, because we all must do our part to save Mother Earth.

But I digress! If you are interested in the “ins and outs” of college life, and want some great tales of navigating through the game of “degree attainment,” as well as tips for easing the pain of those pesky essay and paper assignments, follow my blog!

I would love to hear from you, to give you advice, and to lend a listening ear. You can contact me at  [email protected]  anytime! And follow my posts – you won’t be disappointed!

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Classroom Freebies

November 10, 2019 · 1 Comment

FREE: OPINION WRITING/PERSUASIVE WRITING TRANSITION WORDS POSTERS

3-5 · 6-8 · All Freebies · PK-2

Would you like your students to refer to lists of transition words and phrases for the introduction, body and conclusion of their opinion/persuasive writing essays? Then you will definitely find this free reference poster set that features a variety of signal words for each stage of the writing process useful. 

But before you scroll down to the end to download this freebie, let me give you a brief overview of my experience with teaching writing in the elementary classroom. 

One of the most challenging tasks of teaching students to write a particular genre is instilling a passion for it. A majority of students find writing tedious, time-consuming, and just plain old boring.

Teachers too often dread marking work of these ‘reluctant’ writers. We often go on about drilling students on the different stages of the writing process, adhering to the structure of the required genre, and stressing on the importance of using figurative language devices in a piece of writing, but how often do we actually painstakingly  model each phase or each device that intricately makes up the coherent whole?

When I started designing my units on the Narrative, Opinion, and Non-fiction (Biography) genre, I envisioned the entire process from start to finish, and being an avid advocate of interpreting the abstract, set about designing lessons accordingly. I designed from a student writer’s perspective, how would I begin? where would I start? And so I decided to write mentor texts and have most of my lessons revolve around them.

This also involved lessons that featured the use of Cornell-style guided notes that students wrote as they viewed PowerPoint presentations. This mode of lesson delivery, I found was effective because it resulted in students being alert and actively engaged as they followed along while I presented the writing lesson.

I also found that anchor charts displayed in the classroom to be an invaluable point of reference for students as they wrote and these were displayed for the genre in question we were focussing on.

Moreover the combination of interactive notebook templates and plain old-fashioned sheets also sought to motivate the most reluctant of writers.

I also found that focus on one writing skill at a time was extremely beneficial for all students to really get comfortable with the writing process and polish their writing technique at the same time.

Below are the snapshots of a lesson we did solely on sizzling starts in a narrative. Students learned all the different interesting ways to start and not stick to the boring opener of ‘one day…’ or ‘once upon a time..’ for that matter.

Needless to say the integration with QR codes made writing all the more fun!

And finally to assess the application of writing skills taught during the year, I like to give my students a writing prompt to write on via a flipbook. This is work in progress and students love seeing how the parts of a flipbook get completed  – besides it makes a very eye-catching bulletin board display too.

But for me, the art of teaching writing has still not been mastered – it still remains a very abstract subject, one that still requires much trial and error, much creation and much shaping of teaching techniques. Needless to say, it’s a continuous pursuit of finding the best practice – one that is not mundane, monotonous and boring – but liberating and fun!

Thank you for reading all the way to the end – and here are the free opinion writing posters (click on link) that will help your students write cohesively in all parts of their persuasive essay.

Wish you and your students much creativity and creation!

This post first appeared on  teach2tell.com

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About Teach2Tell

Laurane Rae is the founder of the educational website, Teach2Tell. Her teaching tenure has given her the opportunity to teach students at the elementary level (K-5), middle school (6-8) and high school level (9-11).

She designs curriculum in subject areas pertaining to math, literacy, literature, science, history and social studies. Her strong passion lies in improving students' writing skills, hence she has spent and continues to spend countless hours designing interactive lessons on this often considered difficult-to-teach subject.

She is a strong advocate of taking on the role of a facilitator and directing teaching and learning to be more student-focused. Moreover, her teaching mantra dictates, that less teacher talk and more action gets the pace of a lesson going.

In addition to fulfilling her professional duties as literacy coach/literacy co-ordinator, Laurane has also delivered professional development sessions to teachers and been a mentor to new teachers

To unwind after a busy school week, Laurane plays the piano and enjoys going on long hikes and biking trails with family and friends. She is also a pet parent to a very active Dobie called Mercy (her 4:30 am running partner) and cuddly bundles of joy (cats), Bouncy and Missy Boy.

Visit her TpT Store to see all her teaching resources.

You will also find useful teaching ideas at her Blog .

February 3, 2022 at 10:54 am

Thank you for your colorful happy posters!

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Persuasive Essay Outline Template

100% customizable template

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Convincing people to agree with you on a particular topic through a persuasive essay can be an uphill task if you do not present your arguments logically and coherently. This is why you need an outline template to organize your points, ideas, and thoughts before writing the final persuasive essay. A template provides the appropriate order of the components you should include in the essay outline. It highlights where to place your thesis statement, how to introduce new arguments and support them with evidence, where to acknowledge any opposing views, and your call to action to the reader. 

• What This Essay Outline Template Entails

You can use this template whether you are writing a persuasive essay for academic, commercial, or advertisement use, as well as for op-ed, reviews, and research. Here is a breakdown of the significance of all the sections we have included in this template.

Introduction

The introduction of an essay should give the reader a general idea of what you will discuss, contextualize the topic, and generate interest in your arguments. To achieve this, we have included three sections under this component.

Hook – In this section, provide a compelling anecdote, relevant quote, thought-provoking question, or a surprising fact or insight, for example, a statistic that will capture the reader’s attention. A sentence or two will be enough.

Background information – When filling this section, highlight points that provide context or background on your topic. Also, jot down some points on why the topic is relevant to the particular field, society, or reader.

Thesis statement – Use this section to specify the thesis statement you want to discuss and state the action you want to take after reading your persuasive essay.

The body is the core of your essay. It is needed to explain your stance and convince the reader. We have provided space in the essay outline to discuss three persuasive points that should each include the following:

Persuasive point – Clearly state the persuasive point and how it relates to the thesis statement. You can have as many points as necessary to persuade your audience.

Supporting evidence – For each persuasive statement, provide sufficient evidence to show why your thesis statement is justified. You should include scientific data to substantiate your claims. However, also use techniques like emotional appeal, authoritative tone, rhetorical questions, etc.

Acknowledgment of opposing viewpoints – Use this section to recognize any opposing views and their weaknesses to illustrate why yours is superior. Use facts and logic to dispute or refute these views.

Conclusion 

A conclusion is your opportunity to bring together what you discussed in the other sections and have a final attempt at convincing the reader. This template guides you to conclude the essay by restating your thesis statement, summarizing your persuasive points, and using a CTA to spur a reaction or response from the reader.

• Some pointers you should be aware of

This template is in various file formats, including Google Docs, word document (DOCX), OpenDocument (ODT), and image (PNG). Each file format has its unique capability. Therefore, you can download the format that best suits your situation. For example, if you are collaborating with a classmate to write an essay, Google Docs is most suited for remote real-time collaboration. You can download the ODT format when you want to reuse the template for future essays and retain the formatting specifications.

An outline template is simply a roadmap to guide your essay writing process and should thus be brief. Its content can be in bullet points or concise notes. This template is not rigid; you can personalize where you need to, for example, by adding more persuasive points than we have provided.

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Persuasive Essay on Seatbelts

How it works

Alright, let’s chat about seatbelts for a bit. You know, those straps we always forget to buckle up? They’re actually super important but often overlooked by many drivers and passengers. This little essay is all about why wearing a seatbelt should be something we all do without even thinking, the science backing them up, and the moral duty we have to protect not just ourselves, but others too.

Alright, first off, what’s the main job of a seatbelt? It’s to keep you in your seat if you get into a crash.

If you’re not wearing one, the crash can throw you forward pretty fast, which can lead to really bad injuries or even death. The folks at the National Highway Traffic Safety Administration (NHTSA) say that wearing a seatbelt can cut the risk of dying by 45% for people in the front seat and the chance of serious injury by 50%. Those numbers alone should make anyone think twice about skipping the seatbelt. Plus, seatbelts stop you from getting thrown out of the car, which is usually fatal or leads to awful injuries. Staying inside the car with your seatbelt on gives you a big edge in staying safe.

Now, onto the science stuff. Researchers have shown over and over that seatbelts save lives. One study in the American Journal of Public Health found that using a seatbelt can prevent about 45% of deaths and 50% of serious injuries in car crashes. That’s some pretty solid proof that we should all buckle up. And seatbelt tech has gotten better too. Things like pretensioners and load limiters make them even more effective. Pretensioners tighten the belt right when a crash happens, keeping you from flying forward too much, and load limiters let the belt give a bit so it doesn’t crush your chest. These improvements show how car makers are working hard to keep us safe.

Lastly, wearing a seatbelt isn’t just about you. It’s about everyone around you too. If you’re not buckled in and there’s a crash, you can hurt others in the car by becoming a human missile. Plus, the costs of injuries from not wearing a seatbelt hit everyone. Medical bills, rehab, and lost work can add up big time. By wearing a seatbelt, you’re helping to cut these costs and showing you care about your community. Setting a good example, especially for kids, is huge. When kids see adults wearing seatbelts, they’re more likely to do it too, which can lead to a safer future for everyone.

So, to wrap things up, wearing a seatbelt is super important. It’s a proven way to lower the risk of getting hurt or killed in a car crash. The science behind it is rock solid, and the new tech in seatbelts makes them even better. Beyond just keeping yourself safe, wearing a seatbelt shows you care about others. By making it a habit and encouraging others to do the same, we can all help make the roads safer for everyone. Let’s make sure we always buckle up and make it a part of our daily routine.

Cite this page

Persuasive Essay on Seatbelts. (2024, Sep 17). Retrieved from https://papersowl.com/examples/persuasive-essay-on-seatbelts/

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