Universitas Pamulang Sastra Inggris

MEETING 9
TRANSITIONAL SIGNALS
A. GOALS OF STUDY
At the end of this lesson, the students are expected to be able to:
9.1. Follow the direction of a writer’s thought.
9.2. Recognize kinds of transitional signals among the ideas in sentences
and paragraphs.
9.3. Show the relationship between the parts of a sentence, between the
sentences in a paragraph, or between the paragraphs in a text.
9.4. Improve vocabulary by providing additional vocabulary exercises
and tests on words.

B. MATERIAL DESCRIPTION
Goals of study 9.1:
Meaning of transitional signals

What are transition signals?

Transition signals are linking words or phrases that connect our ideas
and add cohesion to your writing. They sign post or indicate to the
reader the relationships between sentences and between paragraphs,
making it easier for the reader to understand your ideas. We use a

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variety of transition signals to fulfill a number of functions. Some of

these functions include: to show the order or sequence of events; to
indicate that a new idea or an example will follow; to show that a
contrasting idea will be presented, or to signal a summary or a
conclusion.

Goals of study 9.2:

Recognize kinds of transitional signals among the ideas in sentences and
paragraphs.

How are transition signals useful?

Transition signals will:
a. make it easier for the reader to follow your ideas.
b. create powerful links between sentences and paragraphs to improve
the flow of information across the whole text. The result is that the
writing is smoother.
c. help to carry over a thought from one sentence to another, from one
idea to another or from one paragraph to another.
How are transition signals used?
a. Transition signals are usually placed at the start of sentences;
however, they may also appear in the middle or end of sentences.
b. A transition signal, or the clause introduced by a transition signal, is
usually separated from the rest of the sentence by commas.
c. You DO NOT need to use transition signals in every sentence in a
paragraph; however, good use of transition words will help to make
the relationship between the ideas in your writing clear and logical.
Which transition signals can I use?
Before choosing a particular transition signal to use, be sure you
understand its meaning and usage completely and be sure that it's the
right match for the logic in your paper. Transition signals all have
different meanings, nuances, and connotations.
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To introduce an example:
a. Specifically
b. in this case
c. to illustrate
d. for instance
e. for example
f. one example of this is
g. to demonstrate
h. on this occasion

To introduce an opposite idea or show exception:

a. in contrast i. one could also say
b. alternatively j. However
c. on the other hand k. Yet
d. But l. even though
e. despite m. whereas
f. in spite of n. instead
g. Still o. nevertheless
h. while

To show agreement:
a. Accordingly
b. in accordance with

To introduce an additional idea:

a. additionally h. equally
b. as well as i. important
c. in addition j. And
d. Again k. furthermore
e. also l. one could also say

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f. besides m. further
g. moreover n. and then

To indicate sequence or order, or logically divide an idea:

a. after i. third
b. eventually j. at this point
c. previously k. followed by
d. next l. subsequently
e. finally m. last simultaneously
f. first n. at this time
g. second o. before
h. meanwhile p. and then

To indicate time:
a. after i. formerly
b. earlier j. at this time
c. previously k. immediately
d. later l. then
e. at this point m. before
f. finally n. thereafter
g. prior to o. during
h. soon p.

To compare:
a. Likewise f. by comparison
b. like g. balanced against
c. just h. whereas
d. another way i. while
e. to view this j. similarly

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To contrast:
a. a different view is i. but
b. even so j. on the contrary
c. nevertheless k. unlike
d. Yet l. notwithstanding
e. balanced m. conversely
f. in contrast n. on the other hand
g. still o. differing from
h. however p. against

To show cause and effect:

a. So e. as a result,
b. consequently f. for this reason
c. therefore g. Thus
d. as a consequence h. Hence

To summarize or conclude:
a. as a result i. to conclude
b. therefore j. Finally
c. as shown k. on the whole
d. in other words l. to summarize
e. in conclusion m. Hence
f. thus n. summing up
g. consequently o. Ultimately
h. in summary p. in brief

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C. QUESTIONS FOR EXERCISE/ ASSIGNMENTS

Activating Vocabulary: Look at the pictures and solve the anagrams
about hair.
crucwet _______ ayharshgig ________
aehydrid _______ hipriasky ________
lordasdeck _______ davehedash _______

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PART I
Five people are talking about hair in their countries. Read the text.

SPLITTING HAIRS

1. Once, when I was a student, I felt very strongly about a new rule at my
university. So, I agreed, with some friends, to have my head shaved in
public. In Korea, having your hair cut like this is a way of protesting. Our
pictures were in the newspaper so many people read about us – which is
what we wanted of course. Even today hair length is still a big deal in Korea
and many schools are far too strict.

2. In places like London you see people wearing all kinds of clothes, and
loads of different hairstyles, too. If you sit on a busy street for a few hours,
you’ll see everything from punks with spiky hair. Rastafarians with
dreadlocks and Goths with dyed black hair to women with shaved heads.
Anything goes! In general though most men have short hair like me, but
perhaps that’s a big boring!

3. I am always amazed how hair color can be such a big deal. When people
meet me there are two different opinions. Some think that blonde hair on an
Asian woman looks great. Others think it looks terrible and that Japanese
women shouldn’t try to look like a Westerner. Women in other cultures can
dye their hair any color they want, so I don’t see why I can’t either.

4. It wasn’t that long ago that the Ministry of Education in Taiwan stopped
schools deciding on the hair length and hairstyles of their students. Now
students can be responsible for their choice of hairstyle, although we can’t
have anything too crazy. Some teachers think that long hair stops us
studying and makes us behave badly. They want us all to have crew cuts!

5. Whenever I come to Tokyo, I am amazed by the hairstyles that many of

the young people have. Some students have long, shaggy hair or spiky hair;
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perhaps they’re trying to look like manga characters. It’s not like that in the
U.S. I think American students are more conservative than their parents
were in the 1960s without a doubt, when it comes to clothes and hairstyles,
Japan is the trendiest country in the world!
General Understanding: Match a country (1-5) with a sentence about
the paragraphs (a-e).

1. Korea a. people disagree about dyed blonde hair.

2. The UK b. rules about student’s hair have changed.
3. Japan c. a shaved head can be a form of protest.
4. Taiwan d. students have conservative hairstyles.
5. The US e. a shaved head is no big deal.

Reading for Detail: Complete the sentences with the linking words to
reflect the meaning of the text. Use each word
only once.

Although so because but however

while

1. I had my head shaved___________ I was a student. In Korea, teachers

want students to have short hair_________ there are strict rules.
2. You can have any hairstyle you want in London __________, most
men have short hair.
3. ___________ some people like dyed blonde hair on Asian women,
others think it looks terrible.
4. Some teachers want students to have short hair _________they think
long hair stops students studying.
5. Some Japanese students have long or spiky hair. __________
American students are more conservative.

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PART II
Exercise 1: Read the text.
Choose a word or phrase to complete the paragraph. Use
each word or phrase once only.

harness great experienced turned into

went huge have tried looked on in horror

Jump for joy!

Joy: I like difficult sports. I (1) _______paragliding and kite surfing and
really loved them. So last weekend, I (2) _______ bungee jumping and it
was wonderful. I jumped from a bridge that was 100m high. Paul, my
boyfriend, didn’t want me to do it - he (3) ______as I jumped. It was very
safe, though. I was strapped into a (4) _______and the organizers were all
very (5) _________. I was a little worried at first because in the morning it
was raining. However, it (6) _______a lovely day and there was a (7)
_________crowd watching. It’s a (8) __________ pity that Paul didn’t
give a try. Maybe next time!

Exercise 2: Complete the sentences using but, because, or so to make

true sentences about the text.

1. Joy likes difficult sports, ______she decided to try bungee jumping.

2. Paul didn’t want Joy to do it, ____________ he didn’t stop her.
3. He doesn’t like bungee jumping __________he thinks it’s dangerous.
4. Joy was safe_____________ she was wearing a harness.
5. It was raining in the morning__________ in the afternoon the weather
was nice.
6. Joy wants Paul to give a try ____________he really doesn’t want to!

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Part III
Relating Ideas: Linking words and phrases
Below is a report written by a hotel inspector. Notice the linking words
and phrases in paragraph 1. Discuss them with your group. What do they
mean? How do they link ideas? How are they punctuated?

Then choose the best word or phrase for each blank from the list given
below the report.

REPORT ON MY VISIT TO HOTEL DU LAC, JULY 3

(1) For the most part, I found things to be operating smoothly and
efficiently. The staff seemed hard working and courteous. (2) For example, as
soon as I checked in, (3) even though I was not identified as an inspector, a very
polite porter was right there to take my luggage and escort me to my room. (4)
In addition, the facilities and service were generally good, especially those
connected with the front desk, the lobby, and the dining room.
(5) _____, I must report a few concerns, (6) ______, the elevator service
was slow. This is not surprising, (7) _____, when you consider that there are
only two elevators serving a hotel of sixteen floor.
(8)_____, the air conditioning in my room was difficult to adjust to a
comfortable level. (9) ____I asked for help, an engineer adjusted it for me. (10)
_____, tools were needed to make the adjustment, (11) ____I was unable to
change the air temperature after that. I found similar problems in some of the
other rooms, though not in all.
(12)____, the carpeting on the main staircase was faded and worn. For
aesthetic reason (13) _____for reasons of safety, it should be replaced. I do not
wish to give the impression that the hotel is operating improperly (14)
__________that it is in very poor condition. (15) ___________, the service,
staff, and facilities are, (16) _________, very good. If the problems mentioned
in this report are corrected, the hotel will merit an excellent quality rating.

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Choices:
5. a. however c. for example
b. well d. besides
6. a. first c. at the beginning
b. in addition d. well
7. a. even though c. in fact
b. but d. because
8. a. first c. second
b. at last d. for instance
9. a. even though c. so
b. when d. for instance
10. a. so c. however
b. at first d. because
11. a. because c. so
b. finally d. however
12. a. finally c. second
b. for example d. for the most part
13. a. even though c. but
b. besides d. as well as
14. a. or c. because
b. so d. even though
15. a. at last c. on the contrary
b. well d. when
16. a. finally c. however
b. on the whole d. for instance

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D. REFERENCES
Drayton, Anne Marie and Skidmore, Charles. 1985. In good company. USA:
Addison-Wesley Publishing Company
Gough, Chris. 2008. Essential Reading 1. Oxford: Macmillan
McAvoy, Jackie. 2009. Essential Reading Student Book 2. Series editor Scott
Miles. UK: Macmillan.
Miles, Scott. 2008. Essential Reading 3. Oxford: Macmillan

The Learning Centre 2013, Transition signals in writing, UNSW, viewed 20

September 2013, https://student.unsw.edu.au/transition-signals-
writing

Unit Learning 2000, Transition signals, UOW, viewed 20 September 2013,

http://unilearning.uow.edu.au/effective/6c.html.
UTS Edu. Transition signals (available online). Taken 14-09-2016.
https://www.uts.edu.au/HELPS%20Transition%20Signals_0
Withrow, Jean. 1983. Effective Writing: Writing skills for intermediate
students of American English. Cambridge: Cambridge University
Press

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