Transition Words & Phrases

Anchor Chart

What are transitions and what do they do?

·  They are words and phrases that form ______ for the reader to let them know how the information they just read is related to the information they are about to read.

·  Transitions show the reader how your ideas ______ so they are more likely to be ______ by your argument.

Where are they located?

Transitions are located within sentences, between sentences, and between paragraphs.

To prove / Because, since, for the same reason, obviously, furthermore, in fact, in addition
To provide an example / for example, for instance, in other words, namely, specifically, to illustrate, to demonstrate, in particular
To show result / accordingly, as a result, consequently, so, thereby, therefore, thus, finally,
To add more information / also, and, as well, besides, equally important, finally, furthermore, in addition
To show cause / as, because, for, since, due to
To show sequence / first, (second, third, fourth, fifth), next, following this, subsequently, consequently, finally, therefore
To show time / afterward, before, currently, eventually, finally, immediately, in the future, in the past, later, meanwhile, next, often, sometimes, soon, subsequently, then, today, when
To summarize ideas / finally, in conclusion, in short, in summary, to sum up, therefore
To compare ideas / in the same way, likewise, similarly, similar to, also, again
To contrast ideas / at the same time, but, conversely, even so, even though, however, in contrast, nevertheless, nonetheless, on the one hand, on the other hand, still, yet, in comparison, in contrast, on the contrary, as opposed to, despite, unlike, although, conversely

Identify the Transition

·  Highlight all the transitions in the paragraph below.

·  Underneath the paragraph, record the transitions and indicate what type each one is.

·  Next, replace each transition with another transition that could also do the same work in the column titled “new transition.”

Schools Buying Uniforms

Adapted from “School District Has Dress Code, and Is Buying the Uniforms, Too”
by Winnie Hu, The New York Times, September 4, 2007

Many public schools are supplying their students with an ever-growing list of essentials that go far beyond textbooks to include scientific calculators, personal laptops and free breakfast. And now they are dressing them, too. As a result, the Elizabeth school district has spent more than $2 million since January 2006 to buy navy blazers, khaki pants, polo shirts, gym shorts, and even socks as part of a new policy to put all its students in uniforms. Consequently, the district, which serves mostly poor and minority families, has outfitted more than 9,000 students — nearly half its enrollment. Yet the district must phase in the uniforms a few schools at a time over five years to spread out the cost.

Because schools are facing budget cuts and state lawmakers are under pressure to reduce property taxes, some critics have questioned whether the district should be getting into the clothing business while. Jerry Cantrell, president of the New Jersey Taxpayers Association and a former school board president in Randolph, said that he did not oppose school uniforms; however, he considered it “overkill” to provide them free to every student.

Due to these costs and difficult economic times, some urban districts have been asking for community donations, organizing used-clothing drives and carving out money from their budgets. For instance, the Hartford school district has spent about $32,000 — some of it donated — to help 1,000 poor students buy uniforms. Similarly, the West Contra Costa district in California, near Oakland, used $49,000 from its budget last year to provide uniforms to poor students.

Number / Transition / Type of Transition / New Transition
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Transition Madlibs

Directions

·  Insert the best transition for the sentence in each blank.

·  For a hint about the kind of transition to choose, pay careful attention to the transition type indicated after each blank.

·  Do not repeat any transitions in the paragraph.

The Dangers of Breaking the Dress Code

Who doesn’t like expressing themselves through their clothing and hairstyle? ______, (to contrast ideas) some students go too far and dress in a way that is not appropriate for school. Most schools do not allow t-shirts with political messages ______(to prove) they can be offensive or controversial. ______, (to add more information) distracting hair cuts, like mowhawks and brightly dyed hair, aren’t allowed either ______(to prove) they can detract from the academic environment. There are numerous other dress code rules, ______(to provide an example) boys must wear belts and girls may not wear short skirts. ______, (to contrast) many students break these rules in a show of rebelliousness. ______, (to show result) many public schools have moved to mandatory uniforms. ______(to show result) students who just wanted to express themselves are now even more restricted in their dress. ______(to summarize ideas), sometimes it pays to follow the rules.

Argument Paragraph
Topic Sentence Anchor Chart

What is a summary? ______

What should you include in your summary of evidence? ______

Sample Argument Paragraph Topic Sentence

Students should not have to wear school uniforms because it is a violation of their Constitutional rights.

SENTENCE DISSECTION

What is the Debatable Claim? / Where is the Summary of Evidence?

Conjunctions

Use words like because and since to join the claim with the summary of evidence.


Practice with Topic Sentences

Dissect These Sample Topic Sentences

Directions:

·  Highlight the debatable claim.

·  Highlight (in a different color) the summary of evidence.

1.  School uniforms should not be implemented because they force families to spend money on what is supposed to be a free public education.

2.  School uniforms have had a positive effect on Walton Middle School’s students as evidenced by the attendance rate and decrease in behavior problems.

3.  My school should have students wear uniforms because they will decrease social barriers and bullying.