Signaling words

Time/order at first, eventually, finally, first, firstly, in the end, in the first place, lastly, later, next, second, secondly, to begin with	Contrast/opposite ideas but, despite, in spite of, even so, however, in contrast, in spite of this, nevertheless, on the contrary, on the other hand, still, whereas, yet
Comparison/similar ideas In comparison, in the same way, similarly	Condition in that case, then
Cause and effect accordingly, as a result, because, consequently, for this reason, hence, in consequence, in order to, owing to this, since, so, therefore, thus	Addition apart from this, as well as, besides, furthermore, in addition, moreover, nor, not only ... but also, too, what is more
Generalization as a rule, for the most part, generally, in general, normally, on the whole, in most cases, usually	Examples for example, for instance, such as, thus, as follows
Stating the obvious after all, as one might expect, clearly, it goes without saying, naturally, obviously, of course	Attitude admittedly, certainly, fortunately, luckily, oddly enough, undoubtedly, unfortunately
Summary/conclusion finally, in brief, in conclusion, in short, overall, so, then, to conclude, to sum up	Explanation/equivalence in other words, namely, that is to say, this means, to be more precise, to put it another way
Condition in that case, then	Support actually, as a matter of fact, in fact, indeed
Contradiction actually, as a matter of fact, in fact	Emphasis chiefly, especially, in detail, in particular,

(http://www.uefap.com/writing/exercise/parag/paragex12.htm)

Ex. 6. Identify the signaling words in the following paragraph.

Because language plays such an important role in teaching, Bellack and his colleagues chose to examine in some detail the "language game" in the classroom. They contended that "teaching is similar to most games in at least two respects. It is a form of social activity in which the players (teachers and students) fill different but complementary roles. Furthermore, teaching is governed by certain ground rules that guide the actions or moves made by the participants". By studying the language game, then, Bellack intended to identify the various types of verbal moves made by teachers and students and the rules they followed in making these moves. As a result, they could investigate the functions these verbal moves served and examine the meanings that were being communicated.

(Lorin Anderson & Robert Burns (1989) Research in classrooms, p. 278)

Ex. 7. In the following article on Nuclear Hazards the signaling words and phrases are missing. Replace them and check your answers.

There are three separate sources of hazard related to the use of nuclear reactions to supply us with energy. __________, the radioactive material must travel from its place of manufacture to the power station. __________ the power stations themselves are solidly built, the containers used for the transport of the material are not. __________, there are normally only two methods of transport available, __________ road or rail, and both of these involve close contact with the general public, __________ the routes are bound to pass near, or even through, heavily populated areas. __________, there is the problem of waste. All nuclear power stations produce wastes which in most cases will remain radioactive for thousands of years. It is impossible to de-activate these wastes, and __________ they must be stored in one of the ingenious but cumbersome ways that scientists have invented. __________ they may be buried under the ground, dropped into disused mineshafts, or sunk in the sea. __________ these methods do not solve the problem; they merely store it, __________ an earthquake could crack open the containers like nuts. __________ there is the problem of accidental exposure due to a leak or an explosion at the power station. As with the other two hazards, this is extremely unlikely and __________ does not provide a serious objection to the nuclear programme, __________ it can happen, as the inhabitants of Harrisburg will tell you. Separately, and during short periods, these three types of risk are no great cause for concern. Taken together, __________, and especially over much longer periods, the probability of a disaster is extremely high.

(http://www.uefap.com/writing/exercise/parag/paragex12.htm)

Ex. 8. Look at the signaling words below. Sort them out in nine groups:

Consequently, undoubtedly, but, fortunately, in most cases, in other words, not only...but also, on the other hand, actually, because of this, in addition, in fact, more importantly, although, in consequence, thus, in detail, notably, particularly, nevertheless, finally, certainly, accordingly, what is more, on the whole, in particular, for example, yet, also, usually, oddly enough, for this reason, owing to this, in conclusion, moreover, normally, as a matter of fact, therefore, so, in contrast, mainly, moreover, in spite of, mainly, too, unfortunately, in addition, furthermore, especially, indeed, hence, accordingly, thus, generally

1. to signal a change in ideas: in contrast, ……

2. to signal a reinforcement of ideas: moreover, ……

3. to signal a conclusion: thus, ……

4. to signal attitude: fortunately, ……

5. to signal addition: what is more, ……

6. to signal emphasis: mainly, ……

7. to signal support: in fact, ……

8. to signal cause and effect: accordingly, ……

9. to signal generalization: as a rule, ……