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• 40 Useful Words and Phrases for Top-Notch Essays

To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.

Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.

It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.

If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.

General explaining

Let’s start by looking at language for general explanations of complex points.

1. In order to

Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”

2. In other words

Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”

3. To put it another way

Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”

4. That is to say

Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”

5. To that end

Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”

Adding additional information to support a point

Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument . Here are some cleverer ways of doing this.

6. Moreover

Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”

7. Furthermore

Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”

8. What’s more

Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”

9. Likewise

Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”

10. Similarly

Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”

11. Another key thing to remember

Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”

12. As well as

Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”

13. Not only… but also

Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”

14. Coupled with

Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”

15. Firstly, secondly, thirdly…

Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.

16. Not to mention/to say nothing of

Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”

Words and phrases for demonstrating contrast

When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.

17. However

Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”

18. On the other hand

Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”

19. Having said that

Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”

20. By contrast/in comparison

Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”

21. Then again

Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”

22. That said

Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”

Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”

Adding a proviso or acknowledging reservations

Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.

24. Despite this

Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”

25. With this in mind

Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”

26. Provided that

Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”

27. In view of/in light of

Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”

28. Nonetheless

Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”

29. Nevertheless

Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”

30. Notwithstanding

Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”

Giving examples

Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.

31. For instance

Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”

32. To give an illustration

Example: “To give an illustration of what I mean, let’s look at the case of…”

Signifying importance

When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.

33. Significantly

Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”

34. Notably

Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”

35. Importantly

Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”

Summarising

You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.

36. In conclusion

Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”

37. Above all

Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”

38. Persuasive

Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”

39. Compelling

Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”

40. All things considered

Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”

How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.

At Oxford Royale Academy, we offer a number of  summer school courses for young people who are keen to improve their essay writing skills. Click here to apply for one of our courses today, including law , business , medicine  and engineering .

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Transitional Words and Phrases

One of your primary goals as a writer is to present ideas in a clear and understandable way. To help readers move through your complex ideas, you want to be intentional about how you structure your paper as a whole as well as how you form the individual paragraphs that comprise it. In order to think through the challenges of presenting your ideas articulately, logically, and in ways that seem natural to your readers, check out some of these resources: Developing a Thesis Statement , Paragraphing , and Developing Strategic Transitions: Writing that Establishes Relationships and Connections Between Ideas.

While clear writing is mostly achieved through the deliberate sequencing of your ideas across your entire paper, you can guide readers through the connections you’re making by using transitional words in individual sentences. Transitional words and phrases can create powerful links between your ideas and can help your reader understand your paper’s logic.

In what follows, we’ve included a list of frequently used transitional words and phrases that can help you establish how your various ideas relate to each other. We’ve divided these words and phrases into categories based on the common kinds of relationships writers establish between ideas.

Two recommendations: Use these transitions strategically by making sure that the word or phrase you’re choosing matches the logic of the relationship you’re emphasizing or the connection you’re making. All of these words and phrases have different meanings, nuances, and connotations, so before using a particular transitional word in your paper, be sure you understand its meaning and usage completely, and be sure that it’s the right match for your paper’s logic. Use these transitional words and phrases sparingly because if you use too many of them, your readers might feel like you are overexplaining connections that are already clear.

Categories of Transition Words and Phrases

Causation Chronology Combinations Contrast Example

Importance Location Similarity Clarification Concession

Conclusion Intensification Purpose Summary

Transitions to help establish some of the most common kinds of relationships

Causation– Connecting instigator(s) to consequence(s).

accordingly as a result and so because

consequently for that reason hence on account of

since therefore thus

Chronology– Connecting what issues in regard to when they occur.

after afterwards always at length during earlier following immediately in the meantime

later never next now once simultaneously so far sometimes

soon subsequently then this time until now when whenever while

Combinations Lists– Connecting numerous events. Part/Whole– Connecting numerous elements that make up something bigger.

additionally again also and, or, not as a result besides even more

finally first, firstly further furthermore in addition in the first place in the second place

last, lastly moreover next second, secondly, etc. too

Contrast– Connecting two things by focusing on their differences.

after all although and yet at the same time but

despite however in contrast nevertheless nonetheless notwithstanding

on the contrary on the other hand otherwise though yet

Example– Connecting a general idea to a particular instance of this idea.

as an illustration e.g., (from a Latin abbreviation for “for example”)

for example for instance specifically that is

to demonstrate to illustrate

Importance– Connecting what is critical to what is more inconsequential.

chiefly critically

foundationally most importantly

of less importance primarily

Location– Connecting elements according to where they are placed in relationship to each other.

above adjacent to below beyond

centrally here nearby neighboring on

opposite to peripherally there wherever

Similarity– Connecting to things by suggesting that they are in some way alike.

by the same token in like manner

in similar fashion here in the same way

likewise wherever

Other kinds of transitional words and phrases Clarification

i.e., (from a Latin abbreviation for “that is”) in other words

that is that is to say to clarify to explain

to put it another way to rephrase it

granted it is true

naturally of course

finally lastly

in conclusion in the end

to conclude

Intensification

in fact indeed no

of course surely to repeat

undoubtedly without doubt yes

for this purpose in order that

so that to that end

to this end

in brief in sum

in summary in short

to sum up to summarize

Improving Your Writing Style

This is an accordion element with a series of buttons that open and close related content panels.

Clear, Concise Sentences

Use the active voice

Put the action in the verb

Tidy up wordy phrases

Reduce wordy verbs

Reduce prepositional phrases

Reduce expletive constructions

Avoid using vague nouns

Avoid unneccessarily inflated words

Avoid noun strings

Connecting Ideas Through Transitions

Using Transitional Words and Phrases

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• Writing Tips

Transitional Words (How to Make Your Writing Flow)

3-minute read

• 25th September 2016

One challenging aspect of academic writing is making sure your essay flows coherently from one section, paragraph or sentence to the next. Without doing this, your writing may seem choppy and it can become difficult for your reader to follow your point.

To ensure your writing flows, you need to understand how to use transitions and transitional words. These are simply phrases and sentences used to link different parts of your essay , usually by specifying how one sentence or paragraph relates to the next.

To show you how these should be used, we’ll briefly discuss a few examples.

Transitional Paragraphs

A transitional paragraph is usually a short passage explaining the connection between two parts of an essay, often by summarising the previous section to prepare for the following one.

For instance, if we were discussing the various causes of a marketing trend, we might use a transitional paragraph to move from one point of focus to the next, like this:

In the previous section we considered environmental factors behind the observed changes, whereas now we will examine psychological motivations. These are connected insofar as…

Generally, transitional paragraphs are most useful in longer essays or dissertations, especially those comprising several independent chapters, as your reader may need reminders of what you have discussed previously so they can see how each section contributes to your overall argument.

Transitions within Paragraphs

Equally important are transitions within paragraphs, since a long passage of text made of short, unconnected sentences can be very confusing. This is where transitional words and phrases come in handy, since they can help you specify the relationship between sentences.

Take, for example, the following sentences, where there are no obvious transitions:

Bill and Ben (1952) achieved their results using non-standard language. Other studies have used conventional forms of speech. It is not clear whether the language used effects findings.

This isn’t too difficult to follow, but over an entire essay it can become harder to understand since the reader may have to guess how sentences relate to one another. It’s therefore helpful to include a few words or phrases to bridge the statements:

Bill and Ben (1952) achieved their results using non-standard language, but other studies have used conventional forms of speech. Consequently, it is not clear whether the language used effects findings.

Here, connecting the first two sentences with ‘but’ shows that a contrast is being introduced, while the phrase ‘consequently’ signals that the third sentence is a conclusion based on the preceding statements.

We’ll end with a short list of some handy transitional words and phrases , but make sure you know what they all mean before using them!

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• October 22, 2020
• By Homework Help Global

200 Transition Words For Essays That Will Help Your Writing Flow Better

Need some transition words for essays that will really help your paper flow? We’ve got you covered.

You always hear professors and educators talk about including transition words within your paragraphs, but it can be tricky to figure out which words to use and where to put them. It’s also difficult to come up with new ones off the top of your head instead of using “however,” “but,” or “and” over and over again.

Fortunately, we’re always here to help you out with the right tools and resources. We know all about transitional words and phrases, how to use them in every part of your essay, and how to make sure you make the right impression in your writing.

This master list of 200 transition words for essays will give you some great ideas for your next writing assignment, and we’ve got some great tips and tricks you can use along the way.

What Are Transition Words?

Let’s start with the basics. What are transition words, anyway?

Transitional words and phrases are used to link sentences together. They are similar to conjunctions in that they make connections and help your writing flow smoothly. You don’t talk to people in choppy sentences, so why would you write that way?

A transition word is almost always followed by a comma. You can also use a semicolon to join the two sentences instead of separating them with a period if they are both complete sentences. This adds a little more connection between your thoughts. Here is an example : “Michael didn’t go to school on Wednesday; therefore, he missed the pop quiz.”

If you’re not sure whether your sentences are complete and should be joined with a semicolon, check out our blog on the types of sentences in English . This will help you get a sense of how to structure your writing properly so you don’t lose marks on technical things.

When using transition words for essays, you should also include them at the beginning of each of your body paragraphs. This not only helps you transition into the next thought, but introduces the next point you’re going to make.

Why Should I Use Transition Words?

Even though it seems like your sentences would be fine without including transition words, they make a really big difference in your writing.

Transitional words and phrases make sentences flow together more effectively, adding that sense of connection between two thoughts or ideas. This makes essays easier to read, and more cohesive for your professor.

For example, take a look at these sentences: “Leanna did not do any homework during the entire semester. She failed her history class.” Now, here are these sentences with a transition word included: “Leanna did not do any homework during the entire semester. As a result, she failed her history class.” As you can see, adding that transition word between the two sentences makes them flow together and connects the idea that one thing has led to another.

When you use transition words for essays, you make your writing flow a lot better and can easily connect one point to another. This is especially important at the end of your body paragraphs, where you need to go from one point to the next in a way that sounds natural.

Think of your sentences like a stack of bricks. Without the mortar to glue the bricks together, you just have a pile of bricks. But with mortar, you have something holding those bricks together to build something more solid – a house or a structure. Transition words are just like that mortar. Sure, your sentences can hold up on their own, but transition words hold your sentences together to create a more cohesive text as a whole.

Types of Transition Words

There are actually a few different categories that transitional words and phrases fall into. These categories are determined by the purpose and use of the word. For example, if you are using a transition word to add on to a point you’ve already made, you would use something from the “agreement, addition, or similarity” category.

Here are the main categories of transition words for essays:

● Agreement, Addition, or Similarity

● Sequence or Order

● Contradiction or Opposition

● Cause and Effect

● Examples, Support, or Emphasis

● Location, Space/Place, or Time

● Conclusion, Clarification, or Summary

Of course, you can use transitional words and phrases however you see fit and don’t have to stick to just these categories and lists. However, these lists are meant to be a guideline to help you choose the right word to complete your thought and idea. Using the wrong transition word in the wrong context can cause your paper to take a complete turn in a different direction.

It’s All About Relationships

Ultimately, what you need to remember about transition words is that they are based on the relationship between two sentences or ideas. Just like there are different types of relationships between people, there are different types of relationships between words. This is where those different categories come in.

When you use transition words at the end of one body paragraph before the next one, you are using them to show how one idea can lead into another. Further, this could be a cause and effect situation, where one point is the result of the previous point, or an agreement relationship where one factor adds on to another.

Here is an example of a cause and effect relationship between sentences: “My grandmother smoked cigarettes for over 50 years. As a result, she developed lung cancer when she was in her 60s.” “As a result” is used as a transitional phrase here to indicate that the grandmother’s lung cancer was the result of her smoking cigarettes for a long time.

200 Powerful Transition Words For Essays

When it comes to using transition words for essays, it’s important to make sure you’re using the right ones in the right place. Penn State recommends using them in “pivotal positions” where the meaning of the sentence shifts.

Your professor is going to be grading your essays based on your ability to present your points, ideas, and arguments in a logical or cohesive way. No matter what type of paper you’re writing, from argumentative essays to personal reflections , you always need to be able to articulate your thoughts in a way that makes it easy for your reader to follow.

If you’re out of ideas or need some new inspiration, you’re in the right place. Follow this list of 200 transition words for essays to find the right words to use in your own papers, assignments, and speeches.

Agreement, Addition, or Similarity

1. In addition to 2. As a matter of fact 3. Moreover 4. Similarly 5. Furthermore 6. Equally important 7. Also 8. In the same way 9. Comparatively 10. Correspondingly 11. Again 12. Not only… but also 13. In like manner 14. As well as 15. Thus 16. Therefore 17. In the same fashion 18. In the light of 19. Not to mention 20. Equally 21. Let alone 22. Too 23. Even more 24. And 25. Likewise 26. Just like 27. By the same token 28. Indeed 29. Another 30. Including

Sequence or Order

1. Firstly… secondly… thirdly 2. After 3. Simultaneously 4. Next… then… finally 5. Later 6. In the first place… in the second place 7. Formerly… presently 8. Since 9. Once 10. To begin with 11. Sooner… later 12. As soon as 13. Shortly 14. By the time 15. Now that 16. Immediately following 17. Preceding 18. Afterwards 19. Earlier 20. Both… and

Contradiction or Opposition

1. In spite of 2. While it may be true 3. However 4. On the one hand… on the other hand 5. Nonetheless 6. In contrast 7. Notwithstanding 8. On the contrary 9. Nevertheless 10. Yet 11. Still 12. As much as 13. Although this may be true 14. Even though 15. Rather 16. Be that as it may 17. Above all 18. Despite 19. Admittedly 20. Instead 21. Though 22. Conversely 23. Regardless 24. Different from 25. At the same time 26. Albeit 27. Although 28. But 29. That said 30. Granted

Cause and Effect

1. As a result 2. Consequently 3. Thus 4. Accordingly 5. Therefore 6. Hence 7. So 8. With this in mind 9. Owing to 10. Inasmuch as 11. Due to 12. To the end that 13. In order to 14. In light of 15. While 16. In the event that 17. Unless 18. Provided that 19. Seeing that 20. Being that 21. Since 22. As 23. Because 24. Subsequently 25. In the event that

Examples, Support, or Emphasis

1. For example 2. For instance 3. Specifically 4. Namely 5. Of course 6. Again 7. Truly 8. To illustrate 9. To demonstrate 10. As an example 11. Especially 12. Particularly 13. Also 14. Equally important 15. Besides 16. Including 17. To include 18. Certainly 19. Truly 20. More importantly 21. In fact 22. For the purpose of 23. Another key point 24. Surely 25. In particular 26. To put it another way 27. Namely 28. As an illustration 29. Above all 30. So that

Location, Space/Place, or Time

1. After 2. Afterwards 3. At last 4. Meanwhile 5. Then 6. Subsequently 7. Before 8. Currently 9. Simultaneously 10. Nearby 11. Adjacent 12. Immediately after 13. Back then 14. Nowadays 15. Sometimes 16. This time 17. Following 18. Soon 19. While 20. Today 21. In the future 22. Previously 23. Above 24. Below 25. During 26. Now 27. Beyond 28. Earlier 29. Here 30. There

Conclusion, Clarification, or Summary

1. In conclusion 2. To sum up 3. In summary 4. Finally 5. In a word 6. Briefly 7. In brief 8. In the end 9. To conclude 10. To summarize 11. On the whole 12. In other words 13. Altogether 14. In short 15. Ultimately 16. In a nutshell 17. After all 18. All things considered 19. In sum 20. Given these points 21. In either case 22. As shown above 23. To clarify 24. To put it another way 25. Actually 26. That is 27. To rephrase 28. With this in mind 29. On the subject of 30. Regarding 31. As for 32. Concerning 33. In consideration of 34. With regard to 35. Considering this result

Where to Use Transition Words in Your Essays

Now that you understand which words you should use to transition between points and ideas, you may still have a few questions. For starters, you’re probably wondering where to use transition words in your writing and how they fit in with your overall message.

There are a few different spots where you can use transition words within your essays or writing assignments:

● In your topic sentences at the start of each paragraph.

● To create connections between the evidence presented and the result or argument.

● In your closing sentence at the end of each paragraph to segway into the next one.

● At the beginning of your introduction or summary paragraphs.

● Within your conclusion to make summarized points.

For more help with this, take a look at our blog on essay format . In this article, we show you exactly what should be included in each section of your essay so you can make sure you’re on the right track for success.

Important Things to Remember

If you have even more questions, here are some important things to remember when using transition words that will help you as you write your essay.

● Don’t overuse transition words in your essay. You need them in key places, but you don’t need them in every single sentence. If you use too many transitions, your reader might feel like you’re not giving them enough credit to make obvious connections.

● Make sure you understand the word you’re using. The point of a transition word is to make a logical connection, so when you use the wrong word, the logic becomes lost entirely.

● Understand how to start your sentences. Many transition words are used at the beginning of sentences, but some are too casual and should be avoided in an academic essay. For example, never start a sentence with “and,” “but,” or “because.” Find a better and more formal word to replace these.

● Watch your sentence fragments. It’s easy to write sentence fragments with transition words and not realize they aren’t complete sentences because we are so accustomed to saying them in casual language. Make sure all of your sentences can stand on their own.

● Use an essay outline to help organize your writing. This way, you get a clear idea of exactly where you should be including transition words, and can avoid overusing them wherever they aren’t necessary. For more help with your essay outline, check out Episode 47 of The Homework Help Show .

Still Not Sure How to Use Transition Words for Essays? Let us Help.

If you’ve gone through this list of transition words for essays and still aren’t really sure how to use them, it’s time to turn to the experts.

At Homework Help Global , we can take care of your essays and papers for you so you don’t have to spend so much time thinking about the right words to use. From argumentative essays to research papers , PhD dissertations , and more, we can handle any assignment you need completed. We’ll find all the words to get the point across, and you won’t have to write a single one of them yourself!

Order now through our easy and quick form , or get a free custom quote now for your next assignment.

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Writing With Transition Words: How to Make Your Essay Flow

Even if you are a really good writer, your essay will be hard to follow if you do not include the right transition words . Transition words make the structure of your essay clear to the reader, and they can also help you cover more topics or transitions in fewer sentences.

If you are having trouble with organization and flow, try choosing some transition words from this list and adding them to your next essay!

Transition Words for Essay Writing

What are transition words?

Transition words are a way of describing how one sentence relates to another. When used correctly, transition words can help your essay flow more smoothly.

The most common transition word is, however. For example, you might write, I went swimming in the ocean however I got stung by a jellyfish. This sentence starts with the action of going swimming and then provides an alternate outcome of getting stung by a jellyfish. Another popular transition word is nevertheless, which means despite what has just been said.

Transition words not only make sentences flow smoother, but they also increase your chances of being understood. They allow readers to better understand the relationship between sentences as well as improve the pace or tone of an essay.

There are many different types of transition words that exist that can be categorized into the following categories: time (e.g., after, before), cause-effect (e.g., consequently, therefore) comparison one up mushroom bar   (e.g., similarly, instead) and contrast (e.g., although). Transition words should be used sparingly so that their effect on writing isn’t overused or meaningless; if it seems like you’re using them every few lines, try revising your sentences so they’re more direct and coherent on their own rather than relying on transition words to link thoughts together.

You should try to use transition words when there’s some kind of shift in content, meaning, or emphasis. It’s important to find the right balance between simply linking thoughts and creating separation so that each sentence has its own topic sentence.

How can I use transition words in my essay?

Transition words are important for connecting sentences and paragraphs. They can also help readers better understand the flow of your essay. When writing an essay , transition words are a good way of making sure that the reader is able to follow along with what you’re saying. These words can be used at the beginning of a sentence or paragraph, or in the middle of one.

The most common ones are in addition, moreover, furthermore, in contrast, but and yet.

For example, you might start off by explaining how to use these transitional words. Here is how you can use transitions in your own essay to give it more structure and make it easier for readers to follow along.

1. Use transition words to connect thoughts

When writing an essay, transitions are useful to link ideas together. Think about them like glue– they can hold different thoughts together and make your essay flow seamlessly. One way to do this is through however which means in spite of something. For instance, if you were describing two cars, you could say one car was red while the other was blue; however, they were both fast.

Notice how the second part doesn’t seem out of place because we have been discussing only cars up until this point? That’s because we connected those ideas using, however. In another scenario, let’s say you wanted to talk about both apples and oranges. You could do so by linking them as follows: Apples come from trees while oranges grow on bushes; however, they taste similar. Here, however, connects two things that seem very different on the surface.

It shows that even though apples come from trees and oranges grow on bushes, the fruits themselves taste similar. Another word you might want to try is hence, which means as a result of that.

2. Use transition words when transitioning between subjects

If you change subjects in your essay, use a transitioning word to avoid confusion. There are many ways to do this. A common technique is to use either consequently or thus, which means respectively because of that (consequence) and as a result of that (thus). Let’s say you wanted to move from talking about math problems in school to playing outside.

You could write: “As students get older, they tend to spend less time in class and more time outside playings, consequently their skills in math deteriorate over time.” The use of consequently in this sentence lets the reader know that there is a connection between being outside and having lower math skills later on in life.

Generally, transition words are best used at the end of one sentence and the beginning of the next. Try not to use too many different words in a row without any pauses – doing so can confuse readers.

3. Transition words can help clarify complex ideas

If you need to explain complicated concepts, transition words will help your audience keep up. Transition words are a great way of bringing people along in your journey of thinking and formulating your argument. Even if you don’t think you need them, they can help make reading and understanding your essay much easier.

When explaining complex ideas, you may find yourself needing to introduce new vocabulary. This is where bridging words such as firstly and secondly, formerly and latterly, and in the same vein can be helpful.

Complex ideas are a challenge to break down and communicate to others, especially when you use technical terms that the average person is unfamiliar with. Introduce a new idea by combining transition words with the definition of the term. This helps your readers see the relevance of your discussion.

4. Transition words and phrases make essays clearer and easier to read

When you’re done, your essay should flow and make sense. Using transition words in your essays is a simple way to achieve this. They are the tools that writers use to create coherence and cohesion in a piece of text.

By choosing wisely, you’ll be able to create a logical and easy-to-follow story for your audience.

The use of transition words can make the difference between a coherent, flowing essay and one that seems choppy and fragmented.

5. Use transition words to connect body Paragraphs

Transition words are often used to tie together two sentences into a paragraph. Doing this will not only provide clarity but also make your paragraphs sound smoother and more cohesive.

For example, if you are making a point about how drugs affect children, you might start off with an introductory sentence using an introductory transition word such as hence or therefore. In the following paragraph, some examples of appropriate transitional words might be however or furthermore because these would lead to another point relating back to what was discussed in the previous paragraph.

Transition Words for Essays: Concluding Remarks

Effective use of transition words is an important skill for anyone who is writing to communicate. When you use transition words, your essay will become clear and easier to understand. However, it is important to use transition words sparingly, as too many can make your essay seem choppy and unorganized.

Choose the most appropriate words that fit the context of your essay and you are sure to impress your audience. It is essential to be aware of your audience, as well as the purpose of your paper. When in doubt, choose the more conservative approach. This will ensure that you will not lose the interest of your audience.

Furthermore, be mindful of how you order the information in your essay. You want to place information that is less interesting or less critical earlier on so that readers will feel compelled to continue reading until they reach the information that interests them more.

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• February 1, 2024

Mastering transitional words: How to give your writing a seamless flow

Are you tired of your writing feeling disjointed and lacking flow? Do you struggle to connect your ideas and make your sentences flow seamlessly from one to the other? If so, then mastering transitional words is the key to giving your writing the seamless flow it deserves.

Linking words are like the glue that holds your sentences and paragraphs together. They create a logical connection between ideas, helping readers navigate smoothly through your writing. From adding emphasis to contrasting ideas, transitional words enhance the clarity and coherence of your work.

In this blog post, we will explore the art of using transitional words effectively. We will delve into different types of transitions and provide practical tips on how to use them to improve the overall flow of your writing. Enhancing your writing to a professional standard involves mastering the art of using connective words, whether you are composing an essay, a blog post, or any other type of content. So, let’s say goodbye to choppy sentences and hello to a seamless flow in your writing!

Importance of a seamless flow in writing

When it comes to writing, a seamless flow is essential for keeping readers engaged and ensuring the clarity of your message. Without proper transitions, your writing can feel disjointed and confusing, making it difficult for readers to follow along. A seamless flow, on the other hand, allows your ideas to flow smoothly from one to the next, creating a logical and coherent piece of writing.

One of the main benefits of a seamless flow is improved readability. When your writing flows seamlessly, readers can easily understand the connections between your ideas, allowing them to follow the progression of your argument or narrative effortlessly. This not only makes for a more enjoyable reading experience but also ensures that your message is effectively communicated.

Furthermore, a seamless flow helps to maintain the reader’s attention. When readers encounter choppy sentences or abrupt transitions, it can be jarring and disrupt their reading flow. This can lead to frustration and disengagement, causing readers to lose interest in your writing. On the other hand, when your writing has a seamless flow, readers can stay focused and immersed in your content, eagerly anticipating what comes next.

In addition, a seamless flow enhances the overall professionalism of your writing. Whether you’re writing a blog post, an academic paper, or a business report, using transitional words effectively demonstrates your command over the language and your ability to present your ideas in a clear and organized manner. It shows that you have taken the time to carefully structure your writing, allowing your ideas to flow seamlessly from one to the next.

So, if you want to elevate your writing and captivate your readers, mastering the art of connective words is a must. Let’s explore the different types of transitions and how to use them effectively.

Common types of transitional words and phrases

Transitional words and phrases can be classified into different categories based on their purpose and usage. Understanding these categories will help you choose the most appropriate connective words for your writing.

1. Addition: These transitional words add information or ideas. They include words like “in addition,” “furthermore,” “moreover,” and “also.” For example: “In addition to his academic achievements, John is also an accomplished musician.”

2. Emphasis: These connective words highlight a particular point or add emphasis. They include words like “indeed,” “certainly,” “truly,” and “in fact.” For example: “Indeed, the results of the study confirm our initial hypothesis.”

3. Contrast: These transitional words show a difference or contrast between ideas. They include words like “however,” “on the other hand,” “in contrast,” and “nevertheless.” For example: “The weather was cold; nevertheless, we decided to go for a walk.”

4. Cause and Effect: These linking words indicate a cause or reason, as well as the resulting effect or consequence. They include words like “because,” “therefore,” “consequently,” and “as a result.” For example: “Because of the heavy rain, the match was postponed.”

5. Time: These connective words indicate a sequence of events or the passage of time. They include words like “first,” “next,” “then,” and “finally.” For example: “First, we need to gather all the necessary materials. Next, we can start the project.”

By familiarizing yourself with these common types of transitional words and phrases, you can choose the most appropriate ones to enhance the flow and coherence of your writing. But how do you effectively use these connective words within a paragraph? Let’s find out.

Using transitional words to connect ideas within a paragraph

Within a paragraph, transitional words and phrases help to establish connections between sentences and ideas, creating a smooth flow of information. Here are some tips to effectively use transitional words within a paragraph:

1. Choose the appropriate transitional word: Consider the relationship between the sentences you want to connect. Are you adding information, contrasting ideas, or showing cause and effect? Choose a transitional word or phrase that accurately reflects this relationship.

2. Place the linking word appropriately: Transitional words and phrases can be placed at the beginning, middle, or end of a sentence. However, it’s important to ensure that the placement makes sense and maintains the coherence of your writing.

3. Use a variety of connective words: Using the same transitional word repeatedly can make your writing monotonous. Try to use a variety of transitional words to add variety and depth to your writing.

4. Avoid overusing transitional words: While transitional words are important, it’s equally important not to overuse them. Overusing transitional words can make your writing sound forced and unnatural. Use transitional words where they are necessary and ensure that they enhance the overall flow and clarity of your writing.

5. Consider the context: Transitional words should fit naturally within the context of your writing. Consider the tone, style, and overall message of your piece when selecting transitional words.

6. Read your writing aloud: Reading your writing aloud can help you identify any awkward or forced transitions. If a linking word sounds out of place or disrupts the flow, consider revising or replacing it.

By following these tips, you can effectively use linking words to connect ideas within a paragraph, creating a seamless flow of information. But what about transitioning between paragraphs? Let’s explore.

Using transitional words to transition between paragraphs

Transitional words not only help to connect ideas within a paragraph but also facilitate smooth transitions between paragraphs. These transitions guide readers from one paragraph to the next, ensuring a seamless flow of information. Here are some tips for using linking words to transition between paragraphs:

1. Establish a clear connection: When transitioning between paragraphs, it’s important to establish a clear connection between the ideas in the previous paragraph and the ideas in the next. Use connective words that reflect this connection.

2. Use transitional phrases: Instead of using single connective words, consider using transitional phrases to transition between paragraphs. These phrases provide a more comprehensive connection between ideas.

3. Preview the next paragraph: Use transitional words or phrases to provide a preview of what the next paragraph will discuss. This helps to prepare readers for the upcoming information and ensures a smooth transition.

4. Revisit previous ideas: Linking words can also be used to refer back to ideas discussed in previous paragraphs. This reinforces the connections between ideas and helps readers follow the progression of your writing.

By incorporating these tips into your writing, you can effectively use linking words to transition between paragraphs and maintain a seamless flow of information. But where can you find the right transitional words for your specific needs? Let’s explore some tools and resources.

Tools and resources for finding and using transitional words

Finding the right transitional words for your writing can be challenging, especially if you’re unfamiliar with the different types and usages. Fortunately, there are several tools and resources available to help you find and use transitional words effectively. Here are a few:

1. Thesaurus: A thesaurus is a great tool for finding synonyms and related words. Use a thesaurus to explore different transitional words and find the ones that best fit your needs.

2. Style guides: Style guides, such as The Chicago Manual of Style or the AP Stylebook , provide guidance on language usage and can help you identify appropriate transitional words for different purposes and contexts.

3. Online writing communities: Joining online writing communities, such as forums or writing groups, can provide opportunities for discussion and sharing of resources. Other writers may have recommendations for useful tools or resources for finding and using transitional words.

4. Grammar and writing websites: Websites dedicated to grammar and writing, such as Grammarly or Purdue Online Writing Lab , often provide comprehensive guides and resources on transitional words.

These resources can offer insights and examples to help you improve your use of transitional words. By utilizing these tools and resources, you can enhance your understanding and usage of transitional words, ultimately improving the flow and coherence of your writing. However, like any skill, effective use of transitional words requires practice. Let’s explore some practice exercises to help you improve your use of transitional words.

Practice exercises to improve your use of transitional words

Improving your use of transitional words requires practice and application. Here are some practice exercises to help you enhance your skills:

1. Sentence completion: Take a sentence and experiment with different connective words to complete it. Consider the purpose and relationship you want to convey and choose the most appropriate transitional word.

2. Paragraph revision: Take a paragraph from your writing and revise it by incorporating linking words. Focus on creating smooth transitions between sentences and ideas, ensuring a seamless flow of information.

3. Reading analysis: Read articles, essays, or books by skilled writers and analyze how they use connective words. Pay attention to the purpose and placement of transitional words and how they contribute to the overall flow and coherence of the writing.

4. Peer review: Exchange your writing with a peer and ask them to review your use of transitional words. They can provide feedback and suggest improvements to enhance the flow and clarity of your writing.

By actively practicing and applying connective words in your writing, you can improve your skills and confidently use them to create a seamless flow. 

Final thoughts

Mastering the use of linking words is a skill that can greatly enhance the flow and coherence of your writing. By understanding the different types of transitions and applying them strategically, you can create a seamless reading experience for your audience.

Remember to use linking words sparingly, understand the context, vary your transitions, and take the time to edit and revise. With practice and attention to detail, you will become a master of liking words and elevate your writing to new heights.

So, what are you waiting for? Start incorporating connective words into your writing today and experience the transformative power of a seamless flow. Happy writing!

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Your chance of acceptance, your chancing factors, extracurriculars, need help with lead-in words for essays.

Hey! I'm working on my college application essays, and I want to make my essay transitions smooth and engaging. What are some effective lead-in words for introducing ideas and connecting paragraphs in a college essay?

Hello! Enhancing your transitions is a great way to improve the flow and readability of your college essays. Effective lead-in words and phrases can help you introduce new ideas and connect related paragraphs or points. Here are some examples of transitional words and phrases to help you:

1. To introduce an example or illustrate a point:

- For instance

- For example

- As an illustration

- Specifically

2. To compare or show similarity:

- Similarly

- In the same vein

- In like manner

3. To contrast or show difference:

- On the other hand

- In contrast

4. To add information or reinforce a point:

- Additionally

- Furthermore

- In addition

5. To show cause and effect:

- Consequently

- As a result

- Therefore

6. To show progression or sequence:

- Firstly, Secondly, Thirdly (for enumerating points)

- Following this

- Simultaneously

7. To summarize or conclude:

- In conclusion

- To sum up

- Ultimately

Remember to use these transition words and phrases appropriately, and don't overuse them, as it can make your essay sound mechanical or formulaic. Try to maintain a balance and use them to enhance clarity and smoothness in your writing. It's also important that the content of each paragraph is well-developed and related to your overall thesis. Transitions work best when the flow of ideas is logical. Good luck with your college application essays!

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7 Ways to Achieve Flow in Your Essay Writing

Page Contents

Ways to achieve flow in your essay writing, as flow is often referred to as a word used by educators to define how essays hold together and move smoothly from one point to another.

It is common for students to pile up many arguments and facts, so the overall cohesion of the paper can get lost. on another note, flow can be applied between various paragraphs and within an individual section. but why is it so important, an essay that flows nicely is a work that is easy for the reader to read from the introduction to the conclusion. individuals reading don’t have to double-check, reread, or stop with work to find connections between arguments or paragraphs. somebody who produced the work structured it at a level that is very easy and clear to follow., a college is a place whose primary goal is to educate and teach students how to think critically and find optimal solutions to problems. that’s why students get many assignments and tasks. this way, their brains will develop different ways of seeing the resolution. with many tasks on your hand, you probably thought to yourself, “i could hire an editor ”. studyfy is an excellent online service with many satisfied customers that will do the job for you in no time and spare you stress and time., now, let’s take a look at how you can incorporate tricks to logically and smoothly connect one sentence or argument to the next to ensure a nice flow. without further ado, here’s the list., 7 ways of achieving a nice essay flow.

1. Form a Structure

If your paper is well structured, it will naturally flow. you can think of it as a roadmap. each paragraph and smaller section has the primary purpose of leading the reader to a central idea. a well-written structure has a series of steps built upon the previous ones. , for the most pleasant flow, the introduction must be the first section of your work. you will introduce your main point here and, if possible, include a thesis statement at the end of the paragraph. make sure to put in extra effort here since you want to catch the reader’s attention and set a solid base for the rest of the work., in the second section, you have to discuss the arguments, and those ideas are presented as the body of the essay. the last section is a conclusion; it summarizes your primary points and supports your opinions. make sure to incorporate solid evidence if you want your work to sound persuasive., 2. create an outline, when you finally have an idea of the points you want to incorporate, an excellent idea is to start with the outline. you can write a separate one for each part of the essay structure or a broad one for the whole essay. this way, an outline can serve as a roadmap and help guide your writing process. it is crucial to understand the importance of one since it will be easier to keep your whole essay in mind and work efficiently with the points and statements you want to incorporate. , 3. write a clear thesis statement, an outstanding essay must have an informative and motivating thesis statement that will make the reader want to continue reading. furthermore, it should present the author’s position and be concise. since the thesis statement is a vital part of the paper, it acts as a bridge and gives the reader a primary focus on the subject. composing a solid message is one of the preliminary steps toward producing a compelling, persuasive, and smooth essay., 4. form complete paragraphs, this is excellent essay flow ensured by building sentences upon previous ones. when you write the main point and support it with a couple of phrases, it will help you write the summary sentence at the end of each part or paragraph., 5. form and tone, the form and tone of the work play a significant role in determining the flow of your essay. your main goal should be to create a voice that’s forthright, playful, and light. if you are writing about a serious topic, you might want to write on a serious note. on the other hand, if spring break is your central theme, try to make it sound high-spirited and upbeat., you’ll be able to tell if you are writing in the wrong tone, so make sure to choose the right words and form a good sentence structure that is appropriate for the style you are aiming for. lastly, try connecting the subject with what the reader wants to experience and feel in the essay., 6. transitional phrases and words, if you want to connect one idea to the next, it is best to incorporate some transition phrases and words. they will help you start with new paragraphs, connect them smoothly, and transition from one point to another. this will overall make your essay more coherent and concise. the best transitional words are “furthermore,” “in addition,” “consequently,” etc., 7. read and rewrite , an important step is reading your essay and looking for grammar or vocabulary mistakes. when you start with the editing part, rewrite any sentences that might feel unusual or out of order. add more arguments if needed, and make sure to eliminate unnecessary words. you should eliminate sentences without a subject and no meaning. this will help you make your essay flow faster and look more polished and smooth. it will surely get you some extra points. , final thoughts, ensuring a nice essay flow can be a tricky and complex thing to do. it can take lots of time and practice to catch up on all these tips. you can try using them, and you will write an outstanding piece of work in no time.  there are more tricks you can research and incorporate to make your work even better, so get to the investigation and perfect your paper. you will produce fantastic work when you learn how to master the tricks above., related reading: college essay writing with ai: is it ethical, related articles more from author, orazio vecchi 1551-1605, the ancient ceremonial bowl at sarmizegetusa regia, major oak: large english oak (quercus robur), xolos: most ancient dog breeds in world, mind-blowing gold bar discovered from a treasure ship that sank in 1622 ad, what causes lightning and thunder, leave a reply cancel reply.

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Paragraph Transitions: Making Your Essay Flow Smoothly

By Med Kharbach, PhD | Last Update: May 9, 2024

Have you ever been caught in the maze of reading an essay where one paragraph seems to jump to another without any clear connection? That’s where paragraph transitions come in. Essentially, these are the bridges that seamlessly connect one idea to the next. They’re like the invisible threads that weave the fabric of your essay.

Why do they matter, you ask? Well, imagine reading a story where the characters randomly shift from one scene to another without any context. Confusing, right? In the same way, transitions in essays help ensure your reader doesn’t get lost. Plus, a well-transitioned essay is a hallmark of good writing, and trust me, your professors notice.

The Role of Transitions in Writing 

So, let’s dive a bit deeper into the role of transitions. Firstly, they’re pivotal in enhancing the readability and understanding of your writing. Think about it: when you order a piece from a service that can satisfy your write my essay request, a skilled writer would know exactly how and when to use transitions. It’s their secret weapon to make your essay stand out.

Secondly, transitions act as a gentle hand, guiding your readers through the flow of your ideas. It ensures they’re on the same page with you (pun intended). Lastly, transitions emphasize the connections between your concepts. They highlight the relationship between your ideas, making your writing feel like a well-rehearsed symphony rather than a random playlist on shuffle.

Types of Paragraph Transitions

Alright, let’s break down the types of paragraph transitions. Think of these as different colors in a painter’s palette, each serving its unique purpose.

Sequential Transitions

These are your go-to when you want to indicate a sequence or order in your writing. If you’re listing steps or stages, you might use words like “firstly,” followed by “secondly,” and maybe end with a “finally.” It’s like giving your reader road markers on the journey of your essay.

Comparative Transitions

Ever needed to show similarities or differences between two ideas? That’s where these transitions come in. You can use “similarly” when drawing parallels, or switch things up with “on the other hand” or “in contrast” when showcasing differences. It’s like using a highlighter for your reader’s brain.

Cause and Effect Transitions

Life’s all about actions and their consequences, right? These transitions help to demonstrate that causality in your writing. Words like “because of” show the reason, while “as a result” and “consequently” depict outcomes. It’s like showing the before and after of a situation.

Illustrative Transitions

Imagine you just made a point and now want to give an example to clarify it further. Here’s where illustrative transitions step in. Sprinkle in a “for instance” or “to illustrate” and your reader will instantly know an example is coming their way.

Emphasis Transitions

Sometimes, you just really need to drive a point home. For those moments of peak importance, use emphasis transitions. Words like “above all,” “importantly,” and “certainly” are like the cherry on top, underlining the significance of a statement.

Remember, just like how a painter doesn’t use all colors at once, choose your transitions wisely based on what your essay needs!

Techniques for Crafting Effective Transitions

Jumping right in, let’s uncover some techniques that can elevate your transition game. These are essentially the building blocks to crafting that smooth, seamless essay we all aim for.

Repeat Key Words or Phrases

Ever noticed how a catchy song chorus sticks in your mind? Doing a gentle repeat of key words or phrases in your essay works similarly. It creates a sense of continuity and brings back echoes of previous ideas, making your argument more memorable.

Use Bridge Sentences

Think of bridge sentences as the connectors of the essay world. They brilliantly link the tail end of one paragraph to the dawn of the next. It’s like ensuring there’s a hand to hold as you step from one idea to another, guaranteeing no reader is left behind.

Ensure Logical Flow

Imagine listening to a playlist where the songs jump randomly between genres. Confusing, right? Your essay should be more like a well-curated album. Arrange your ideas in a sequence that feels intuitive and natural, ensuring your reader grooves along without missing a beat.

Employ Transition Words Sparingly

While transition words are super helpful, using them too often can feel like adding too much salt to a dish. It’s essential to strike a balance. Use them effectively, but sparingly, to ensure your writing doesn’t feel forced or overly seasoned.

In essence, crafting transitions is like blending the perfect smoothie – it requires the right ingredients in the right proportions. Happy blending!

Common Pitfalls to Avoid

Alright, while we’ve chatted about the do’s of transitions, let’s also address some of the don’ts. Just like any other tool in the writer’s kit, transitions come with their own set of pitfalls to sidestep.

Overusing Obvious Transitions

We’ve all been there. Starting every other sentence with “however” or sprinkling “additionally” a tad too generously. Relying too heavily on these common transition words can make your writing sound repetitive. It’s a bit like hearing the same song chorus one too many times during a short ride.

Mismatched Transitions

Imagine wearing a formal suit with flip-flops. Feels off, right? Similarly, using a transition that doesn’t match the content or relationship of the paragraphs can be jarring. Always ensure that your transition aligns well with the tone and intent of your content.

Neglecting Transitions Altogether

Skipping on transitions is a bit like trying to follow a story with missing pages. Even an EssayHub Review needs transitions to read smoothly! Skipping transitions can make your narrative feel disjointed and choppy. Transitions aren’t just decorative; they’re essential to ensuring your reader can follow along smoothly.

In essence, while transitions can be magical when used right, it’s key to be aware of these pitfalls to truly harness their power!

In wrapping things up, transitions aren’t just fancy trinkets in the world of writing; they’re the unsung heroes, ensuring our words flow like a harmonious melody. They significantly uplift the quality of our content, making ideas resonate and stories unfold naturally. So, as budding writers and avid learners, let’s pledge to give these transition techniques the attention they deserve. With practice and refinement, we’ll be crafting essays that not only inform but also enchant.

Post written by Katrine,B;  Cooperation Manager 

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Meet Med Kharbach, PhD

Dr. Med Kharbach is an influential voice in the global educational technology landscape, with an extensive background in educational studies and a decade-long experience as a K-12 teacher. Holding a Ph.D. from Mount Saint Vincent University in Halifax, Canada, he brings a unique perspective to the educational world by integrating his profound academic knowledge with his hands-on teaching experience. Dr. Kharbach's academic pursuits encompass curriculum studies, discourse analysis, language learning/teaching, language and identity, emerging literacies, educational technology, and research methodologies. His work has been presented at numerous national and international conferences and published in various esteemed academic journals.

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September 2, 2017

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Written expression is often overlooked in our essays. Often, if we are made aware of clunky or awkward expression, we are also not quite sure how to go about improving it. Although sophisticated and pertinent ideas serve as the foundation of a successful essay, how we construct our sentences and express these ideas may be what distinguishes a good essay from a great essay.

These differences can be rather subtle, but the small things can and do matter.

1) USE YOUR VOCAL CHORDS  

(to read out loud, not sing… unless you really want to)

Take your essay and read it out loud. Let your own conscience guide you in terms of whether a particular sentence flows well, is complete and makes sense. Keep your eye out for these small errors in particular: Grammar: Does your sentence actually make sense? Let’s have a look at an example: Although Funder suggests that the act of telling one’s story, especially one of victimisation, can catalyse the internal confrontation and healing required to move on.

(This is not grammatically correct! This is because this example only contains a subordinate clause and is lacking a main clause.)

But wait… what is this ‘subordinate clause’ and ‘main clause’?

A clause includes a subject and a verb .

Melissa ate an apple.After Wendy ate an apple.

What is the difference between the two clauses above?

‘Melissa ate an apple’ makes grammatical sense on its own. This is what we call a main clause (or an independent clause). On the other hand, ‘ After Wendy ate an apple’ is an incomplete sentence as it does not make sense. What happened after Wendy ate her apple? This is the information that is missing from the latter clause, making this a subordinate clause (or a dependent clause).

So now let’s try again…

Although Funder suggests that the act of telling one’s story, especially one of victimisation, can catalyse the internal confrontation and healing required to move on, ultimately, these individuals can never be truly free from the past that has irrevocably defined them.  

(Hooray! This is a complete sentence now.)

Spelling : Are the title of the text, the author or director’s name, characters’ names, publisher’s name, etc. all spelt correctly (and capitalised, underlined, and italicised appropriately)?

Did you use the correct there, their and they’re? How about it’s and its? (and so on).

Sentence length: Did that sentence just go on for 5 lines on a page and you are out of breath now? You can most probably split that overloaded sentence into two or more sentences that make much more sense. Check whether you have a clear subject in your sentence. If you have three different ideas in one sentence, give each idea its own opportunity (ie. sentence) to shine. The opposite also applies: if it is for a very short sentence, did that sentence pack enough content or analysis?

One spelling error or half-finished sentence in an essay will not severely affect your mark, but they can easily add up if they occur often enough. Consequently, this will distract the reader from engaging with your ideas fully and thus disrupt the flow of your essay.

By being aware of these aspects, you are now able to easily fix them and boost your writing.

2) BE SUBTLE

Try not to be casual or overt in your writing as it can be quite jarring to read and unfortunately give readers a potentially negative impression of your piece.

Try not to use phrases such as:

- In my opinion… (You do not need it as your entire essay should be your implicit opinion!)

- This quote shows that… (Embed the quote and link to its implication instead)

- This technique is designed to… (Identify the technique and be specific, especially in Language Analysis)

- I think that…, I believe… (Avoid using first person in a formal essay. Use of first person in creative writing is fine though if required)

They are redundant and do not add much to your ideas and analysis. Try omitting them and see whether that helps your sentence flow better and seem more formal.

3) LINK ‘EM UP

Sentences that seem disjointed or a clear connection can make it difficult for your teacher or the assessor to join the dots between an idea and an implication or consequence. Use linking words as they are fantastic for explicitly showing the reader how your ideas are related and thus allow your writing to proceed smoothly.

Therefore, hence, thus, thereby, consequently, subsequently, in addition, additionally, furthermore, moreover, on the other hand, on the contrary, however, henceforth, and so on… The list is endless!

4) ADD OOMPH (through vocabulary)

In general, having a wide vocabulary will allow you to express your ideas and analysis more accurately as you are likely to have access to a precise word that can capture the essence of your idea. Make a vocabulary list for a particular text or for Language Analysis (such as tone words) and aim to use varied language to convey yourself well.

If you’d like to see a list of sentence starters and essay phrases to help you get a headstart on expanding your vocabulary, check out this blog .

Focus on verbs and expanding your list of synonyms for words such as shows, demonstrates, highlights, emphasises, suggests and so on. An individual, character, author or director may not only be conveying but also denigrating or remonstrating or bolstering or glorifying or insinuating . Adding precision to your writing through careful vocabulary choice will distinguish your writing and also add complexity.

BEWARE! There is a fine line to tread with sophisticated vocabulary - do not overload your writing as you can risk writing convoluted sentences that hinder the reader’s ability to understand your piece. Also make sure that you understand the nuances of each synonym and that they are used in the correct context! (They are synonyms after all - not the same word!)

If you are debating whether to use a word, ask yourself: do you know what it means? 

If yes: Go for it!

If no: Do not use it until you know what it means.

Reading sample essays, The Age Text Talks, reviews and more of the texts you are currently studying will expose you to not only a multitude of interpretations of your text, but also to different sentence structures, writing styles or vocabulary that you could incorporate into your own writing.

I would also highly recommend that you read outside of the texts you are studying if you have time, whether that may be novels by the same author or even newspapers. Your written expression will only benefit from this exposure as the ways you can express yourself through writing continue to increase upon seeing others’ eloquence.

6) GET WRITING

If you do not write, you will never be able to improve your written expression. Put pen to paper (or hands to keyboard) and start constructing that essay. You can only fix your writing once you have writing to fix.

Get our FREE VCE English Text Response mini-guide

Now quite sure how to nail your text response essays? Then download our free mini-guide, where we break down the art of writing the perfect text-response essay into three comprehensive steps. Click below to get your own copy today!

The scariest part of the EAL exam, while might not be the most daunting task, is probably getting your head wrapped around an unfamiliar language analysis task under time condition. Jargons and difficult terms might be used, and some articles tend to not be so straightforward making this task more challenging for EAL students. This blog post aims to alleviate this fear for all EAL students as much as possible and better your performance in the end-of-year exams. After reading this, I'd highly recommend our Ultimate Guide To Language Analysis as you study for your next SAC or exam.

Reading Comprehension

To understand and analyse an article well, you will need to know the writer’s contention well, identifying whether they are for or against an idea. Most language analysis articles are written on an issue, which is why it is important to spot what the issue is and the writer’s stance. Most of the time, the writer’s contention is found at the beginning of the article, in the title, though there are times it is found at the end of the article. Sometimes, skimming through an article might be sufficient for you to find its main point.

Spotting and understanding arguments, on the other hand, might be much more difficult as they can be found anywhere within the articles and the number of arguments contained varies from articles to articles.

The good news is, there is no right or wrong answer in English so there is no need to be too worried about whether what you are writing is ‘precise’ or not. In order to look for arguments and ‘chunk the reading passage’ in the most efficient way, you should be paying attention to the ways the writer tries to structure the article (e.g. paragraphs, headings and subheadings if there are any, etc). More than often arguments can be found at the beginning of paragraphs (writers might also use that good old T opic- E vidence- E xample- L inking structure in drafting their piece) and sometimes two consecutive paragraphs focus on one singular argument.

Also, arguments should be specific and support the writer’s contention. For instance, if the contention is ‘technology ameliorates Americans’ standards of living’, the arguments might be something along the lines of ‘it is beneficial as it improves efficiency in workplace environment’ or ‘it allows people to communicate easily’. Trying to make an educated guess on what the arguments might look like will definitely help if you already know the contention of the article.

Language barriers might be an issue if the writer uses technical terms related to an unfamiliar area (e.g. an article about “pneumonoultramicroscopicsilicovolcanokoniosis”, a lung disease caused by a certain type of dust, might pop up – highly unlikely but thank me later if it does come up). This is why dictionaries are there to help us and they are a must-have coming into EAL exams and SACs. You are allowed to bring bilingual dictionaries as well, so make sure you have a good set of dictionaries that you can bring into SACs and exams. Regardless of how fluent you are, there is still a possibility that they use one if not more than one unfamiliar term in your language analysis articles.

However, it is not always difficult to guess the meaning of the word without using the dictionary (time restraints!!) by looking at the sentence as a whole. The location of the words within a sentence might allow you to make a reasonable guess of what type of words it is or what it might mean. If it is the subject or object of the sentence, it is either a pronoun, a noun or a name. If the word is after a subject, it is likely to be a verb which describes an action! To familiarise yourself with sentence structure further, read my guide on The Keys To English Fluency and Proficiency .

Answering Reading Comprehension Questions

Section C, Question 1 requires students to write short answers, in note form or sentences, which altogether will make up of 50% of the marks in Section C. I am not sure about you but for a lot of students, getting good marks for Question 1 is much easier than getting good marks for Question 2, which requires you to write a full language analysis essay. This is why it is important that you are able to maximise your marks in this question because they are purported to be easier marks to get! Some of the questions will ask the students for factual information but more difficult questions will require to think about that is contained in the text and make an interpretation based on your understanding.

1. Question words

To know what sort of answer you are expected to give before looking for details from the article, you need to be familiar with question words.

WHO - A particular person or group of people impacted by an incident or involved in a situation

WHAT - This really depends. It might require you to give out information about something or to identify reasons for the writer’s opinions (which is good it might make it easier for you to find the writer’s arguments)

WHEN - The timeframe within which an issue or event occurred (date, day, etc)

WHERE - The location of an event

WHY - The reasons for something

HOW - How a problem can be resolved

2. Direction words

Unfortunately, not all questions in this section have “question words” and examiners usually give out questions that are broader using “direction words” or “task words”, making this section more challenging for students. EAL is not the only subject that requires students to know their direction words well so it is definitely worthwhile learning these words to improve your performance. These are the most common direction words used in Section C (see below!). ‍

Giving information about something or to identify the writer’s opinions

This requires you to give out information in your own words and elaborate

Students will be required to find what is asked from the article and write them down in the briefest form possible

Usually in note forms – to answer this you need to identify what is asked and briefly noting them down

Retelling something in a succinct and concise ways in your own words, it should only be enough to highlight key ideas

Finding evidence from the text to justify a statement or opinions

3. Marks allocation

Another super helpful tip is to pay extra attention to the marks allocation of the questions. It usually gives you a fairly accurate indication of how much you should write. The general rule of thumb would be that the number of marks tell students how many sentences or points they should be making.

Identify the reasons why the writer loves travelling (2 marks)

Students should be writing down 2 reasons why the writer loves travelling ‍

The editor strongly opposes the use of plastic bag. Support this statement (3 marks) ‍

In this case, it is probably best to find 3 pieces of evidence from the article that justify the statement stated to make sure you do not lose any marks by not writing enough.

4. Sample Questions And Response

My own response and annotation of Question 1 and Section C of the 2017 EAL exam is below. I really hope it would give you guys a better idea of what is expected from EAL students.

Time Management Tips

Look at the comprehension questions during reading time.

I usually used my reading time skimming through the article, looking at the questions and flip back and forth the booklet to look for answers for the questions at the back. The reason why this was the first thing I did was because they often contain clues of what the arguments might me. Questions such as “give three reasons why the editor thought technology is beneficial” will help you immediately identify some key ideas and arguments in the article.

Look for key features instead of analysing and finding techniques straight away

I also used the reading time to find the contention, determine what type of article it was and the source, etc. The following acronym might help you! I often tried identifying all of the features below as it also helped me plan my introduction within reading time.

C ontention

For a detailed guide on How to Write an A+ Language Analysis Introduction, check out our advice here .

Set out a detailed time management plan for your essay the night before the SAC or exams (or earlier if possible) ‍

Be strict with yourself, know your writing speed and know how long it takes you to write a paragraph.

Stick with one introduction’s structure/ format ‍

If you are used to writing an introduction that, for instance, starts off by introducing the issue, title of the piece, author, and then the contention, tone, audience then stick with it, or memorise it if you do not have the best writing speed or just do not work well under time pressure.

Whether or not (issue) is an issue that garners much attention in recent media. In response to this, (author) writes a (form) titled “(title)” to express his disapprobation/endorsement of (issue) to (audience). By adopting a (tone word 1) and (tone word 2), (author) asserts/ articulates/ contends that (contention) . With the use of an accompanying visual, the writer enhances the notion that (contention) .

Not be way too thorough with annotation ‍

When it comes to performing well under time condition, perfectionism might hinder you from best maximising your marks! Everyone learns differently and has different approaches to this task but it is probably better if we do not spend way too much time annotating the article. While it is important to scan through the article and identify important persuasive techniques, sometimes it is more than sufficient to just circle or highlight the technique instead of colour-coding it, writing down what its effects on the audience, labelling techniques. Don’t get me wrong, these aforementioned steps are important, but there is no point writing that information down twice because you will be repeating those steps as you write your essay anyway! I’d recommend trying out different annotation techniques and see what works for you, but for me minimalism served me well.

Create your own glossary of words ‍

Sometimes, it takes too much time just sitting down staring at the paper deciding what words you should be using. We’ve all been there, worrying if you have repeated “highlight” or “position” way too many time. Memorising a mini glossary might solve this issue and save us writing time. I have included a sample glossary for you to fill in, hopefully it helps you as much as it did me! It might be a good starting point for you.

Convincing the audience to… persuade, position, propel, compel, galvanise, etc

Highlight the idea that… underscore, enhance, fortify, bolster, etc

Evoke (an emotional response)... elicit, garners, etc

The writer uses … employs, utilises, etc

The writer criticises … critiques, lambastes, chastises, condemns, denounces, etc

‍ At the end of the day, regardless of how many tips you have learned from this blog, it would not be enough to significantly improve your marks unless you practice frequently. Knowing how long it takes you to write the introduction, or each paragraph will better enable you to finish the essay within the time set and allow you to spend a bit of spare time proofreading your essay. If you are aiming for A+’s, writing every week is probably the best piece of advice I can give because without enough practice, your performance under pressure cannot match up to your usual performance.

Introduction

Poetry. Students tend to have strong feelings about it, some love the melodic rhythm and the eloquent way in which it encapsulates life and others hate it, either because they find it a snooze-fest and would rather read the dictionary, or they simply don’t know how to approach analysing it. Whatever boat you may be in, by the end of your study of Peter Skrzynecki’s New/Old World poems, you’re bound to have a new appreciation for the art that is poetry and find analysing poems less of a daunting prospect and more a something easy to nail.

Before we begin diving into Skrzynecki, I’d highly recommend that you check our LSG’s Ultimate Guide to VCE Text Response . It’s jam-packed with awesome, FREE advice for how to ACE Text Response.

Analysing Poetry in Old/New World

Unlike other forms of text, a collection of poems is not one continuous body of writing, instead a poetry collection is more like a series of vignettes, snapshots into poignant moments, in this case, of an author’s life. Whilst many students may struggle with this form and ask “How many poems do I analyse? Do I need to know all of them?”, poems are easier than most texts to prioritise and categorise into themes and often have a significant amount of metalanguage. And in answer to your questions, whilst its best you analyse the whole collection to some extent, knowing 10 or so strategically chosen poems really well, covering all themes and types should hold you in good stead for any question thrown at you in the exam.

Peter Skrzynecki wrote his poems over a significant amount of time, starting in 1970 and ending in 2006. This has given the collection a unique perspective, not only demonstrating a migrant’s journey through narrative, but also by providing the different attitudes and feelings of belonging, experienced by one individual as they try to assimilate in their new world over a period of time. This gives us, as students, a wonderful opportunity to look deeper into the text and identify Skrzynecki’s differing positions in regard to identity, family and belonging, through the perspective from which he writes his poems at different stages of his life.

To learn more about the importance of context in VCE English, check out this blog post .

The Structure

Skrzynecki’s collection tends to feature three types of poem, by identifying these, analysing each piece can be made easier as similar types of poem often focus on similar themes. The three categories of poetry to look for are:

Nature Poems

Peter Skrzynecki showcases his connection to Australia through poems that depict often idyllic landscapes, or the lives of common fauna of Australia, such as birds and fish.

The Immigrant Experience

These poems such as Immigrants at Central Station, Migrant Hostel and The Polish Immigrant offer an insight into the emotionally turbulent and difficult journey migrants go through to live in Australia. These poems also demonstrate the experiences of relief and joy felt when arriving, as well as emotions of fear, trepidation and disconnect in regards to both their new home and their old world.

Family Poems

Often the most emotionally pulling, these poems tug at the heartstrings and showcase the relationships between Peter Skrzynecki and his family, as well as his exploration of his heritage, his ties to his Polish background.

The new/old world structure, similar to the old and new testament of the bible are used to highlight the old world of Skrzynecki’s Polish roots and childhood, whilst the new world is his new life in Australia.

Recurring Characters in Old/New World

Peter skrzynecki.

The author of this text, as well as a character in his own right, Peter describes his triumphs and struggles of immigrating to Australia in his poems.

Feliks Skrzynecki

The Polish adopted father of Peter, a “gentle man” who immigrated to Australia with him family from Germany often demonstrates the struggle of the older generation to fully ‘belong’, as they have grown up amongst different customs. This difference in the two generations’ assimilation is depicted in the poem Feliks Skrzynecki , as we see Feliks as attached to his Polish customs and traditions, as he “reminisce[s]” with his Polish friends. We also discover that he struggles with the English language, is a hard worker and has had cancer twice in his foot. Peter in comparison is seen to have far more of a disconnect with his Polish ancestry he “inherited unknowingly” and forget his “first Polish word” as he learns of a culture “further South of Hadrian’s Wall”.

Themes in Old/New World

As we all know, themes are an integral part of Text Response overall, and that still rings true for Skrzynecki’s poetry. To learn more about how to implement themes into different types of Text Response prompts, check out our blog on LSG’s Five Types of Text Response Prompts !

One of the most central themes of Skrzynecki’s poems is that of belonging. As the poems detail an immigrant’s emotional journey, alternating between feeling that they belong and don’t belong, we are invited to grapple with what it means to belong both mentally and physically as well as what elements are required to feel a sense of belonging in community and country.

Identity is another central theme, one that runs closely to that of belonging, as a main part of one’s identity is the culture/place/family to which they feel they belong. Old/New World: New and Selected Poems explores the formation and changes in a migrant’s sense of identity as they try to find belonging in their new Australian home as well as later, when they try to reconnect with their European heritage. To explore the theme of identity it’s best to break it down into several influential factors, which are listed below:

The surroundings in which a person finds themselves, as well as the place they call home is an essential part of identity, as it showcases what place one identifies with and feels safe in.  Several of the poems are set in places of transition, such as at a train station, this helps to emphasize the displacement some migrants may feel as they struggle to acclimatise to their new home. In poems such as Immigrants at central station Skyznecki illustrates an environment of anxiety and trepidation, however, he finishes the poem with sentiments of hope of the new future, the new world the immigrants were travelling to, along “glistening tracks of steel”.

An individual’s heritage, that is the places and people from which they come to identify with, is seen to have a profound impact on the characters in Skrzynecki’s poems. There are several poems set in graveyards or in Europe where Peter questions his knowledge of where he came from, and his sense of connection to these people and places. One of the most interesting set of poems regarding heritage is the poems regarding the different sections of a graveyard for the different groups, through this Skrzynecki touches on how most will never fully part with their heritage, instead, even in death, most will reconnect with their upbringing and hold on to their roots.

The difference in a cultures’ customs is a struggle seen throughout the text. However, customs are also seen to be the way in which migrants make themselves at home whilst being able to still identify with their past. Through the generational gap between Peter and his father, we can identify the difficulty older generations may have in letting go of customs, whilst the younger new Australians often find it far easier to attach themselves to new traditions.

An integral part of identity and in cultivating a sense of belonging is the language that we speak, as the way in which we are able to communicate ourselves and who we have accessible conversation has a large impact on one’s sense of belonging or disconnect from a culture . This is due to language barriers’ ability to foster or inhibit connection. We see this as Peter demonstrates his struggle at times to identify with his Polish roots, symbolised in his loss of Polish language as he “forgot [his] first Polish word”. Despite his father repeating it until he never forgets, this forgetfulness illustrates the effort which is often required to remain connected to heritage when physically distant from it. Language’s ability to also expose the differences between people and make them feel like outsiders is also explored in First day of school and The Polish Immigrant as people such as teachers struggle with the pronunciation of Polish names and inevitably have to ask “boy, how do you pronounce that?”. We see through these poems how disconnect can be fostered due to the struggle of communication as the picking apart of their names make the new immigrants feel “tired”, “embarrass[ed]” and as if their name was that of a “European disease”. Language is also seen to hold migrants back as seen in Migrant Bachelor where a lack of a familiar language relegates a migrant to “factory chimneys and punch card clocks” which “ask no proof of speech”.  This struggle with language, both the disconnect and joy that comes with communicating and the opportunities it affords individuals, is essential in determining how one identifies themselves.

Family/Ancestry

How connection to family members and knowledge of ancestry impacts sense of identity is investigated through many family poems and through Skrzynecki’s somewhat frequent admissions of remorse in regard to not knowing the history behind objects or people. We also see how a difference in sense of belonging can affect relationships, in that we see Peter and his father don’t have the closest of relationships, likely due to Peter feeling he belongs to Australia whilst Feliks still had strong connections to his Polish upbringing.  We also see this regret of disconnect when Skrzynecki writes about his mother and the photograph he has of her and the man that was his father, and how he wishes he had asked about it more. Whilst Skrzynecki mainly describes the immigrant experience in his poems, we can also find an overarching warning to not take loved one, and their knowledge for granted, as often we don’t have them for as long as we would hope.

Skrzynecki often reminisces about his childhood and uses it as a way to explore both his experience in his new world of Australia, and his old world of his Polish roots. We see Skrzynecki in Migrant Centre Site, revisiting the location where he first lived after arriving in Australia, noting that there was nothing to “commemorate [their] arrival”, this perhaps demonstrates his desire for a legacy, to leave a footprint of the journey so many “thousand” migrants travelled and not just a “slab of cement” as if his home was a dead “cemetery”. He also reminisces in Old Hostel Site where he explores the “immense souvenirs” and “unclaimed baggage” that is one of the first sites in Australia his parents arrived at. Using this jargon regarding travel, Skrzynecki reminds readers of the many miles migrants often have to travel to reach Australia.

Skrzynecki often uses nature to symbolise the migrant experience, as demonstrated by the birds in his poem Migrant Hostel . In this poem migrants are compared to a “homing pigeon/circling to get its bearings” as Peter remarks on the struggle of taking someone out of their previous home, like an animal out of its natural habitat.

Nature is also a major element in Skrzynecki's effort to become an Australian poet, his frequent referencing of Australian landscapes signposting his journey to identify as an Australian, as well as an Australian poet.

Hope and Loss

Not only does Skrzynecki detail the hope for a new future and loss of home common in a migrant’s experience, his poems also cover other common situations of love and loss, such as his emotional poem Leukemia which details the journey of his father as a leukemia patient. This shows belonging and identity in a far different light, not in relation to a country but being identified by your sickness which “owns your name”. This explores the common experience where a patient feels defined by their condition and struggles to imagine/remember what life is like as a healthy individual.

Metalanguage, Symbols and Motifs in Old/New World

• Feliks Skrzynecki’s garden: due to his strong bond to his Polish roots Feliks arguably never felt a sense of belonging in Australia. Instead we find he creates a sense of belonging by cultivating a home of his own, a garden.

• Skrzynecki often uses the natural world such as fish and birds to mirror the migrant journey.

• Skrzynecki litters his poems with heirlooms such as watches, hammers and photos, often to illustrate how despite having these possessions Peter frequently finds that he doesn’t know the full story of his heritage and his parent’s life. In his rediscovery of the heirlooms we often see his disconnect from his background and his regret of not learning more about it.

• The use of a colloquial idiom of “kept pace only with the Joneses'' in Feliks Skrzynecki , to reference how his belonging only feels surface deep. However, as they are only the Joneses of “his own mind’s making” it also showcases his commitment to not simply copy and to still be individual.

• Skrzynecki often uses places of transit such as train stations or hostels to showcase the uncertainty often experienced in a migrant’s journey.

• Research the places referenced in Skrzynecki poems such as Mt Warning
• Learn to spell the authors last name
• Don’t just analyse the poems individually, try and see the big picture and apply the overarching themes

For a more detailed guide on how to ACE VCE Text Response, I think you’d love the free sample of our top-rated eBook, How To Write A Killer Text Response ! To download, simply fill out the form below!

Just when you thought you had finally become accustomed to the complicated art of essay writing, VCE decides to throw you a curveball in the form of a reading and comparing essay that addresses not just one, but two texts. Being introduced to a comparative essay for the first time, it is not surprising that many students encounter difficulties in structuring their writing. For one of most popular posts on Comparative (also known as Reading and Comparing), check out our Ultimate Guide to VCE Comparative.

(An accurate representation of the common VCE English student attempting to write a comparative essay)

Luckily, there are quite a few tips and tricks out there that will help you on the journey to a well-structured essay!

What is reading and comparing?

This area of study relates to comparing and contrasting two texts in order to unearth  the common themes, ideas, motifs and issues explored. By drawing upon similarities and differences, we are enabled to gain a more profound comprehension of both texts. However, aside from merely comparing what is presented on the surface of a text, (symbols, characters, motifs, themes etc) it is also imperative that you delve a little deeper. Some questions you might want to ask yourself as you are planning a comparative essay are:

- What message are the authors trying to convey?

- What is the significance of symbols, themes, characterisation and motifs in relation to the texts as a whole?

- What was the setting/context in which the authors wrote their texts?

- Why did the authors choose to write about a specific setting/context? Were they directly involved in the social/political issues explored in the texts themselves?

- What are the main similarities and differences and how can I link them together?

Congratulations! Once you have thoughtfully considered these questions, you are one step closer to piecing together your essay!

Because there's such an emphasis on drawing insightful text connections in this area of study, in the LSG Comparative study guide we show you how to use the CONVERGENT and DIVERGENT strategy to identify unique points of comparison. In the study guide, which has been written by 45+ study scorers, we also explain how to strengthen your comparative discussion through Advanced Essay Paragraph Structures which truly showcase the power of the CONVERGENT and DIVERGENT strategy. I don't discuss the strategy in detail here, but you can check it out in How To Write Killer Comparative. ‍

How to structure your essay

Since the purpose of this task is to evaluate the similarities and differences between two texts, (unless you’ve royally misinterpreted the nature of reading and comparing! ) your body paragraphs will need to address both text A and text B. As with all exceptional VCE essays, I would stress that you DO NOT disregard the significance of beginning your essay with an introduction that neatly and briefly outlines your arguments in relation to the essay topic. You SHOULD also have a conclusion to close your essay, which functions as a summary to the ideas you have conveyed in your body paragraphs.

Although there are a few ways in which to structure a comparative essay, with students generally opting for whichever approach works best for them, I will focus upon two different methods, which I find to be the easiest and most concise.

You can choose to address one text per paragraph and alternate between them, for example:

BP1: Text A (theme/idea 1)

BP2: Text B (theme/idea 1)

BP3: Text A (theme/idea 2)

BP4: Text B (theme/idea 2)

As you can see from the structure above, you would need to refer in your first two paragraphs to a common theme or idea prevalent in both texts, comparing how the texts explore such ideas and drawing upon any similarities or differences, before repeating this pattern in the next two paragraphs. In this structure, it is easiest to solely focus upon text A in body paragraph one and then in body paragraph two to put most of the attention on text B, whilst also comparing it to the elements of text A examined in paragraph 1.

- Easy for the assessor to recognise which text is being discussed since this is a very straightforward structure

- Whilst writing the essay, you won’t be confused about which text you are focusing on in each paragraph

- Limited capacity to go in depth when comparing and contrasting the texts, which may lead the assessor to believe you haven’t really grasped the core concepts of either text

This approach is a bit more complicated than the first and will definitely take practice, patience and perseverance to master.

BP1: Text A and Text B (theme/idea 1)

BP2: Text A and Text B (theme/idea 2)

BP3: Text A and Text B (theme/idea 3)

In the body paragraphs of this structure, the writer will constantly alternate between the texts and a good essay of this form will make it clear which text is being referred to, even if the discussion constantly changes from text A to text B. Within each paragraph, the writer will consistently use comparative language to contrast both texts. Typically, each paragraph will place emphasis on a different theme or idea.

- This is a more sophisticated structure than the former; if it is done well, it will highlight to the assessor that you are able to utilise complex structures in a concise way that goes into minute detail when comparing the texts

- Capacity to implement more comparative language

- As you are writing an essay of this form, you might momentarily become sidetracked and confused as you will be constantly changing between referring to text A and text B, thus, it is easier for your ideas to become convoluted, rendering it difficult for the assessor to follow your line of thought.

For more information on essay structures, watch this video:

Useful vocabulary

A key component of structure is not just the layout, but also your choice of vocabulary. Assessors will be looking for key words that prove you are not merely discussing the texts separately in relation to the prompt, but that you are actually able to compare the texts. Some useful terms and expressions include:

Whereas/while/whilst

These texts are dissimilar in that…

These texts are not dissimilar in that…

Alternately…

On the contrary…

Contrarily…

Text A contrasts text B as…

On the other hand…

In a similar fashion to text A, text B…

Both texts…

Both authors…

However, this text takes a different approach…

(This text) parallels/mirrors (the other text) in the sense that…

These texts are alike in the respect that…

Both texts are related as they…

Finally, you have completed that tedious reading and comparing response and I strongly believe that that deserves a sweet treat and a pat on the back.

Although it may have been super challenging, I can assure you that as with everything, the more you practice, the easier it becomes! Consistency is key!

For a detailed guide on Language Analysis, what you're expected to cover, how to prepare for your SAC and Exam and more, check out our Ultimate Guide to VCE Language Analysis .

[Modified Video Transcription]

Analyse the VCAA 2020 Article With Me 

I'm so excited to be doing the VCAA 2020 English Exam with you. I have done these Analysing Argument pieces before on YouTube, but this is the first time that I'm doing one live. I wanted to do one live with you guys because I wanted to interact with you, for you to be able to ask me questions and for you to see how my brain works in a live setting. When it comes to analysing - and you know I've got an edited version for you - you don't see me thinking through and understanding what's happening in the article itself. So, I think it will be really handy for you to see my thought processes because sometimes, yeah, you can see somebody's analysis, but if you don't quite understand HOW they arrived at that analysis, then it's not that helpful for you. It's like reading an essay that's already been done by an A+ student and you go, yeah, okay, I kind of get that, but how did they get there? How did they find that language technique to begin with? How did they find that argument? So that's what I want to work with you guys today.

You can download VCAA 2020 English past exam HERE , which is what we're going through today. If you've already read it before, even if you've done it before, I'm confident I'll still be able to give you some new, interesting perspectives and to pick out some new language techniques for you guys. So, go ahead and make sure you download that and print it out. I think printing things out is usually a better option than trying to annotate online, unless you've got an iPad or equivalent. The exam is absolutely free - it's the last few pages of the exam, starting at page 11.

Let's just get into it. I don't think I have any other housekeeping pointers except that throughout this live stream, I'm going to direct you to where you can actually go and get the A+ completed essay I've got for this article. While we're going to be analysing this together now, I think it's handy for you to be able to see an A+ completed version of everything that we've talked about. Then you can take it from the very beginning (the analysis), then the annotations and then you can finally see the written-up version. Being able to take you through that entire process from start to finish is going to be so wholesome, so fabulous.

Pay Attention to the Background Information

Whenever you look at section C, which is Analysing Argument also called Language Analysis (I'm going to interchange these two terms), you really need to ensure that you read the background information. I know it's super obvious, but background information is there for a reason, do not skip over it! 

They didn't just give you an entire extra page just for the sake of it. Usually, the background information is a really great place for you to understand conceptually what is going on in this article. If we didn't have this background and therefore context to the article, there's a chance that you might accidentally come up with the wrong contention. You might misinterpret the arguments as something else. The background information is really just there for backup. It's a great place for you to ensure that what you're understanding from the article is actually correct because usually the background information is filled with facts and these facts will help shape your understanding of the article.

Let’s Read the Background Information Together

‘The shire of Byways in regional Victoria depends on both farmers and tourists for its prosperity. The local community is concerned about the increased recreational use of drones by many of the tourists visiting the area. The following is the transcript of a speech’

Ah! Interesting - 'transcript of a speech' is something that makes me go already yep, I need to make sure I note this because as soon as I recognise that it's a speech, it means that my audience, I don't call them readers, I call them listeners . 

Simple things, small things will help differentiate you from other students. Someone else might not pick up that this is a speech and they'll just say readers the entire time. And no, you're not really going to get marks deducted for it, but there's an element of finesse I suppose. If you just notice that small nuance and you're able to present that in your essay, it makes the examiner or assessor more confident that you know what you're doing.

'by young farmer Warwick Bandle at a public meeting'

Interesting, ‘public meeting’.

'called by the Byways Shire Council to discuss the community’s concerns.'

It's interesting because I'm already getting this community vibe from this background information. The fact that it's regional Victoria, the fact that it's actually a very specific council, the fact that he's at a public meeting. People have taken time out of their day to go to the council meeting. Who goes to the council meeting? People who care. This is just something that I'm kind of noting for myself as I go into my analysis because then I'll be able to develop my analysis in a particular way. 

'Bandle provided two images to be projected on a screen to accompany his speech.' 

Okay, cool, all this does is tell me that I just need to be wary that there are two images and that I, as a student, need to talk about them .

Analysing Paragraph One

He says, 'Good evening, everyone', already indicative of a speech, I'm just going to write that down. Remember that it's a speech!

'Drones and their inexperienced users are proving to be a costly problem for us farmers. Drones are not toys. What happens when a drone flies out of range? What happens when the battery runs out? A drone being flown out of control, or crashing out of the sky, can be lethal.' 

Wow. Okay, this is what I think when I read an article, I genuinely think about my own personal response. I mean, I am actually the audience of this article. No, I'm not there at the council listening to him live, but I'm still a person who's absorbing what he's saying. I trust my instinct and my gut feeling, and that kind of leads me to develop my own unique interpretations. The reason why I said 'Wow' is because he uses the word 'lethal'. To me, it's a little bit of an exaggeration. I mean I'm sure drones have killed people before, but I guess it's like an I'm serious about this, we're not joking around and he's making it seem like this is a serious problem and that we need to address it seriously. So in that sense, I guess we could talk a little bit about tone. What tone do you think he's using?

Viewers from our live stream suggested:

Nice! I like all of these. I don't think there's anything wrong with them. When it comes to English, it's a matter of your own interpretation. As long as you can back it up, then you've got yourself straight. You can go and find my 195 Tones PDF , which you can download for free. You can use that whenever you analyse an article, it has a bunch of tones listed there for you so that you never run out of tones! 

He's already set this tone for the remainder of the article. I'm interested in what he's going to say next. Otherwise, I think the fact that he's serious or alarmist is reaffirmed by what he's saying. He says, 'drones are not toys'. Okay. This is not a game, we're not playing around, we're not fooling around. And I suppose that's important for him to establish because drones are kind of seen as toys, at least for me anyway. When drones first came out, it was kind of like a toy aeroplane that you drive around with your remote control. So, I think he's dispelling that idea or that conception or perception of drones immediately so that we can be on board with whatever he's saying next.

LSG’s Specificity and Simplicity Strategy

I just wanted to point out, this is pretty obvious, but rhetorical questions. There's not necessarily much I would say at this point in time with rhetorical questions, and that's because of my SPECIFICITY and SIMPLICITY strategy . If you don't know much about that - I haven't talked much about it on my YouTube channel - it's a strategy that I developed for myself in Year 12 when I couldn't figure out why I wasn't getting full marks in English and yeah, okay, I was a nerd, I was already getting 17 or 18 out of 20, but you know, the high achiever in me was kind of like, why am I not getting 19 out of 20? Why am I not getting 20 out of 20? Why am I losing these one or two marks?

I realised later on that it's because I wasn't being SPECIFIC enough with my analysis. So, when it comes to some of the comments (referring to comments from live stream) you guys have written, one of you wrote down 'emotive language'. If you're one of my students, you know that you don't use emotive language. Emotive language is way too broad. It's way too general to really mean anything. Instead of saying emotive language, why don't you say exactly what emotion they're appealing to. You're then taking that general vagueness of whatever emotive language means and replacing it with something very specific, and therefore, it's going to be more meaningful for you to write about, but also for your assessor to understand what you're going on about.

So in case you don't know, I have study guides (it is called Lisa's Study Guides after all). In How To Write A Killer Language Analysis I actually go through this golden strategy of SIMPLICITY and SPECIFICITY . This is what helped me get an A+ in my Analysing Argument and in my end of year exam. If you're interested, then I'd highly recommend that you go and check out the study guide. It's a world of value I promise.

More Analysis of Paragraph One

We're still only on the introduction, which is crazy, there's just so much to say when it comes to this stuff. 

‘Just imagine the damage that can be done by a falling drone. Imagine, then, these drone users, realising that they have lost their drone, searching, crashing through crops, or leaving gates open and letting livestock out. And finally, when they don’t find the drone, it’s just left to rust away in the field until harvest time, when it’s swept up, damaging the harvester.’

I guess there's this idea of 'imagine'. He's building upon that alarmist attitude, which I'll pull from what you guys are saying, and by asking us to 'imagine' the worst-case scenario, it's making us feel more and more concerned, right? Just by reading this, I go ew, I don't want these drone users to be losing their drones in my farm space, in my land . 

One other point for you to think about is, I was talking before about how I am part of the audience too, right? But the next step from that, for a more advanced analysis, is to think about who is HE talking to? If we go back to the prior page, he's at a public meeting to address the community's concerns. You could say that part of the audience would be farmers, people who care about their livestock, people who care about the invasion of privacy and people stepping on their property. Remember this as you analyse, because it's going to make your analysis way more specific, and bonus tip, assessors, teachers, examiners - they love it when you can be specific with who the audience is. It shows that you're capable and you get it.

Even just in this first paragraph, we've managed to talk about quite a bit.

Let's Look at Your Questions:

• I think my target audience is probably farmers. I say probably just because I want to keep reading to understand exactly who he's talking about, these are just my assumptions, just from reading the first part of the article.
• In terms of how you can incorporate tone into a body paragraph, you can do it as simple as actually just talking about the tone or you can integrate it with another language technique. Remember just before we were talking about rhetorical questions and how the repetitive use of 'imagine' kind of builds upon that sense of concern in the audience? You could link that back to his tone and say, 'By building up this concern, he's using his serious tone in order to persuade the audience to...' .

Analysing the Photograph

You absolutely need to talk about it. We've got this photograph of this girl who seems to be a bit of a dark shadow and because she's a dark shadow I'd say that it's like she is an anonymous person. The sense is that this could be anyone and by making the person anonymous, like a blank face, it's easier for us to hate on them because it kind of takes the humanity away. If you don't know who it is, they're just drone invaders. They're people who don't respect our land. That's one point that I would talk about. 

Then you've got that really focused point of view of the drone itself. It makes sense because the drone is the topic of this conversation, so it's the focal point you could say, and it reconfirms or reaffirms that idea of it just crashing out of the sky, crashing through crops or being left to rust away. Remember, imagine that we're in the council meeting, he's put this image up for us and he's saying this. I think about it as how does having the photograph there on a presenter with him talking about it, how does that change how I respond? I think about how I feel and what I think, which is something that we talked about in one of my previous videos, called How to write a Language Analysis (Analysing Argument) - we talk about the TEE rule. In my opinion, when I have that photograph right there in front of me, it definitely makes me angrier. It's more confronting because it's in your face and it definitely riles me up more. So, you could include that in your analysis as well. 

Pay Attention to the Structure of Articles/Arguments

The way that he has structured his argument, in the sense that he's structured where he positions his photograph (which is basically right after his introduction), makes me feel more inclined to agree with him. Whereas, if it was just him saying it (without an image as proof), then I'd actually have to just take his word for it. But, here's proof people are doing this!

A viewer says ‘she's dressed for the city and outside of, not part of the community’ - I love it, well done!

Another viewer says ‘the camera angle gives the allusion that she's dominant’ - interesting.

I think to extrapolate what you're saying, that dominance, as somebody who's part of the local community, I don't want that. I don't want somebody else to be dominating over my crib, my place! So it's kind of making me really deterred and making me want to steer clear. It makes me want these people to steer clear of my space.

A viewer says ‘the lack of crop suggests that drones have destroyed the normal way of farming’ - yeah, absolutely! Not only is there rubbish in their plot of land, but if anything, the drone has added to the destruction.

She's dominant, therefore she's a threat.

A viewer says ‘she believes that the black and white makes it gloomy and sad’ - a hundred percent. This is actually a really good point. Sometimes you can get so absorbed in the analysis that you only think about what's there in front of you, but a great way to create contrast and to understand what's there when it's so obvious is by considering what things would be like if it were otherwise. Basically, what I'm saying is, think about why it is black and white. Why is it not in colour? If it was in colour, how would that change your perception of what's happening here? Thinking about what's NOT there helps you understand what IS there.

You can talk about how it's good versus evil.

I wanted to just share with you guys because I won't be able to go through all of this today, but I did mention before that I do want to show you the A+ sample essay. It's in my How To Write A Killer Language Analysis study guide in Chapter 16, Section 10. We've actually recently updated it with the 2020, 2019 & 2017 past English Exams, so it's all A+ essays for you. Plus we have several A+ essays for single articles, double articles and triple articles with images as well. 

We've talked a little bit about the photograph, which by the way, we could keep finding more and more, but I think it gets to a certain point where you kind of have to figure out what's valuable for you to talk about and what's not so much. Once you get good enough at Analysing Argument, you should have an excess of language techniques to choose from and then it's just a matter of deciding which ones are going to give you that advantage and which ones are going to help you stand out from the rest of the cohort.

Analysing Paragraph Two

‘It’s time our council started to defend the farmers rather than the tourists’

That's juicy - ‘our council’

What I'm thinking about here is, he's saying 'our council', but he's using inclusive language - 'our'. There's this sense of ownership, this is our space, this is our community.

'Defend farmers rather than the tourists'

Now he's creating a dichotomy between farmers and tourists. I love the word dichotomy; essentially, it just means a true opposition - farmers versus tourists. The way that I remember the word is di as a prefix usually means divide or division, to split things in half. So it's creating this dichotomy of us versus them. And the way that I build upon this - I'm just thinking ahead with an essay - is I'd probably connect it to this girl; there's this sense of ‘us’ and ‘them’. ‘Them’ is a threat. ‘Them’ is an outsider. ‘Them’ is all the things that we mentioned before, but ‘us’, he hasn't said too much about ‘us’ yet. So maybe he's going to build upon that here. 

'The farmers are the backbone of this community'. 

Okay. He is building upon it. This paragraph seems like it's more about the farmers and building the 'us'

'farmers are the backbone of this community, many of us having lived in this area for generations.'

This has been our space forever and look at these intruders coming in now. How rude!

‘While we understand the importance to our town of visitors supporting businesses and, indeed, have welcomed the holiday-makers, when they start causing havoc while searching for their wayward drones it’s time to say, ‘Enough!’’

'when they' - there's that dichotomy again - ‘start causing havoc’. 

Another word that kind of adds to that sense of them being a threat, them being intruders while searching for their wayward drones is ‘it’s time to say, ‘Enough!’’.

Build Your Vocabulary

I actually don't know what wayward means, so if this happens, and this stuff happens all the time, what I do is actually look it up in the dictionary and understand it because I know that if I don't know what this word means, it probably means that the majority of other people also don't know what this word means. It, therefore, gives me a potential advantage, because if I'm able to analyse it, there's something that not as many people would have analysed. 

So, wayward means difficult to control or predict because of willful or perverse behaviour.

In my own interpretation, I guess it's unpredictable. If I build upon this idea more, I guess there's a sense of loss of control and this builds upon that idea that farmers are losing control of their plot of land and their privacy. You can kind of see this is how my mind works and I just try to sync everything back up to the contention and to what he's saying essentially. That's actually quite a bit that we went through in that little bit there.

I'm just going to have a look at your comments now.

A viewer says 'dichotomy simplifies a debate for an audience to make it seem a neutral position is not possible and consequently one must pick a side.' Thank you, that's actually really helpful.

Analysing Paragraph Three

'Don’t get me wrong! I’m not just another technophobe' 

Oh, quickly. I just want to go back while we understand the importance of our town, of visitors supporting businesses, I think there's this acknowledging the opposition, acknowledging that there are benefits in having visitors. He's not completely tunnel-visioned. He is being fairer, or at least that's how he's portraying himself, and that makes me at least more inclined to side with him because I'm seeing that he's a little bit more rational and he's not just saying, oh, screw them . It's not just his way or the highway, there is some give or take, so that kind of makes him more credible in a sense.

The reason why I thought about that just then is because this next part, ‘Don’t get me wrong! I’m not just another technophobe’, builds to this idea as well. I'm just going to say acknowledging the opposition . There, you can finesse that by replacing the word opposition with something else. That's fine. 

‘I'm not just another technophobe’

He's kind of anticipating people's reactions to what he's saying and he's going no, no, no, I'm not like that. It's all good, not just another person complaining about technology.

As a young farmer’

I just find that hilarious. He's young guys, okay?! He's not some old person, I guess that’s the stereotype, that old people don't fare well with technology, which I don't think is true by the way. I think everyone's getting on board with technology these days. But, he's kind of reaffirming, I'm young guys, I'm a cool guy, I'm not anti-tech at all. He literally says it 'I'm introducing new tech'. I'm on board with that, you know, ‘we’re using drones’. 

Shifts in Tone

Now he's kind of talking about the benefits of drones, the time and the money they save. 

‘There is absolutely no way we want to ban drones.’

I think this is a really interesting way he's structuring his argument. He's kind of started off going, drones, they're so bad for you . Then he's showing this picture, which is kind of like drones, they suck. And then in this paragraph here, he differentiates farmers from outsiders, and then he kind of takes a turn and goes, no, I love drones, don’t get me wrong. I think there's this analysis there for you and I'd actually love for you guys to write down in the comments section what you think is going on? Why is he structuring his argument like this?

A viewer says 'there's a shift in tone' Absolutely! Love it. Great pickup.

Here's a tip for you guys. A shift in tone usually means that there's a new argument coming. They usually tie in together pretty well, so if you see a shift in tone, you can kind of hedge the bet that it's a new argument. This is particularly helpful if it's an article that's really hard. Usually for SACs, teachers will choose articles from newspapers and we all know that newspaper articles are way tougher than VCAA articles. If you don't know, it's true. 

Another viewer says 'it may be the start of rebuttal' Interesting.

A viewer asks 'will these annotations be provided for our personal use at the end?' - I'm only actually uploading the annotations into my study guide . So, they will be accessible there. Otherwise, it's just access through the live stream video (linked at top of page), which will be posted up afterwards as well.

A viewer says 'By stating he's young and uses drones, it showcases his argument isn't based on personal bias towards young people or drones, but is a legitimate problem.' - Hmm. With your analysis, I'm not a hundred percent sure what you're saying. I think it could be a little bit clearer. Give that a go. Just try rewriting it, see if you can make it even more concise.

Let’s Recap What We’ve Analysed So Far

So we've managed to annotate the background information, paragraph one, the photograph, paragraph two and paragraph three. We still have one more paragraph left and this next page with the image.

Unfortunately, I have to wrap it up there, but if you want to see me annotate and analyse the rest of this article, head over to Part 2 on Youtube where I finish this off.

Have a go at analysing the rest of the article yourself though!

Don't forget that I've got my How To Write A Killer Language Analysis study guide. If you want to head over there you can access/download the annotations + a complete A+ essay based on this article.

2022 Update: Check out our TikTok and YouTube channel for the latest GAT updates and how you can succeed even without study!

If you're not entirely sure what the GAT is, head on over to this blog to find out more about it and why it's important!

‍ [Modified Video Transcription]

What's up?! I got 10/10 on my GAT, so I'm going to tell you how I got perfect marks in Task One of the GAT . I'm also going to share with you my essay so that you know exactly what you need to do when it comes to doing your GAT. 

Why Do I Need To Do Well in the GAT?

Here's a bit of information you need to know going into Task One , which is basically a Creative piece . Now, I've done a GAT video in the past, which I highly recommend you go and watch, because in that video I teach you essentially what you should be doing for the writing tasks and how you should organise your time in order for you to get the best possible marks in the GAT. No, you don't have to study for the GAT, but if you can do well in it, then you might as well because...you don't know….COVID might come back, you might need a derived score...you know what I mean? You just don't know what's going to happen so you might as well try to do your best and if this video helps you out with that, if you're willing to spend a few minutes doing it and yet bump up your marks heaps, it's definitely going to be worth it for you!

GAT Advice From a VCAA Examiner

I learned all of my skills from my tutor at the time, who was a VCAA examiner, so this information comes directly to you from an examiner, so, you know, it's legit! 

A lot of people get really confused when it comes to Task One because they think that it's just a whole bunch of information that's put in front of them and what they're supposed to do is just regurgitate the information that's there and package it into an essay somehow. But, as I've talked about in my previous video , the way that you do this is to write a Creative piece using the information that's in front of you - just trust me on this. 

Approaching the GAT Creatively

I know there's a lot of talk back and forth out there about how you should be doing Task One , but you can see ( in the comment section of my other video ) people who followed through with this Creative method and have done really well. Another reason I like this Creative approach is because it makes things easier for you. In the instructions, it says:

'Develop a piece of writing, presenting the main information in the material. You should not present an argument.’

So really what's left is (if it's not going to be persuasive) it either has to be an Expository, which is just like a normal Text Response essay, or it can be a Creative. A normal Text Response essay is going to be so boring for everyone out there - do a Creative instead! Why?! Because:

‘Your piece will be judged on:

• how well you organise and present your understanding of the material.
• your ability to communicate the information effectively’

So, what this means is if you're going to do a Text Response version of the information that's in front of you, the only way you can really do that is by regurgitating and just wrapping up similar pieces of information in one paragraph together. I don't know how you would do an Expository well, but if you take a Creative approach, it not only tests your organisational skills but also tests your understanding of the material as well. 

What I mean by Creative piece is you can write a letter to the editor, you can write a diary entry, you can write an advertisement, you can write a brochure. There are just so many different types of Creative pieces you could use - the world is your oyster essentially. I'm going to talk you through how I did it for my particular GAT. 

How a Creative Approach Got Me a 10/10 in My Trial GAT

This one here is actually a trial GAT. We had an examiner come in and grade our marks for us so it's not my actual GAT, which I don't think you can get back, but it's the closest thing to it, so, we'll work with that. 

We did a really old GAT. This is the 2004 (which is ages ago) General Achievement Test. Some of you might've been born around this time! That is nuts!! Anyway, the GAT has not changed over the past 10 or so years, or the past 20 years even, so don't feel like this is information that's not going to be helpful, because every single year it's the same type of instructions with a similar type of information that's given. 

Here you can see that I've got an island and there are just bits of information. There's a legend, there's a scale, there are facilities, there is a temperature and a bird's eye view of the island itself.

If you look at this, how are you going to write a Text Response on this? It's going to be boring. So instead, what I did was I said:

'Dear Diary: We arrived in Amaroo Island this afternoon and the view of this place from the plane was amazing!'

When I was in the GAT itself, I would cross out the section (in this case the photo of the island) that I had covered just to see how much information I was able to pack into my piece and know that I wouldn't need to touch it again.

'Magnificent blue water sea, sandy white coast and huge amounts of great green trees! From the airport, we travelled by bus to our hotel where we will be staying for two nights. On the way, we stopped at a historical ruins site. One of the tour guides whom we bumped into told us the ruins have been found to be from 1854! We stayed there for an hour, then caught the bus back again to our hotel. We were extremely excited to explore the hotel and its surroundings, so Dad, Mum, George and I quickly unpacked our luggage and changed for the night. We decided to have dinner at a restaurant which turned out to serve delicious food. After dinner, we explored a shopping centre, galleries and even a museum which is called ‘Maritime Museum’. So many facilities in just one place! That took most of the night and we were all tired from a long day. Tomorrow we will be going swimming and camping outdoors for the night. I'm excited!' 

You can see just in this one paragraph I've tried to pack in as much information as I can, but in a way that makes it interesting and fun. You'll notice that with my vocabulary it's not like I am this 50 study score achiever who’s writing exceptionally beautiful language and, I don't know, making this GAT piece something that it's not. I'm just giving them information, having fun with it, making it creative and as a result, I did well!

Alright, let's keep going. 

'Dear Diary: Our second day began with the sunshine pouring into our rooms.'

That's just a nod to the temperature. It's not an explicit nod, it's more of an indirect nod. 

‘George and I were very eager to go swimming and were pleased to find that the weather for the day was 28°C!'  

There's the explicit inclusion of the information.

'I'm glad we came here in January rather than July when we were initially planning to holiday.'  

Adding more information without just forcing it down the examiner’s throat. 

'Our travel guide booklet states that it’s only a maximum temperature of 15°C! degrees in July! We wouldn't have gone swimming then, that's for sure. Mum and Dad decided that even though there was a safe swimming area near Gali in Gali Bay, we should go to Dolphin Bay and then to Marlin Bay to stay for the night.'

Here I'm just including Gali Bay because I wanted to, but I wanted to also talk about the other bays as well. I'm just trying to be creative in how to include this information. It's all embedded within my storyline so it doesn't feel like I'm spoon feeding my examiner piece after piece of information.

'We caught the bus again to Dolphin Bay and there were many families as there was a caravan park situated right by the bay! How convenient is that! When we were swimming, we could even see the Cape Dolphin lighthouse in the distance. Afterwards, we travelled to Marlin Bay via bus. Marlin Bay is right next to Amaroo National Park, and we've seen some kangaroos and koalas amidst the trees but we're not allowed into the park as it's a marine reserve boundary. Tomorrow we're heading back to Gali Hotel, playing some golf and going riding along the coast!'

I'm pretty much almost done! You see that my essay wasn't actually that long. It was only a page and a half (of handwriting), and yet I still got 10/10. I think it just goes to show how many people out there just don't know how to do a GAT, so you only need to do a fraction better in order for you to do exceptionally well in your GAT scores. To finish off my story:

'Dear Diary: Our final day at Amaroo! We woke up early, had breakfast which Mum cooked up and then headed back home.'  

Here I'm also adding in pieces of information that aren't necessarily on the page that's been given to us. I just thought it'd be a nice touch to say this,  you know, we woke up early, we had breakfast which Mum made - it just adds to the storytelling. 

'We didn't do much during that morning, just had lunch at the Gali restaurant. Afterwards, however, we did lots! We hired bikes from the shopping centre and rode along Gali Bay to Moonlight Bay. It was tiring but the scenery was amazing! We spent most of the afternoon riding but got back to Gali at 4 o'clock and Dad headed out for some golf. George and I decided not to because we were drained from all our exercise already. This is our last night in Gali, I'll be sad to leave Amaroo Island.'

That's it! If you guys want to see how I got 10/10 in my second task. Make sure you leave a comment for me over on Youtube, like the video and I'll get another video/blog out for you guys. Thanks so much for watching (or reading) and I wish you guys all the best for the GAT.

The Full Essay ‍

Dear Diary:

We arrived in Amaroo Island this afternoon and the view of this place from the plane was amazing! Magnificent blue water sea, sandy white coast and huge amounts of great green trees! From the airport, we travelled by bus to our hotel where we will be staying for two nights. On the way, we stopped at a historical ruins site. One of the tour guides whom we bumped into told us the ruins have been found to be from 1854! We stayed there for an hour, then caught the bus back again to our hotel. We were extremely excited to explore the hotel and its surroundings, so Dad, Mum, George and I quickly unpacked our luggage and changed for the night. We decided to have dinner at a restaurant which turned out to serve delicious food. After dinner, we explored a shopping centre, galleries and even a museum which is called ‘Maritime Museum’. So many facilities in just one place! That took most of the night and we were all tired from a long day. Tomorrow we will be going swimming and camping outdoors for the night. I'm excited!

Our second day began with the sunshine pouring into our rooms. George and I were very eager to go swimming and were pleased to find that the weather for the day was 28°C! I'm glad we came here in January rather than July when we were initially planning to holiday. Our travel guide booklet states that it’s only a maximum temperature of 15°C! degrees in July! We wouldn't have gone swimming then, that's for sure. Mum and Dad decided that even though there was a safe swimming area near Gali in Gali Bay, we should go to Dolphin Bay and then to Marlin Bay to stay for the night. We caught the bus again to Dolphin Bay and there were many families as there was a caravan park situated right by the bay! How convenient is that! When we were swimming, we could even see the Cape Dolphin lighthouse in the distance. Afterwards, we travelled to Marlin Bay via bus. Marlin Bay is right next to Amaroo National Park, and we've seen some kangaroos and koalas amidst the trees but we're not allowed into the park as it's a marine reserve boundary. Tomorrow we're heading back to Gali Hotel, playing some golf and going riding along the coast!

Our final day at Amaroo! We woke up early, had breakfast which Mum cooked up and then headed back home. We didn't do much during that morning, just had lunch at the Gali restaurant. Afterwards, however, we did lots! We hired bikes from the shopping centre and rode along Gali Bay to Moonlight Bay. It was tiring but the scenery was amazing! We spent most of the afternoon riding but got back to Gali at 4 o'clock and Dad headed out for some golf. George and I decided not to because we were drained from all our exercise already. This is our last night in Gali, I'll be sad to leave Amaroo Island.

If you'd like more help, check out Why the GAT Matters and How To Use It To Your Advantage . It walks you though what's involved, why the GAT matters, the different tasks you'll need to complete and more!

Hey everyone!

I’m super excited to share with you my  first  ever online tutorial course for VCE English/EAL students on  How to achieve A+ for Language Analysis !!!

I created this course for a few reasons:

Language Analysis is often the  key weakness  for VCE English/EAL students,after my  intensive workshops , students always wish we had spent  even   more  time on Language Analysis,many of you have come to me seeking private tuition however since I am fully booked out, I wanted to still offer you a chance to gain access to my ‘breakthrough’ method of tutoring Language Analysis,I am absolutely confident in my  unique  and  straightforward  way of teaching Language Analysis which has lead to my students securing exceptional A graded SAC and exam scores!

Are you a student who:

struggles to identify language techniques?

finds it difficult to identify which tones are adopted in articles?

has no idea explaining  HOW  the author persuades?

finds it difficult to structure your language analysis essay?

becomes even more unsure when comparing 2 or 3 articles?

feels like your teacher at school never explained language analysis properly?

prefers learning when it’s enjoyable and easy to understand?

wants to stand out from other students across the cohort?

wants to know the secrets of 45+ English high achievers?

wants to know what examiners are looking for?

sees room for improvement whether you’re an average student or a pro?

wants to get a head start and maximise your potential in VCE?

This is what you will accomplish by the end of the course:

Be able to successfully identify language techniques in articles and images

Be able to successfully identify tones adopted in articles and images

Be able to analyse a single article or image

Be able to analyse 2 or more articles and/or images

Be able to apply your new skills coherently and clearly in essay writing

You will be able to accurately describe HOW an author uses language to persuade

You will be able to plan and write a language analysis essay structure (single article/image)

You will be able to plan and write a language analysis essay structure (2 or more articles/images)

You will understand common pitfalls and how to avoid these in language analysis

Be confident when approaching your SACs and exam

Know exactly what examiners are looking for and how to ‘WOW’ them

Know how to distinguish yourself from other students

Have unlimited help in course forum from myself and other VCE students

You will become a better VCE English language analysis student!

To find out more, you can check out the full details of the course   here !

See you in the course!

Let’s be honest. Life is crazy right now; everything we know has been completely flipped due to COVID-19 and there’s no denying it. Students studying Station Eleven must be feeling a little creeped out! Everything is changing so quickly as decisions are being made on a daily basis, but as of right this moment, we are in lockdown: schools are shut, gatherings are banned and most of our parents are working from home. Most of us are wondering: how will we be able to reach our teachers? What about my friends? How can I study effectively without being in class? Here are some things to remember whilst enduring the pandemic...

First of all, we are all in the same boat. Nobody in the state will be going to school until at least 13th of April, and between you and me, it’ll probably be longer. You are not alone and certainly we will all get through this together.

For those who are doubting how school will function without physical attendance, remember how far our society has come with technology! Schools across the state are finding ways to optimise your learning. From Zoom to Microsoft Teams and Skype, schools are utilising fantastic platforms to help you learn. All you need is an internet connection and a willingness to learn and you’re all set. Furthermore, teachers are usually available over email and if you’re anything like me, you’re constantly reaching out to teachers for help — and I highly recommend it! Ask for help, ask for more resources, ask for advice and guidance.

Finally, if you feel like you need some extra help, private tuition is also a great way to make sure you’re on the right track and moving towards your dream results. LSG has a great private tuition program where you’ll find amazing help online from dedicated and tech-savvy high achievers. They’ll be your tutor, motivator and mentor all in one! Just because there’s no actual school, it doesn’t mean that you won’t be able to learn effectively.

If you'd like to learn more about LSG's Private Tutoring program, head over here — we'd love to chat!

I know it’s easy to think,

“I can’t study at home, I always get distracted by my sibling, my cat, my parents, YouTube, games and food I just procrastinate too much!”

For me, Year 12 was full of bursts of intense focus and longer bursts of procrastination. I tried so hard to focus but sometimes, Netflix was just too tempting! However, there are a few tips that kept me in check (especially during the holidays) and helped me to do well in the end. Hopefully, they can help you too!

Looking for some advice to score 50 in VCE English? Here's what 50 study scoring LSG tutor Elli recommends !

1. Have a routine

It’s so important to have a consistent routine. This will help you direct your focus to what matters and form consistent study habits. You can even follow your school timetable if that helps! This will integrate study times for certain subjects and also appropriate break times.

Routines also help with stress. You can wake up every day and not have to think about what you are going to do that day — just follow your routine! This will work wonders in helping you to manage all your subjects, homework and socialising needs.

When building a routine, start small and build your way up. Start your day by waking up at a certain time, or scheduling when you’ll eat or even deciding when you’ll do exercise. Studies have shown that it takes 21 days to form a habit. I know this is a while, but if you can stick with one or two small routine changes in your life, it will make a huge difference!

There are a few things to remember when creating your own routine!

• Don’t plan out every second of every day. This will make you feel like a robot with no freedom and you’ll get bored very quickly.

• Have a basic routine that can be adapted to everyday needs! This kind of links back to the previous point, if you plan every second, you won’t be able to be adaptable and spontaneous

• Have break time, downtime and exercise time!

For some more advice on work/study/life balance, check out Lisa's interview with LSG Content Manager Matt here .

2. Set specific tasks to get done everyday (to-do lists)

If you create a list to get done everyday, you’ll feel a sense of accomplishment that will both motivate you to study harder and to stay focussed to reach your goals! This also ensures that you are staying on track and that you’re on top of all subjects and homework. By keeping track of what needs to be done and when, your stress levels will be reduced because everything is written down — so, when you have some time to relax, you can actually relax. Your to-do list will act as your ‘second brain’ that you can return to when you’re refreshed and ready to study.

Ensure that your to-do lists are specific. Rather than writing “study for English”, which really doesn’t tell you anything, write tasks like, “quote sheet for English” and “summary book for circular function for Methods”. Then, you know what each task expects of you and what it will look like when it’s finished.

If you’re following your school timetable, make sure that in your scheduled time to study a particular subject you have a list of things to do, otherwise, you’ll be sitting at your desk thinking about what you should be doing instead of actually studying!

3. Use apps that help with productivity/procrastination

There are hundreds of apps that help with productivity, organisation and procrastination. Here are a list of some of my personal favourites:

Forest (procrastination)

• Forest grows trees when you aren’t using your phone, and everytime you open it, a tree dies. This helps to prevent you from dawdling on social media too much. • Just turn it on before you start studying and you’ll feel a little grief every time you open your phone because trees will die.

Todoist (productivity)

• Todoist helps create to do lists and alerts you with tasks you need to get done. There are plenty of apps that do this, so have a look and find one that suits you and your needs best.

Mindly (organisation)

• Mindly helps organise your internal thoughts! You can do pretty much anything from structuring thoughts, explore ideas, plan a speech and take notes! • This particularly works well for subjects like English and Lit that requires a lot of idea generation

4. Get dressed!

This may sound like a strange piece of advice, but it’s so tempting to stay in your pyjamas all day and lounge around. But, if you don’t change, you’ll constantly feel like you’re ready to sleep. Getting dressed in proper clothes helps change your mindset and make you feel ready for the day ahead: conquering every task that you set yourself! It sounds silly, but try it — it actually works.

Not to mention, the little things in life right now are the ones that matter the most. If you can’t do the little things, imagine tackling the bigger tasks in the world. So, start your day off well by doing the things you would normally do when preparing to leave the house.

5. Take breaks and exercise

It’s easy to become a sloth when you’re forced to stay home all day and just eat junk food all day, but remember: a healthy body = a healthy mind. It’s so important to take a break from intense studying period and get moving again. Whether that is doing some yoga, going for a run or just playing with your sibling/pet, it’s up to you. All of this is integral in maintaining your ability to concentrate and prevents burnout!

Doing exercise isn’t easy so if you have a particular routine where you schedule it in, you’ll build a great habit. If that’s not enough to get you up and moving, try incentivising yourself with a particular treat like an episode of your favourite TV show or a snack (a healthy one)! Do exercise that you enjoy.

6. Eat healthily

Eating healthily doesn't always mean eating clean 24/7. Rather, it means simply maintaining a balanced diet. Eat chocolate when you crave chocolate — but don’t go overboard. Try the 80/20 rule, 80% of the time you eat as healthily as possible and the other 20% of the time, you can treat yourself. If you eat healthily, you’ll feel great and be ready to tackle the day's work!

7. Physical distancing not social distancing

With all this talk of social distancing in the media, it’s hard to remember that this really means physical distancing. Please don’t forget to communicate with your friends and family. Use technology to your advantage! Facetime your friends and come up with activities you guys can do together virtually. Gaming is a great idea but as I’m not a gamer myself, my friends and I had a virtual baking challenge (not to brag but I definitely won!) Keep in virtual contact! This will help keep you sane in such crazy times.

8. Use your friends to your advantage

Whilst you might not have the in-person classroom interaction, you can still generate discussion with your friends online and even ask them for help. Remember that a group of minds will always be better than just one. Everyone is trying to stay on top of their learning anyway, so why not do it together?  

Hopefully these tips will help you learn to be the best student you can be in this rough time!  Remember to stay safe, stay home and stay dedicated to being the best version of yourself.

To quote a professor from one of the most famous schools ever:

“Happiness can be found, even in the darkest of times, if one only remembers to turn on the light.” — Albus Dumbledore

It’s around that time of the year when you start to contemplate which one of two texts you’ll most likely use in the Text Response component of the exam. And it’s not necessarily an easy choice to make! There are several factors worth considering, and you should definitely take your time deciding which text is best for you – after all, it can make a massive difference in your studying habits leading up to the exam and also how well you perform in the final exam. I’ll share with you a few of the common remarks made by students in regards to the exam and how things generally aren’t as straightforward as they seem!

1.  ‘I’ll just spend all my time on one text because I’m not that great with the other one.’

Whoa! Stop right there! The first thing you should keep in mind is that you have 2 texts to choose from for a reason. The moment you decide to stick with one text, you have essentially put all your eggs into one basket. The negative side is exactly that – if you’ve placed all your chances of doing well into that one text,  what if things don’t go as planned? Like two incredibly difficult exam prompts that you’ve never come across, a massive freak out I-just-realised-I-know-a-lot-less-than-I-thought leading up to the exam, or  worse , that last-minute decision to switch texts for the exam. When eliminating the other option, you’ve basically got no backup. I’m sure you, like myself, have been told to back up your work on the computer and at some point, you didn’t and what happened? Of course, your computer crashed and you lost all your work. If you’re willing to take the risk, then of course go for it. Having a backup or at least having two text options ready provides you with a safety net. Even with two texts at hand, it’s completely natural for you to lean towards one text than the other. The best option, which I believe most of you would agree on, would be to focus more time on one text, but still have the other one at your disposal.

2. ‘I’ll select the text that scores the highest marks in past exams.’

Having a look at past exam marks can give you a good indication of the number of students that select a particular text and also the average mark scored by those students. The table below shows what VCAA used to produce in their Assessment Reports:

As you can see, the novel  Year of Wonders  has received the highest average mark. This by no means indicates that examiners are any more lenient on this text, nor do they favour it. What it  really  means is that it just so happened that the percentage of students who decided to write on this text were higher-than-average English students. Since 2013, VCAA has published a much more realistic table that gives us a better indication of what type of students were writing on these texts:

VCAA then stated:

From this table it can be seen that students achieved the highest scores on average for Henry IV, Part I. However, it can also be seen that on average this same set of students achieved well in the other sections of the English examination. Conversely, students who selected Così had the lowest average score in Section A, but also had low scores in Sections B and C.

UPDATE: It's 2017, so I thought I'd show you last year's examination report just below.

So what’s the take home message here? Don’t simply choose your text because it  seemed  to score well in recent years.

3. ‘I’ll do the film because it’s easier.’

Don’t be fooled! Films does not equal easy! Perhaps reviewing the film will be quicker than re-reading a text but films have so many layers of intricacy that you’d be silly to think that you’re automatically going to do better in the exam. It’s very hard to be successful just by writing about dialogue and plot. You have to analyse the  film techniques , especially those that aren’t going to be mentioned by majority of students in the exam in order to stand out!

4. ‘I won’t do a text because it’s the first year it’s being assessed and I don’t know what to expect.’

Well hey, this is fair enough. But you can probably see it as an advantage. Although you don’t know what to expect, keep in mind that the  examiners  themselves probably won’t know what to expect from VCE students either. It goes both ways! If you don’t know what to expect, adequately prepare yourself. Collect and practice as many essay prompts as you can, read whatever notes or study guides you can get your hands on, and seek out your teacher and ask them if they have any thoughts on the exam!

5. “I’ll select the text that is newer to the syllabus as many students will not pick this and I will be able to get a better mark.”

The thing is, you really can’t tell how many students will choose a certain text. At the end of the day, examiners cross-mark several different texts which means that one text isn’t going to score better simply because less students choose it. A particular text may appear to receive higher scores because it’s less popular but really it means that the people who chose to write on it were higher-than-average English students (just refer to the tables shown above from VCAA Assessment Reports)!

With all these common remarks from students mentioned above, it comes down to one simple point, but often a point that needs to be reiterated – choose the text that you’re most familar and most comfortable with. Afterall, it’s going to be your writing that speaks out to the examiner. You can be strategic as you like, but choosing the text you’re best at is definitely the best strategy of all! Hope this helps any of you who have been contemplating some of these questions. Keep it up everyone!

When I look back at Year 12 and compare it with my life now, I realise that the times in my life when I have grown the most are also the times when my future was uncertain. It's been almost five years since I left secondary school, and I'm about to graduate again, at the end of this year, hopefully with an Honours degree firmly under my belt. What I’ve noticed is that some of the nervousness and insecurity I'm feeling now are my 'old friends' that I got to know very well several years ago.

Something that I'm sure you're aware of by now is that generally, feeling uncertain about your future just feels plain bad. While I enjoy being challenged and find novel experiences rewarding, not knowing what my next steps will be tends to make me feel anxious. I'm not alone, either. According to the Harvard Business Review, one of the top reasons why people resist change is because we hate it when we feel like we can't control where our lives are heading. I'd always like to think that I am the ‘master of my fate' and the 'captain of my soul', to quote the Victorian era poet William Ernest Henley (you know this poem well if you're studying Invictus this year), but it doesn't always feel like I am.

For those of you currently going through Year 12, you might be experiencing some of these emotions: worry, fear, insecurity - the list goes on. You might not have any idea of the career you'd like to have after you finish your education. You might not have any idea what course you'd like to get into if you are thinking of going to university, or you might not have decided which one you want to attend. It's likely that you're wondering if the ATAR you'll receive in December will be good enough to get you a course offer.

For the first two points, I'll tell you a secret - very few people are truly certain about what they want to do 'when they grow up'. I would describe secondary education as linear; you progress gradually from Year 7 to Year 12, and as you get closer to finishing school, you are given more freedom to choose which subjects you do.

Tertiary education is most certainly NOT linear. I can confidently say that most of the people I've met at uni have changed courses at least once, swapped unis, failed subjects, changed their majors, or decided that uni wasn't for them and left to pursue other things. If they did follow the 'usual path', they've often chosen a career that has very little to do with what they studied (my lovely employer Lisa is a perfect example!). There is a huge amount of flexibility available to tertiary students, and nowadays most universities make it a priority to offer high-quality advice to students, both present and future, about all kinds of things. Open days are a great way to access this advice, but don't be scared to approach these services on your own. Universities love potential students and love encouraging them to come on board by answering their questions!

Now, about the last point, I'd like to emphasise that ATAR stands for 'Australian Tertiary Admissions Ranking' - emphasis on the word 'Ranking'. The number you receive at the end of the year represents your scores compared to the scores of the rest of the state, and it is NOT a mark out of 100. Essentially, this means that there are two things that go into this ranking: your performance, and everyone else's performance. Which of these can you control? If it's the second one, maybe pay a visit to the Avengers, they might have a spot for you in the MCU. Bad jokes aside, the most realistic approach to take towards your ATAR is simply to do the best that you can and accept any resulting outcome. I'd also recommend visiting the VCAA website to look at their resources explaining how the ATAR is calculated to clear up any confusion you may have.

It's all very well for me to try to talk down your worries, after all, I've been through them already. The future always becomes easier to handle once it's safely in the past, and I know that right now, nothing can fully take away the uncertainties you feel in the face of an unknown factor. With that said, though, here are some strategies you can employ to help you deal with turbulence in a productive way.

1. Get comfortable with stretching your comfort zone.

Try a new hobby, talk to someone you've never approached before, try a new food. The more frequently you put yourself in unfamiliar situations, no matter how minor, the better you get at handling them. I am not a naturally extroverted person, and I've found this extremely helpful for networking and job hunting.

2. Honour uncomfortable emotions.

We often barrel through life desperately trying to avoid feeling emotions that don't make us feel good, but a rich and full life involves a full spectrum of experiences besides happiness. The Happiness Trap: How to Stop Struggling and Start Living by Russ Harris is where I learned this, and it's a fantastic, easy-to-read book with lots of useful exercises to help you come to terms with the reality that humans are not meant to be happy all the time.

3. Seek help and take a rest when you need to.

I might seem like I'm contradicting my last two suggestions, but I'd argue that this is the most crucial point. Up to this point, I've been focusing on day-to-day anxieties, the worries you'd expect any young person on the cusp of their future to feel. There's a big difference between that and the kind of feeling that can completely put you out of action or prevent you from going about your daily life. Sacrificing your mental health for academic success in Year 12 or career opportunities later in life is not a good idea (and that's putting it mildly). Keep your family and friends close to you and take advantage of professional help if you need it.

Whichever methods you use to deal with uncertainty, from one unsure student to another, I can assure you that stressful periods of life can help you become a stronger, wiser and more resilient version of yourself. It's a big fat cliché, but life really does go on, and as my mum and dad would tell me, "All you can do is your best, and that's all we can ask of you.".

We all know that to be successful at English we need to have decent vocabulary. Any essay can risk sounding bland and monotonous if you can only express your ideas using a limited span of words. Mixing up your essay with some interesting words will:

1. improve your expression,

2. capture your marker’s interest, and

3. impress your marker.

However, a word of caution – don’t be  too  determined to drown your essay with vocabulary, since you – get ready for this – risk your essay resonating utterly verbose and obstructing readability for the adjudicator (or in normal terms, you risk your essay sounding overly wordy which will therefore decrease the ease and flow when reading your essay). Remember that simple is best, but sprinkling with some vocabulary will definitely spice up your essay!

How do you go about obtaining a better vocabulary?

• Words from your text.  This is usually one that many people overlook. Your book or movie is the best place to find great descriptive words for themes and characters.
• Words from study guides.  These also have great vocabulary for your text. A good way to start your vocabulary list is to make notes or highlight certain words that you’d like to use in your essays.
• Subscribe to vocabulary learning programs.  Personally, I’m subscribed to  Just Vocabulary  podcast which teaches two new words every week. The bonus is that it’s free and each episode is only 5 minutes long – perfect for on your way to school, when you want a quick break from writing essays, between classes etc.
• Use your thesaurus.  Whenever I suggest to my students that they should use a thesaurus, I often get the response, ‘But we aren’t allowed to bring one into the exam!’ And that’s correct, you’re only allowed your dictionary. But that shouldn’t stop you from using a thesaurus throughout VCE! Using a thesaurus is the best way to speed up your vocabulary bank and also prevent you from using the same words. With regular use, those new words will be ingrained into your memory so that you won’t need a thesaurus in the exam anyway!
• Write essays.  It’s no good having a list of words if you don’t practice incorporating them in your essays. The more you practice using your new vocabulary, the easier it will come to you when you are doing your SAC or exam.

Although it's important to improve your vocabulary, students often get the wrong impression. You're not improving your vocabulary to sound smarter, but to optimise your ability to use the right word to express your ideas clearly. Find out more about this in the blog post - Why big words can make you look dumber .

1. You’re using too many

Bet you didn’t think that you could use too many quotes in a text response essay - it seems impossible, right? Wrong. There needs to be space in your essay for ideas to develop and some sentences (other than the introductory and concluding sentences) will have no quotes in them.

Each quote or group of quotes needs to be quantified in its own right so that it adds sustenance to your essay. If you use a quote, you need to pair it with a concept. The point of quotes is to justify that what you’re suggesting about the text is true and correct. If you can use quotes effectively, then you should be able to justify a huge number of abstract viewpoints about any work.

There is no set number that constitutes a correct amount of quote. It’s mostly about the ratio within an essay.

To ensure that you do not use too many quotes, read over your essay to check that your ideas are clear and the quotes substantiate the concepts that you put forward. For every quote you write, ask yourself, does it support my idea and is it relevant to my essay topic? For every small point that you bring up, you can collect quotes and perhaps use three to four short quotes (see point three).

Too many quotes can give you a headache.

2. You’re using too few

On the other hand, there is such thing as using too few quotes. You need enough evidence to support what you’re suggesting about the text, otherwise it seems as though you lack knowledge of the text.

This one is common mistake made among those students who decide that they can get through VCE English without reading the texts.

The solution is easy. Read the text and make mind-maps of themes and ideas along with quotes from the text that suit. In order to do this, you can read each text at least twice - once to soak in the work, and a second time to work out ideas that require that bit more understanding, and to find those relevant quotes that you need for text response.

You don’t want yours to be like the desert of essays.

3. Your quotes are too long

Quotes that are too long tend to become redundant and a waste of time to memorise and write down. The examiner or marker will also lose interest if your quote spans over more than a line or so. A group of smaller quotes might be more effective in supporting your contention. Of course you should rely on your own judgment and expertise. It is your essay, your ideas and therefore you should decide what types of quotes work best and when!

To evidence your understanding and knowledge of the text, collect several short quotes (one to four words long) from different areas of the text. If you choose several different pieces of evidence from the beginning, middle, and end, all from the same character, and/or from differing characters, this will prove that your idea exists throughout the entire work.

You trying to memorise an entire novel worth of quotes:

You memorising shorter, connected quotes:

4. Your quotes are irrelevant

A common mistake is simply peppering quotes that you remember throughout your essay to make it look like you know the text. Instead, you should actually know your text, and always choose quotes that fully support what you are saying in reference to the author’s contention.

The reader won’t know where your essay is going if you throw random quotes in that don’t support your argument:

5. You’re not embedding the quotes

Finally, to effectively use quotes, you should be embedding your quotes correctly to ensure that your essay flows. You should be able to read the essay aloud, with quotes, as you would read a speech. 

Lisa wrote up a extremely detailed blog post on How To Embed Quotes Like A Boss . One read of this and you'll never go wrong with quoting again! Check it out !

Easily the most common question I get asked post-VCE-results has been: “How did you do it?”

For a lot of people, they think getting a 50 in English is just a distant dream for them, that they don’t have the skills or drive to achieve that elusive number.

I didn’t believe I was one of these students last year, and I can’t tell you how I did it. There are a huge number of variables involved in obtaining a 50, and many of them you can’t control. But I do know now that the work I did during last year gave me every chance of being one of those select students, and that I should’ve believed my work habits gave me every chance to achieve that dream number.

Keep in mind that I wasn’t getting full marks on my English SAC’s at any point last year, so don’t think that to get a 50 you need perfect marks consistently through the year. Perfect marks help obviously, but don’t be disheartened if you’ve just missed out. Those close-to-perfect scores are actually quite valuable, because they should make you feel confident that you have all the capability of writing a perfect essay on the end of year exam, while giving you the tidbit of feedback you need to fine-tune your writing.

If you’re in that top rung of students consistently getting perfect or near perfect scores on SAC’s, the most important thing you can do to keep achieving such high scores is to take on every piece of advice your teacher gives you. Most often when you’re at such a high level of writing, it’s advanced skills like the clarity in the way you communicate the ideas within a text, or zooming in on specific points of discussion or symbolism to add some zing to your essay. These skills come with practice – I would know. So be patient with English; it takes time to build up the technique and expertise required to cook up a perfect essay.

So for all the people wondering what they can do to crack that 50 study score – there is no such thing as a guaranteed 50, and most certainly no one way to “think” like a 50 student, but there are many things you can do during 3/4 English to give yourself the best shot at one.

Here’s what I did, and how it might help set you on the path to a 50.

PREP: The early days

Take clear, organised, easy-to-navigate notes.

I cannot emphasise enough how much writing and keeping well set-out notes helped keep me sane through the insanity of Year 12.

Right from the get go, make sure you have a system of note-taking that works for you. Whether it be writing them out in a notebook or keeping them in a document on your laptop, ensure that you write down every little helpful tidbit of information you might be told during class by a teacher, or even read on a website. This will ensure you don’t have that horrible feeling of regret when it comes to later down the track closer to the SAC (*can rhyme*) and are kicking yourself for not writing down that sentence about a character, or idea about a theme.

AND when I say “writing them out in a notebook or keeping them in a document on your laptop”, I don’t mean throwing everything in random nonsensical order on your page – separate your notes into headings. Keep your “characters” separate from your “themes”, so your ideas don’t get muddled up and you don’t confuse yourself into a state of breakdown two nights before the SAC when attempting to decode your notes.

Trust me, keeping solid notes is perhaps the most important self-care tip of Year 12. It may take some more time and effort, but you will be thanking yourself over and over when it comes to SAC and exam time.

Start learning quotes

If you had a dollar for every time a teacher had told you this you’d be able to pay your way to Schoolies, but they say it for a reason. And having been there and done that, I can validate that their hassling is completely reasonable.

Learning quotes sooner rather than later not only means you won’t be rushing to memorise them in the days before the SAC/exam, but it’ll help you get a grip on themes within, and the chronological order, of the text.

The most effective way I found to learn quotes is to split your total lot of quotes up into even groups. List your quotes in order from hardest (the ones that might be longer or have more complex language involved) to easiest to learn, then split them into small groups depending on how many weeks out you are from your SAC/exam - say you have 35 total, split them into groups of 7 to learn over, for example, 5 weeks.

Start with the hardest ones and focus on learning them throughout that first week. Then the following week, once you’ve memorized that first lot, add in the second hardest group and learn them while still going over the first group. Then the third week, add in the third group to learn while still going over the last two, and so on.

Using this method ensures you have 1. An even workload leading up to the SAC/exam and 2. More time to nail the quotes that are more difficult and will take longer to memorise.

PREP: The week before

Plan essays on a range of topics.

Ask any student who slays at English and they’ll tell you that they have planned topics until they never want to see another essay plan again. Planning topics is the best way to work out your strengths and your weaknesses in regards to the themes involved in your text. You can nail a plan for a topic you know you can smash, and sit down and really think about solid paragraph ideas and examples for a topic that would normally make you want to run out of the room crying if you got it in the SAC/exam. This way you’re literally planning for the worst case scenario and making sure that if you do get a topic you don’t love, you’ve still got a solid plan you can use for it. If you plan for all the topics you don’t want to get in an essay, you won’t have to worry about that “OMG I don’t know how to write an essay on this” panic setting in – who cares if you can’t think of ideas on the spot, you already have a killer plan you prepared earlier, you clever cookie.

Let’s just clarify what planning means though. Simply writing down three or four 5-word ideas for paragraphs is not going to be much help to you during the actual assessment. Writing full, articulate topic sentences and putting down examples of quotes and/or events you’ll use to support your arguments, INCLUDING how they explain your point, is what you’ll find helpful when you’re looking over them in the days before/the day of.

Drill quotes every night

You might be thinking “I’ve been learning quotes for 5 weeks now, she’ll be right – I’ll take this week off just to focus on planning”.

No, my friend, that is not what you should be thinking. No matter how much you might hate learning quotes, you’ll never forgive yourself when you’re sitting in the assessment and have forgotten how the quotes you’re looking to use are worded, or when they’re said, or even who said them, because you haven’t been over them the last few days.

Don’t back off revising quotes in the last week. Quotes are what make your whole essay, and the more and better you can embed in your essay, the higher your mark is likely to be. You don’t want to do yourself dirty by switching your focus to planning and completely neglecting quotes – think about how easy it is to forget things once you’re sitting at a desk with nerves running through you on SAC/exam day. It ain’t going to end well if you ignore your quotes in that last week.

Make mind maps

Regardless if you’re a visual learner or not, I’ve found mind maps are a really smart, time savvy way to organise your notes and knowledge. You might think it’s a waste of time, but in the course of making them you’re forced to consolidate your notes into the smallest but most informative piece of information you can, you’re writing it down, and you’re literally connecting your ideas together. It’s a perfect recipe to help make sense of your text.

Mind maps also come in really handy for exam time, as you can stick them up on whatever surface of your choosing to have them to look at and help you revise. Not only that, but on SAC day when you don’t want to overwhelm yourself by rereading all your notes and bombarding your brain, mind maps are a great way to revise and remind yourself of the connecting ideas within your text.

Ignore the ‘stress merchants’

Don’t get caught up in all the “I don’t know any quotes” and “I don’t know how to write an essay” stress that other students pass around in those hours before the SAC and exam. These are the people you don’t want to touch with a 50-foot pole. It’s so easy for you to forget about all the hard work, planning, quote learning and essay writing you’ve done in the last few weeks when you’re surrounded by the stress from other people who are way underprepared.

Structure your thoughts

If you’re going to write a flowing, connected, non-clunky essay, you need to think in a flowing, connected, non-clunky way. Keep your thoughts clean – instead of looking at your topic and thinking something along the lines of “Oh ok this isn’t what I expected have I done a practice essay on this topic no ok omg so what paragraphs am I meant to write how am I meant to plan this” and on and on, take a breath and steady yourself. Take another look at the topic and break it down: pick out the focus words, being those that relate to the theme the topic focuses on or characters it concerns, and pull your paragraph ideas from those focus words. When you’re writing your paragraphs, you want to keep your thoughts structured. Focus on your wording, write each sentence at a time and try not to rush ahead, and make sure at the end of each sentence you think about what purpose you want the next one to serve. Is it a segway into your next example? Is it explaining your example and connecting it back to your overall theme? This thought pattern is really key to ensuring you write a coherent and eloquent essay.

Back yourself

This is really where that 50-student mindset comes in – remind yourself about how hard you’ve worked, and how ready you are for this assessment. Chances are you’re going in more prepared than about 90% of the other students in your cohort. Stay calm, because you don’t need to stress. Nerves are ok though – it means you care! Just make sure you take a minute to breathe before you start and clear your head so you can go straight into planning mode once that clock starts.

If there’s anything that’s a clear indication that you’re thinking like a 50 student, it’s working smarter, not harder – changing the way you approach writing and preparation to incorporate the most effective methods for you and make the most of the time you have is a surefire way to set yourself up for the best chance at a 50.

Best of luck.

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“Flow” is a word often used by lecturers to describe the way that the essay holds together and moves from point to point. In an essay it is very easy to pile facts upon facts, and thus lose sight of the overall cohesion of the essay. Flow can apply within individual paragraphs and between different paragraphs.

This video lecture discusses the process of refining a draft assignment to improve the flow and clarity of the writing.

Within paragraphs

Having researched your topic in preparation for writing an essay, you will probably have accumulated a wide range of facts, published research, and other information relevant to the topic. Many people simply throw these facts together in body paragraphs, without properly applying them to the topic or signalling to the reader the connections between them.

Firstly, you must ensure that all outside sources are integrated with your own writing. They should not appear randomly through the paragraph but should be given context, and interpreted for the reader. For more on this, see quoting and paraphrasing .

It is also important to link information together to create a kind of “narrative” in your essay. Consider this example paragraph:

Incorporation offers several advantages to businesses and their owners. Ownership is easy to transfer. The business is able to maintain a continuous existence even when the original owners are no longer involved. The stockholders of a corporation are not held responsible for the business's debts. If the XYZ Corporation defaults on a $1 million loan, its investors will not be held responsible for paying that liability. Incorporation enables a business to obtain professional managers with centralised authority and responsibility; the business can be run more efficiently. Incorporation gives a business certain legal rights. It can enter into contracts, own property, and borrow money.

There are a lot of facts, but the paragraph feels jumpy and disjointed. Simply adding a few connecting words – known as “signposts” – make it much more readable:

Incorporation offers several advantages to businesses and their owners. For one thing , ownership is easy to transfer. The business is able to maintain a continuous existence even when the original owners are no longer involved. In addition , the stockholders of a corporation are not held responsible for the business's debts. If the XYZ Corporation defaults on a $1 million loan, for instance , its investors will not be held responsible for paying that liability. Incorporation also enables a business to obtain professional managers with centralised authority and responsibility; therefore , the business can be run more efficiently. Finally , incorporation gives a business certain legal rights. For example , it can enter into contracts, own property, and borrow money.

Signposts make your writing flow more smoothly and make it easier to follow.

They tell the reader

• what is going to be said
• what is being said
• what has already been said
• how the main ideas support the thesis statement
• how each group of ideas follow from the ones before

Some of the most common signposts are listed here, according to what they do in a paragraph.

Signpost words and phrases

Importantly, … Indeed, … In fact, … More importantly, … Furthermore, … Moreover, … It is also important to highlight …

However, … Rather, … In contrast, … Conversely, … On one hand, … On the other hand, … In comparison, … Compared to … Another point to consider is …

Similarly, … Likewise, … Again, … Also, …

Finally, … Lastly, … In conclusion, … To summarise, … In summary, … Overall, … The three main points are …

In particular, … In relation to … More specifically, … With respect to … In terms of …

For instance, … For example, … this can be illustrated by … …, namely, … …, such as …

Although … Even though … Despite … Notwithstanding …

Therefore, … Subsequently, … Hence … Consequently, … Accordingly, … As a result, … As a consequence, … To this end, …

Between paragraphs

“Flow” can also be applied to the connections between paragraphs.

As discussed in the page on body paragraphs , each paragraph should discuss only one major point. However, each body paragraph must also be different from the other paragraphs. Its major point should be unique .

The unique point of each paragraph should be identified before you begin writing: this is the most important part of the planning stage . You might be discussing several aspects of the answer, or analysing it from different perspectives. You might be following it chronologically, or presenting one side and then the other.

If a paragraph flows well from point to point, it should be obvious to the reader when you move from one point to another. The signpost words described above can also be used between paragraphs, to indicate the transitions from one sub-topic to another.

For example, if you are analysing one study and then comparing it to another in a later paragraph, a transition would use a word or phrase from the “changing direction or creating a comparison” list:

In contrast to the conclusion drawn by Smith (2004), Nguyen (2006) showed that the connection between the factors was not causal in most circumstances.

A paragraph that illustrates a point with a case study or example would use the “giving an example” list to create a transition:

The interpretation in Nguyen (2006) was supported in practice, as illustrated by the fieldwork of Corelli (2008).

Transitions show the reader the “movement” between paragraphs: they show that they follow a logical order and build on each other. They can also show the reader how the paragraphs reconnect with the overall topic of the essay as described in the thesis statement .

If you cannot identify the movement from one paragraph to another, you may need to return to the plan to see if they are actually unique. If your paragraphs jump over important points, repeat themselves, or leave gaps in the explanation, this will also undermine the flow of the essay.

Page authorised by Director - Centre for Learner Success Last updated on 25 October, 2012

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FACT SHEET: President   Biden Announces New Actions to Secure the   Border

New actions will bar migrants who cross our Southern border unlawfully from receiving asylum Biden taking action as Congressional Republicans put partisan politics ahead of national security, twice voting against toughest reforms in decades

Since his first day in office, President Biden has called on Congress to secure our border and address our broken immigration system. Over the past three years, while Congress has failed to act, the President has acted to secure our border. His Administration has deployed the most agents and officers ever to address the situation at the Southern border, seized record levels of illicit fentanyl at our ports of entry, and brought together world leaders on a framework to deal with changing migration patterns that are impacting the entire Western Hemisphere.  Earlier this year, the President and his team reached a historic bipartisan agreement with Senate Democrats and Republicans to deliver the most consequential reforms of America’s immigration laws in decades. This agreement would have added critical border and immigration personnel, invested in technology to catch illegal fentanyl, delivered sweeping reforms to the asylum system, and provided emergency authority for the President to shut down the border when the system is overwhelmed. But Republicans in Congress chose to put partisan politics ahead of our national security, twice voting against the toughest and fairest set of reforms in decades. President Biden believes we must secure our border. That is why today, he announced executive actions to bar migrants who cross our Southern border unlawfully from receiving asylum. These actions will be in effect when high levels of encounters at the Southern Border exceed our ability to deliver timely consequences, as is the case today. They will make it easier for immigration officers to remove those without a lawful basis to remain and reduce the burden on our Border Patrol agents. But we must be clear: this cannot achieve the same results as Congressional action, and it does not provide the critical personnel and funding needed to further secure our Southern border. Congress still must act. The Biden-Harris Administration’s executive actions will:   Bar Migrants Who Cross the Southern Border Unlawfully From Receiving Asylum

• President Biden issued a proclamation under Immigration and Nationality Act sections 212(f) and 215(a) suspending entry of noncitizens who cross the Southern border into the United States unlawfully. This proclamation is accompanied by an interim final rule from the Departments of Justice and Homeland Security that restricts asylum for those noncitizens.
• These actions will be in effect when the Southern border is overwhelmed, and they will make it easier for immigration officers to quickly remove individuals who do not have a legal basis to remain in the United States.
• These actions are not permanent. They will be discontinued when the number of migrants who cross the border between ports of entry is low enough for America’s system to safely and effectively manage border operations. These actions also include similar humanitarian exceptions to those included in the bipartisan border agreement announced in the Senate, including those for unaccompanied children and victims of trafficking.

Recent Actions to secure our border and address our broken immigration system: Strengthening the Asylum Screening Process

• The Department of Homeland Security published a proposed rule to ensure that migrants who pose a public safety or national security risk are removed as quickly in the process as possible rather than remaining in prolonged, costly detention prior to removal. This proposed rule will enhance security and deliver more timely consequences for those who do not have a legal basis to remain in the United States.

Announced new actions to more quickly resolve immigration cases

• The Department of Justice and Department of Homeland Security launched a Recent Arrivals docket to more quickly resolve a portion of immigration cases for migrants who attempt to cross between ports of entry at the Southern border in violation of our immigration laws.
• Through this process, the Department of Justice will be able to hear these cases more quickly and the Department of Homeland Security will be able to more quickly remove individuals who do not have a legal basis to remain in the United States and grant protection to those with valid claims.
• The bipartisan border agreement would have created and supported an even more efficient framework for issuing final decisions to all asylum seekers. This new process to reform our overwhelmed immigration system can only be created and funded by Congress.

Revoked visas of CEOs and government officials who profit from migrants coming to the U.S. unlawfully

• The Department of State imposed visa restrictions on executives of several Colombian transportation companies who profit from smuggling migrants by sea. This action cracks down on companies that help facilitate unlawful entry into the United States, and sends a clear message that no one should profit from the exploitation of vulnerable migrants.
• The State Department also imposed visa restrictions on over 250 members of the Nicaraguan government, non-governmental actors, and their immediate family members for their roles in supporting the Ortega-Murillo regime, which is selling transit visas to migrants from within and beyond the Western Hemisphere who ultimately make their way to the Southern border.
• Previously, the State Department revoked visas of executives of charter airlines for similar actions.

Expanded Efforts to Dismantle Human Smuggling and Support Immigration Prosecutions

• The Departments of State and Justice launched an “Anti-Smuggling Rewards” initiative designed to dismantle the leadership of human smuggling organizations that bring migrants through Central America and across the Southern U.S. border. The initiative will offer financial rewards for information leading to the identification, location, arrest, or conviction of those most responsible for significant human smuggling activities in the region.
• The Department of Justice will seek new and increased penalties against human smugglers to properly account for the severity of their criminal conduct and the human misery that it causes.
• The Department of Justice is also partnering with the Department of Homeland Security to direct additional prosecutors and support staff to increase immigration-related prosecutions in crucial border U.S. Attorney’s Offices. Efforts include deploying additional DHS Special Assistant United States Attorneys to different U.S. Attorneys’ offices, assigning support staff to critical U.S. Attorneys’ offices, including DOJ Attorneys to serve details in U.S. Attorneys’ Offices in several border districts, and partnering with federal agencies to identify additional resources to target these crimes.

Enhancing Immigration Enforcement

• The Department of Homeland Security has surged agents to the Southern border and is referring a record number of people into expedited removal.
• The Department of Homeland Security is operating more repatriation flights per week than ever before. Over the past year, DHS has removed or returned more than 750,000 people, more than in every fiscal year since 2010.
• Working closely with partners throughout the region, the Biden-Harris Administration is identifying and collaborating on enforcement efforts designed to stop irregular migration before migrants reach our Southern border, expand investment and integration opportunities in the region to support those who may otherwise seek to migrate, and increase lawful pathways for migrants as an alternative to irregular migration.

Seizing Fentanyl at our Border

• Border officials have seized more fentanyl at ports of entry in the last two years than the past five years combined, and the President has added 40 drug detection machines across points of entry to disrupt the fentanyl smuggling into the Homeland. The bipartisan border agreement would fund the installation of 100 additional cutting-edge inspection machines to help detect fentanyl at our Southern border ports of entry.
• In close partnership with the Government of Mexico, the Department of Justice has extradited Nestor Isidro Perez Salaz, known as “El Nini,” from Mexico to the United States to face prosecution for his role in illicit fentanyl trafficking and human rights abuses. This is one of many examples of joint efforts with Mexico to tackle the fentanyl and synthetic drug epidemic that is killing so many people in our countries and globally, and to hold the drug trafficking organizations to account.

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• Given the title and prompt, EssayBot helps you find inspirational sources, suggest and paraphrase sentences, as well as generate and complete sentences using AI.
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• Given the title and prompt, EssayBot helps you find inspirational sources, suggest and paraphrase sentences, as well as generate and complete sentences using AI.
• If your essay will run through a plagiarism checker (such as Turnitin), don’t worry. EssayBot paraphrases for you and erases plagiarism concerns.
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Transitional Words (Making an Essay Flow)

3-minute read

• 18th February 2017

A well-written essay should flow clearly between paragraphs and sections. This will help your reader follow your argument. However, it requires effective use of transitional words, phrases and paragraphs. In this blogpost, we look at how each of these should be used to enhance your written work .

Transitional Paragraphs

We’ll start out with connecting sections and paragraphs within an essay. This is to show how each new part of your essay is related to the previous one, as well as how each section contributes to your overall argument.

For example, if writing about the cuteness of baby animals, you might want to transition from a section discussing puppies to one about kittens.

Rather than simply leaping straight into the kitten talk, though, you could add a passage linking the two sections:

In the analysis above, we saw that the ‘baby schema’ (Lorenz, 1943) is used to explain human reactions to puppies. In the following section, I will examine whether this concept can also be used in relation to kittens.

Here, we quickly show how different parts of an essay are related to one another. These are also known as topic sentences , since they introduce a new topic for discussion.

This is especially valuable in longer essays, as your reader might need reminding of something you have discussed previously if it’s relevant to the current section.

Transitional Words and Phrases

Within paragraphs, it’s important that sentences flow into one another. Failure to do this can make writing seem choppy or make the connection between sentences unclear.

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This is where transitional words and phrases come in handy. These are terms you can use to link sentences in a paragraph.

For example, in the following, we have three sentences with no transitions:

In the survey, 87% of people said that puppies are cute. 91% of respondents said that kittens are cute. 64% of people said that kittens are cuter than puppies.

This is a simplified example, so it’s fairly obvious what the sentences mean. But we can still make the relationships between them clearer by adding a few transitional terms:

In the survey, 87% of people said that puppies are cute. Furthermore, 91% of respondents said that kittens are cute. However, 64% of people said that kittens are cuter than puppies.

Here, ‘furthermore’ shows that the second sentence is an additional point following the first one. ‘However’, on the other hand, introduces a contrasting idea (i.e. a comparison between how puppies and kittens are perceived).

With the simple addition of these words, we remove any doubt about how the sentences are related. This might seem like a minor issue, but over the course of an entire essay transitional words and phrases can boost clarity a lot.

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Make Your Paragraphs Flow to Improve Writing

• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

Your written report, whether it is a creative, three-paragraph essay, or an extensive research paper , must be organized in a way that presents a satisfying experience for the reader. Sometimes it just seems impossible to make a paper flow—but that generally happens because your paragraphs aren’t arranged in the best possible order.

Two essential ingredients for a great-reading paper are logical order and smart transitions .

Create Flow With Better Paragraph Order

The first step toward creating flow is making sure your paragraphs are put together in a logical order. Many times, the first draft of a report or essay is a little choppy and out of sequence.

The good news about writing an essay of any length is that you can use "cut and paste" to rearrange your paragraphs. At first, this might sound terrifying: when you finish a draft of an essay it feels much like you have given birth—and cutting and pasting sounds scary. Don’t worry. You can simply use a practice version of your paper to experiment with.

Once you have finished a draft of your paper, save it and name it. Then make a second version by copying the entire first draft and pasting it into a new document.

• Now that you have a draft to experiment with, print it out and read it over. Do the paragraphs and topics flow in a logical order? If not, assign each paragraph a number and write the number in the margin. Don’t be at all surprised if you find that a paragraph on page three looks like it could work better on page one.
• Once you’ve numbered all the paragraphs, start cutting and pasting them in your document until they match your numbering system.
• Now, re-read your essay. If the order works better, you can go back and insert transition sentences between paragraphs.
• Finally, re-read both versions of your paper and confirm that your new version sounds better than the original.

Create Flow With Transition Words

Transition sentences (and words) are necessary for making connections between the claims, views, and statements you make in your writing. Transitions can involve a few words or a few sentences. If you can imagine your report as a quilt made up of many squares, you could think of your transition statements as the stitches that connect the squares. Red stitches might make your quilt ugly, while white stitching would give it flow.

For some types of writing, transitions can contain just a few simple words. Words like also, furthermore, and yet, can be used to connect one idea to another.

I had to walk two miles each morning to get to school. Yet , the distance was not something I considered a burden. I enjoyed walking to school when my friend Rhonda walked with me and talked about her travels. 

For more sophisticated essays, you’ll need a few sentences to make your paragraphs flow.

While the research was conducted at a university in Colorado, there is no evidence that altitude was considered to be a factor ... A similar exercise was carried out in the mountain state of West Virginia, where similar extremes of altitude exist.

You will find that it's easy to come up with effective transitions once your paragraphs are arranged in the most logical order.

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