| , / / | The article that Im going to render / retell is (en)titled / headed The main idea of my research is aim / purpose / goal problem / issue / matter topic/theme subject |
| () / () | The article deals with The excerpt / extract analyses The paper considers / explores It has the description of / describes The excerpt covers the state-of-the-art of The paragraph reviews material on the topic of It concerns |
| ... ... | The first lines give information on The following paragraph contains The next section goes on |
| / () , , , ... , , / , / , , , , , | The author / writer / book describes begins with analyses points out considers, reviews, discusses presents, reports on shows, illustrates demonstrates draws our attention to gives a thorough consideration of concentrates on, focuses on highlights emphasizes, stresses gives a thorough treatment / analysis of suggests / proposes a new concept of suggests that we should consider proposes, offers puts forward the idea of comes up with an idea that introduces the concept of mentions the fact that touches upon the subject outlines gives us a rough sketch of advocates, argues for / against favours, is in favour of... supports. questions, criticizes raises objections against is opposed to continues with goes on to say that. proceeds to explain sums up, summarizes concludes, makes a conclusion that finishes (by) saying that |
| (), , , , , , , | It is believed that It is pointed out that It is said that It is assumed / suggested that It is stressed / It is highlighted that It appears from this that It follows from what has been said that |
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| () , ... (-.) -, | The problem is discussed is is treated is covered is touched upon is caused by.. is defined is considered (to be) is worth considering refers to seems to be / appears to be can be solved |
| in particular briefly in many ways according to in relation to in the context of within the framework of |
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| SEQUENCE/LISTING | |
| Initially | |
| First / Firstly, second / secondly, third / thirdly, etc | -, -, -, .. |
| Next, last, finally | , , |
| Further | |
| Then | |
| to begin with | , - |
| to conclude |
| TALKING GENERALLY | |
| In general / generally | , |
| Usually | , |
| On the whole | , |
| ADDING ANOTHER POINT | |
| And | , |
| In addition / additionally | , , |
| Moreover | , |
| Furthermore | , , |
| Also | , , |
| too | , ; |
| as well | , |
| What is more | , |
| On another point | |
| Besides | , , |
| CONTRAST | ||
| However | , , () | |
| Nevertheless | , , ; - | |
| Nonetheless | , | |
| On the one hand | ||
| On the other hand | ||
| On the contrary | , | |
| Whereas | ; , | |
| Still | , , | |
| Although / Even though | ; , | |
| Though | ; | |
| But | , , , | |
| Yet | , ; , ; | |
| Despite / In spite of | , -. | |
| In contrast to / In comparison to | , , | |
| While | , ; | |
| EXAMPLES | |
| For example | |
| For instance | |
| e.g. | (.: , - ) |
| in other words |
| EMPHASIS | , |
| Undoubtedly | , , |
| Indeed | , ; , |
| Obviously | , |
| In fact | , , , |
| Particularly / in particular | , |
| Especially | , |
| Clearly | , , , |
| Of course | , , |
| Above all | , , ; |
| Not onlybut also | , |
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| RESULT | , |
| So | , , |
| As a result | , |
| As a consequence (of) | , |
| Therefore | ; ; , |
| Thus | , , |
| Consequently | ; ; , |
| Hence | , |
| Due to | ; ; ; - |
| REPHRASING | ||
| In other words | ||
| That is to say | ||
| i.e. | , | |
| to put it simply | ||
| ALTERNATIVES | - |
| Eitheror | |
| Neithernor | |
| Alternatively | , |
| Instead of |
| SUMMARY | , |
| In conclusion | |
| to conclude | |
| to summarise / to sum up | , , |
Exercise 1:
Complete the description of food digestion using the linking expressions in the box.
| after this during finally first of all in addition |
The process of food digestion by human beings is similar to thet of other mammals. 1 ___________ food is placed in the mouth and chewed. 2 ___________, chemicals in our saliva begin to break down the food. 3 ___________ the food is swallowed and sent to the stomach. 4 ___________ the time it stays there, more chemicals break down the food. 5 ___________, the digested food is sent to the intestine.
Exercise 2:
Read the following extract from a student essay about objectivity and complete it with the best linking phrases from the following list.
1. also / so
2. Furthermore, / As a result,
3. that / who
4. This can mean that / On the other hand
5. so / but
6. In addition to / This is the reason that
7. which / who
8. Meanwhile, / Consequently
There are many different ways for producers and editors of television news programmes to frame a news story 1 ___________ they can no longer be considered objective. Three frequently used techniques have been identified: altering the language of news stories, providing dramatic structure to programmes and using different presentation tools associated with television production.
It is the job of a journalist to choose his or her words carefully so the main events of the story are clear and different points of view are presented to viewers. Journalists often believe that the stories they have to tell will be difficult for the audience to understand. 2 ___________ they simplify their message to make it less complex.
Journalists, 3 ___________ may argue that they are just reporting the facts, sometimes do not provide enough context for a story to make it comprehensible to readers or viewers. 4 ___________ someone watching the story does not get the full picture and does not get enough objective information to allow them to form their own point of view.
Editors are under pressure to keep audience numbers high 5 ___________ they think very carefully about how they can get viewers attention at the start of a news programme and hold on to it. 6 ___________ some news bulletins begin with a human interest story, 7 ___________ is perhaps not as important as some political news. Editors also like to make sure that their programmes have good pace. 8 ___________ they will put news items in a particular order to give viewers the impression that the programme keeps moving forward. In order to create this sense of pace, some news stories are shortened and viewers do not see a truly objective version of the news.
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Exercise 3:
Complete the text using the linking phrases in the box. Some can be used more than once, and sometimes more than one is correct.
| as a result consequently furthermore however so this can mean that which means however |
Many newspaper and TV networks have found it hard to attract readers and viewers in the age of the internet. 1___________ they have set up websites where people can read or watch news without paying. 2 ___________ the websites are expensive to operate, 3 ___________ news organisations have to sell advertising space to pay for the service. 4 ___________, some news organisations ask customers to pay for some online news stories. 5___________ the website becomes less popular and 6 ___________ advertisers no longer want to buy advertising, More recently, the arrival of computer tablets such as iPad has changed the way people can get news. 7 ___________ many newspapers have produced special applications so people can get their news using these tablets. 8 ___________, some news organisations have created 'newspapers" that can only be read using these tablets. 9 ___________ it is also true that many people do not like reading news on a computer 10 ___________ there will probably always be a place for newspapers and TV news.
