Linda Bloomberg Academic Writing Resource

Source: https://study.sagepub.com/sites/default/files/linda_bloomberg_academic_writing_resource.pdf

Continuation Signals (a warning that there are more ideas to come)

• A final reason
• Again
• Also
• And
• And finally
• Another
• Besides
• Equally important
• First of all
• Further
• Furthermore
• In addition
• Last of all
• Likewise
• More
• Moreover
• Next
• Of equal importance
• One reason
• Other
• Secondly
• Similarly
• Then
• Too
• With

Change-of-Direction Signals (watch out, we’re doubling back)

• Admittedly
•  Although
   But
   Conversely
   Despite
   Different from
   doubtless
   Even though
   Granted
   However
   In contrast
   In spite of
   Instead of
   It is true
   Nevertheless
   On the contrary
   On the other hand
   Otherwise
   Rather
   Regardless
   Still
   The opposite
   Though
   To be sure
   True
   While
   Yet
  Sequence Signals (there is an
  order to these ideas)
   A, B, C
   After
   Always
   As soon as
   Before
   During
   Earlier
   Finally
   First, second, third
   For one thing
   From here on
   Gradually
   Hence
   In the end
   In the first place
   Into (far into the night)
   Last
   Last of all
   Later
   Next
   Now
   On time
   Since
   Then
   To begin with
   Until
   While
  Time Signals (when is it
  happening?)
   After a short time
   After awhile
   Afterward
   Already
   At last
   At length
   At the same time
   During
   Final
   Finally
   Immediately
   In the meantime
   Last
   Lastly
   Lately
   Later
   Little by little
   Next
   Now
   Once
   Presently
   Soon
   Subsequently
   The next week (month,
  day, year)
   Then
   Thereafter
   Ultimately
   When
   When
  Illustration Signals (here’s what
  that principle means in reality)
   Another
   For example
   For instance
   For this purpose
   For this reason
   For these reasons
   Furthermore
   In addition
   In the same way as
   Just as important
   Moreover
   Most important
   Much like
   Similar to
   Similarly
   Specifically
   Such as
   To be specific
   To begin with
   To illustrate
   To this end
   With this in mind
  Emphasis Signals (This is
  important)
   Aboveall
   A central issue
   A distinctive quality
   A key feature
   A major development
   A major event
   A primary concern
   A significant factor
   A vital force
   Above all
   Again
   As a matter of fact
   As has been noted
   As I have said
   By the way
   Especially important
   Especially relevant
   Especially valuable
   First and foremost
   Important to note
   Importantly
   In fact
   Indeed
   It all boils down to
   More than anything else
   Most noteworthy
   Most of all
   Of course
   Pay particular attention
  to
   Remember that
   Should be noted
   The basic concept
   The chief outcome
   The crux of the matter
   The main value
   The most substantial
  issue
   The principle item
   To be sure
  Cause, Condition, or Result
  Signals (condition or
  modification is coming up)
   Accordingly
   Also
   As a consequence
   As a result
   Because of
   But
   Consequently
   Due to
   For this reason
   From
   Hence
   If…then
   In order that/to
   May be due to
   Nevertheless
   Not only…but
   Of
   Resulting from
   Since
   So
   So that
   That
   Then…if
   Therefore
   Thus
   Unless
   Until
   Whether
   While
   Without
   Yet
  Spatial Signals (this answers
  the “where” question)
   About
   Above
   Across
   Adjacent
   Alongside
   Around
   Away
   Behind
   Below
   Beside
   Between
   Beyond
   By
   Close to
   East
   Far
   Here
   In
   In front of
   Inside
   Into
   Left
   Middle
   Near
   Next to
   North
   On
   Opposite
   Out
   Outside
   Over
   Over
   Right
   Side
   South
   There
   These
   This
   Toward
   Under
   upon
   West
  Comparison-Contrast Signals
  (we will now compare idea A
  with idea B)
   Actually
   Also
   Although
   Analogous to
   And
   And yet
   As opposed to
   As well as
   Best
   Better
   But
   Compared with
   Conversely
   Different from
   Either…or
   Even
   For all that
   Half
   However
   In contrast
   In spite
   Instead of
   In the same (like) manner
  or way
   Ironically
   Less
   Less than
   Like
   More than
   Most
   Much as
   Nevertheless
   Nonetheless
   Now
   Of course
   Of this
   On the contrary
   On the other hand
   Opposite
   Or
   Rather
   Same as
   Similar to
   Similarly
   Still
   Strangely enough
   Then
   Thought
   Too
   Unless
   While
   Yet
  Conclusion Signals (this ends
  the discussion and may have
  special importance)
   As a result
   As I have stated
   As you can see
   Briefly
   Consequently
   Finally
   From this we see
   Hence
   In conclusion
   In fact
   In short
   In summary
   In the end
   Last of all
   On the whole
   Therefore
   To repeat
   To sum up
   Ultimately
  Fuzz Signals (idea is not exact,
  or author is not positive and
  wishes to qualify a statement)
   Alleged
   Almost
   Could
   Except
   If
   Looks like
   Maybe
   Might
   Nearly
   Probably
   Purported
   Reputed
   Seems like
   Should
   Some
   Sort of
   Was reported
  Dispute Signals
   It isn’t true that
   People are wrong who
  say that
   Deny that
   Be that as it may
   By the same token
   No doubt
   We often hear it said
   Many people claim
   Many people suppose
   It used to be thought
   In any case
  Non-word Emphasis Signals
   Exclamation point (!)
   Underline
   Italics
   Bold type
   Subheads, like The
  Conclusion
  indentation of
  paragraph
   Graphic illustrations
   Numbered points (1, 2,
  3)
   Very short sentence.
  Stop War.
   “quotation marks”
  Signal Phrases for Summarizing, Paraphrasing, & Quotations
  Based on templates: They Say, I Say: The Moves that Matter in Academic Writing by Gerald Graff, Cathy
  Birkenstein
  1. Capturing Authorial Action/ For Summaries or Paraphrasing:
  These target phrases alert the reader that the author is about to summarize or paraphrase another idea
  established by an authority on a chosen topic.
   X acknowledges that _____________
   X agrees that _____________.
   X argues that ___________.
   X believes that ____________.
   X denies/ does not deny that _____________.
   X claims that ____________.
   X complains that ____________.
   X concedes that ____________.
   X demonstrates that _____________.
   X celebrates the fact that _____________.
   X emphasizes that __________.
   X insists that ___________.
   X observes that __________.
   X questions whether ______________.
   X refuses to claim that ______________.
   X reminds us that ______________.
   X reports that _____________.
   X suggests that _____________.
   X urges u
  2. Introducing Quotations:
  These target phrases alert the reader that the author is about to quote directly from another source. The writer is
  preparing the reader for the proper parenthetical citation.
   X states, “_____________.”
   In her book, __________, X maintains that “_____________.”
   Writing in the journal XxYyZz, X complains that “_____________.”
   As the prominent philosopher, X puts it, “________________.”
   According to X, “_________________.”
   X himself writes, “__________________.”
   In X’s view, “________________.”
   X agrees when she writes, “_____________.”
   X disagrees when he writes, “______________.”
   X complicates matters further when he writes, “______________.”
  3. Explaining Quotations: Every paragraph must show clarification, interpretation, or necessary analysis of
  a supplied quotation or paraphrase. This offers the research author to have the final word in a paragraph.
   Basically, X is saying ______________.
   In other words, X believes ______________.
   In making this comment, X argues that ______________.
   X’s view confirms/reaffirms/clarifies the view that ______________.
   X is insisting that ______________.
   X’s point is that _______________.
   The essence of X’s argument is that.
  4. Introducing Statistics or “Standard Views”:
  The following target phrases alert the reader that the research writer is about to use numerical data or popular
  opinions. (Remember, numerical data is cited, conventional ideas are not.)
   Americans today tend to believe that ________________.
   Conventional wisdom has it that _______________.
   Common sense seems to dictate that ______________.
   The standard way of thinking about topic X has it that _______________.
   It is often said that _____________.
   Many people assumed that ______________.
   A recent study shows ______________.
   Scientists recently noted that ______________.
   Doctors at the XxYyZz Institute claim that ______________.
   In the 2010 Census, it was shown that ______________.
  5. Introducing Contrasting Arguments: Frequently research writers find conflicting reports. Inclusion of
  these debates can add strength to their own works. Analysis of other opinions likewise needs target phrases.
  When using multiple viewpoints, it is crucial that the reader understands the different opinions.
  A number of sociologists have recently suggested that X’s work has several fundamental problems.
  It has become common today to dismiss X’s contribution to the field of sociology.
   In their recent work, Y and Z have offered harsh critiques of Dr. X for __________.
   X argues ______________.
   According to both X and Y, ________________.
   Politicians _____________, X argues, should ___________________.
  6. Expressing Authorial Opinions:
  The individual research writer may have opinions regarding the collected information shown in the report. Since
  personal voice is not allowed, the following target phrases tell the reader the commentary expressed is the
  research author and not a secondary source. Likewise, these statements help conclude the paragraph and allow
  the research writer to have the last word on the topic.
   But ___________ are real and, arguable, the most significant factor in _________.
   But X is wrong that ______________.
   However, it is simply not true that ______________.
   Indeed, it is highly likely that ____________.
   But the view that ____________ does not fit all the facts.
   X is right that ___________.
   X is wrong that __________.
   X is both right and wrong that ____________.
   Yet a sober analysis of the matter reveals _________________.
   Nevertheless, new research shows ____________.
   Anyone familiar with ___________ should see that ___________.
   Proponents of X are right to argue that ___________. But they exaggerate when they claim that
  ___________.
   While it is true that ____________, it does not necessarily follow that _________.