Linking words

Globalization is not the reason why economic growth in 3rd world countries has been held back. Biased commentators wish to portray the 3rd world as victims of globalization because they are in favour of interventionist policies-hence they choose to ignore other factors. It can be persuasively argued that... From one point of view it could be argues that. It should be emphasized that Superlative adverbs: Transitional sentences: -rhetorical questions can make particularly effective transitional sentences Words and phrases associated with definition: By x is meant I am taking x to mean. , namely, In the present study. X refers to The term as used here refers no to.but instead/rather to This term refers to Although there have been various interpretations of x, I am using it to mean There has been a good deal of variation in the literature in the way in which the term x has been used. In this study I am taking it to mean (specifically) X, notably relating toas opposed to y, is used in this report/work/thesis to refer to In other words, In this respect, In this sense, Describing processes: Firstly, secondly, thirdly, next Then, after this, finally/lastly, Prior to Following, while, simultaneously before Words and Phrases associated with comparison and contrast: Similarly,

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In the same way, Likewise, Correspondingly, X is similar to Y in that both demonstrate X is very much like y in that both display X shows similar characteristics to y in that they both X and y have several characteristic(features) in common. These include There are several similarities between x and y#Both x and y are Neither x nor y is/are Both, but neither

Showing dissimilarity: In contrast (to) There are marked differences between What clearly distinguishes x from y is Conditions in/relating to x are/were different from those Unlike in science, where the term has a universally agreed definition, its use ineconomics is open to a number of interpretations. comparing like wit like of greater/lesser significance than Whilst/ Although x is,y is x may , on balance, be more likely than y to Indicating limitations of a comparison: Any comparison between x and y must necessarily be lof limited value/validity This comparison must be viewd with a degree of caution Comparisons between x and y are possible only as far asis/are concerned. The extent to which x and y can be compared (very much) depends on The extent to which a comparison can be made between x and y is dependent upon

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Words and Phrases associated with classification: X can be analysed/broken down into three types. X can be categorized/classified/grouped according to The first/third/next/final or last type/kind/category/division is made up of/comprises One type Another type Still/yet another type is Words and Phrases associated with cause and effect: Showing causes: Because/since/as/due to X is a7thecause of X is a causal factor in X determines whether As a result of x; because of x Because of this/because of the fact that Showing effects: Accordingly Hence/thus/therefore/consequently For this reason X led to Because of this, X had an effect on/led to X results in/has resulted in/has led to/ has contributed to X is a result/consequence of From this, it follows that X is a consequence of Resulting from this resulting in/from

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DEVELOPING AN ARGUMENT: Making a claim: Widely held belief is questionable/flawed/misguided/incorrect It has been claimed/argued that. Some writers have claimed that It is the view of some researchers that. It is often/sometimes argued/said that ->having identified a problem the next step is to propose a solution It is here argued that On what follows it is argued that The stance adopted in the following pages is Words and Phrases associated with argumentation: Stating a viewpoint: X argues that X suggests that An argument often cited in the literature is X has proposed that Y develops this argument further by stating that An alternative view is put forward by z who states that P, on the other hand/in contrast, believes that X further argues that Questioning or refuting a viewpoint: Conversely, It is often stated/said/argued/suggested that However, Some experts would argue that.However, Some experts/ x and y argue thatothers.

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Many experts/agree that It has long been assumed that whereas/while On the one hand;on the other hand, ,yet/but However, While Despite claims that It is difficult to justify (the view that) It is /would be difficult to make a strong case/argument for Another aspect/dimension which may have had a bearing on, and which is/was not taken into consideration/account, is/was If x were the case, then y would be true. That is not the case suggests that other factors/determinants/issues are involved/are responsible for It is an over-simplification to say/state/argue that If this were so, X alone is insufficient to explain It is dangerous to assume that There is no way of establishing (whether) X cannot be judged on y alone. The success ofcannot be attributed to It is quite wrong to In itself, x cannot be regarded as evidence/proof of It is possible to counter such arguments/ the argument forby It is too easy to assume/underestimate the influence/significance of Refuting a viewpoint by first making a concession: This argument/view is partially accurate/true; however, There is some truth/credibility in the argument/ in the view that With one or two exceptions, it would be wrong/incorrect to claim that

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This argument has a certain superficial logic, but on closer examination Whilst it can be argued that, this alone is insufficient to explain Whilst it is a fact that, it is alos true that It is, of course, possible that; however/on the other hand, it could be argued that Although it could be argued thatit is also a fact/true/the case that Even if this assumption holds true, it does not mean that While it is true that,it must not be forgotten that/it cannot be denied that Although it is possible to identify a number of factors that may contribute tom in general their effect onis marginal. Stating your own viewpoint: It is clear that It must be accepted that The evidence indicates that/would appear to suggest that My own view would be to favour..as he takes into account Conclusion: In conclusion, The evidence presented indicates/suggests that Based on the evidence available, To return to our original question, it would appear that Where does this leave us in our search for an answer to our original question? What is clear, then, is that What emerges from this discussion is There is strong evidence, to suggest that We can conclude from the foregoing discussion that Level of formality: Saw/noticed -> observed Shows -> illustrates, indicates So -> therefore, consequently

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But -> however, nevertheless, although Big -> large, considerable, substantial Long -> extensive, extended Seems -> appears Important -> significant Impersonal: It was found that The observation thatwas surprising The results were interesting in that The decision was made to use It might be argued that It would seem reasonable to argue that This suggests/indicates This can be taken to mean that

Examples: Thesis statement: This essay investigates the reasons underlying., particularly Indicating the approach: The discussion will begin with a look at.and then go on to consider(implications). Finally, a number of suggestions will be made concerning, followed by a review of the main points discussed and a conclusion. I will first look in more detail at the distinction between kinds of interpretation. I will then propose two broad categories of interpretation. The arguments will lead inevitably to consideration of some fundamental issues in literature. Summary of main points before the conclusion: In summary, then, the argument is as follows We might summarise the main points thus:

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The key points discussed so fat are (as follows): This chapter has looked at a number of theories on social change. First, In particular, it identified. And the fact that Furthermore, the observation was made not only thatbut that it also provides Finally, it was noted that Three main ideas have been presented in this chapter: we began by looking at. It can be see then,that x can be classified according to. The rationale for using more than one typestems from the view that Conclusion: Summary restates the main points of the main body in condensed form Conclusion considers that information and then comments on it; the show the relevance and significance of the information presented. Example 1: This chapter has been concerned with What is evident is that on many crucial points there exists no accepted theory at all, and on other points, existing theory has been inadequately tested. It would seem that it is necessary to keep an open mind on the subject ad to admit that, on the basis of existing theory, t is impossible to make out an overwhelming case for or against x as compared with y. Example 2: Our examination of x has allowed us to...both(look at both arguments for and against the relevance of Clausewitz today)and its application toFurthermore, I have argued for a particular interpretation of the book based on (the different ways it can be translated and the original text in German) I perceive in it, and supported my claims by appeal to relevance theory in general, and the use of illustrating examples in particular. We can see then that relevance theory may have wider applications that might have first appeared to be the case. I have criticized the concept ofand redefined it. They are not so unrelated as the traditional definitions suggest, in fact, by treating irony as a variety of echoic utterance we may even see a point of contact between them. I have also tried to show that x only occurs whenI have argued that we would be better to think of x as .rather than On this basis I.; I also looked at a variety of cases and showed that while we might callthe effect differed from case to case.

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INTRODUCTION Structure There are many different ways to study trafficking and I have chosen to do it from three different angles. First, I ask myself which The second angle that I use is to look at how The final problem that I analyze is how This research should be seen as a way to try to see what different factors there are that have an effect on.

MAIN PART CONCLUSION Linking words When writing academic essays you will be expected to present coherent arguments by linking ideas together. You will also be required to point out similarities; highlight differences; justify statements and provide examples and conclusions. The following words are useful for developing linkage in your writing: When you want to add to your argument or emphasise a statement ...and, also, as well as, moreover, further, furthermore, in addition, additionally, next, secondly, thirdly. When you want to make comparisons ...similarly, likewise, in the same way, equally. When you want to highlight contrast ...although, for all that, however, on the contrary, conversely, otherwise, yet, but, even so, despite. When you want to show differences or similarities ...yet, even so, despite, notwithstanding. When providing reasons

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...for this reason, to this end, for this purpose, because, since, so that. When explaining results ...as, as a consequence, as a result, hence, therefore, thus, inevitably, so. When providing examples ...for example, for instance, in other words, by way of illustration, such as, this demonstrates. When drawing conclusions ...as has been noted, finally, in brief, in short, to summarise, consequently, therefore, in conclusion, so, in other words, accordingly

Reporting verbs When introducing references into the text (citing) you should choose suitable 'reporting' verbs as these can:

strengthen the arguments you are presenting help the reader understand why the source is relevant.

Some verbs are neutral:

Smith (2004) describes... Jones (1999, p 3) states... Green (2002) defines...

Some verbs draw attention to the author's viewpoint:

Harris (2001) argues... O'Neill (1997) disputed... Jackson (2003) conceded...

Some verbs give information about the author's work:

Holmes (2000) investigated... Church (1998) evaluated... McColl (2002) estimated...

Some verbs highlight the author's viewpoint:

Brown (2001) believes... McAllister (1996) recognised...

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Smith (2004) predicted...

Other useful reporting verbs (use present or past tense as appropriate)

analyse/analysed compares/compared comments/commented concludes/concluded criticises/criticised demonstrates/demonstrated discusses/discussed illustrates/illustrated indicates/indicated notes/noted observes/observed points out/pointed out reports/reported shows/showed suggests/suggested validates/validated verifies/verified

Scholar until recently always said After decades of scholarly struggle, the prevailing interpretation of the .

example intro for essay: -big picture: introduce a very specific event to introduce a specific event to introduce the theme.->to transport the reader into a specific time and place -Argument: I want to argue in this essay -Structure: I will consider three way in which.

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I will start by looking at how Secondly, I will explain how(undermined) Thirdly, I will discuss the conflict between (academic debate) Finally, I will conclude, especially in terms of how it changed.

-Endings: To conclude, we cannot make dogmatic distinctions between the opinions Some interpretedas.There is much evidence to back this up.