Transition signals

The meaning of transition signals

The transition signals are linguistic elements such as for, however, indeed, not only/but also, on the other hand etc. 

The purpose of using transition signals

We mainly use transition signals to connect words, phrases, and clauses with each other, so we can create a perfect organization and a fluent transition of ideas in a piece of writing, which make it clear and understandable. 

The categories of transition signals

Here are the most common categories of transition signals:

Coordinating & correlative conjunctions

a) Coordinating conjunctions: 

This group includes seven coordinators (for, and, nor, but, or, yet, and so) which are used to connect two independent clauses.

Examples:

She is happy, for she is going to attend the party of her friend.

The word “for” signals that the compound sentence includes a cause (attending the party) and a result (being happy)

Anna has finished her artistic painting, and she is going to exhibit it the next week.

The word “and” indicates that the compound sentence includes  two equal important ideas: 

First: finishing the artistic painting 

Second: exhibiting the artistic painting the next week

Sara does not drink milk, nor does drink tea.

The word “nor” shows that the ideas of the compound sentence don’t happen.

The ideas: drinking milk & tea

Rachel was in France, but she did not visit the Louvre Museum.

The word “but” links two equal different ideas:

First: visiting France

Second: not visiting the Louvre Museum

My friend is planning to visit Australia, or South Africa.

The word “or” introduces equally important substitutes. 

The first: planning to visit Australia

The second: planning to visit South Africa

The doctor advises his patients not to drink alcohol, yet he does so.

The word “yet” shows an extreme opposite idea to the first one.

The idea: the advice of the doctor to his patients not drinking alcohol

The contrasting idea:  drinking of alcohol by the doctor

I did not eat my lunch, so I’m a little hungry. 

The word “so” links a result (being hungry) to a reason (not eating lunch).

b) Correlative conjunctions 

This group contains five coordinators (both/and, not only/but also, neither/nor, whether/or, and either/or). They are used to connect words, phrases or clauses.

Examples:

Both the football team and the cricket team are doing well. 

The pair “both/and” connects two noun phrases, the football team and the cricket team. 

The pair shows one similar idea which is: a good performance of the football and cricket teams.

Moroccan touristic landmarks are not only attractive but also amazing.

The pair “not only/but also” connects two adjectives, attractive and amazing. 

It gives equal importance to the ideas which are: attractiveness and magnificence of the Moroccan touristic landmarks

My friend could neither help me nor advise me to create my new project. 

The pair “neither/ nor” connects two verb phrases, help me and advise me. 

It gives equal importance to the ideas which don’t happen. The ideas are: getting a help and an advice from my friend

You decide whether to summarize or to paraphrase the text. 
You can write either a paragraph or an essay.

The pair “whether/or” connects two infinitive phrases, to paraphrase and to summarize, while “either/or” connects two noun phrases, a paragraph and an essay. 

Both pairs give another possibility or show the alternative. That is, they show two different options which are: summarizing or paraphrasing a text and writing a paragraph or an essay.

Subordinating conjunctions

Subordinating conjunction is the head of a dependent clause which is always connected to an independent clause to make a complex sentence.

The heads are classified within groups depending on their function in the complex sentence:

Group (a): after, while, before, as soon as, when, until, as long as, since, whenever, and once
The heads show the relationship of time (when) included in the complex sentence.

Example:

Isabel usually puts her key on the same place whenever she comes home. 

The word “whenever” illustrates that the act of putting the key on the same place happens exactly when Isabel comes to her home.

Group(b): where, everywhere, anywhere, and wherever
the heads signal the relationship of place (where) included in the complex sentence.

Example:

She likes to shop where the prices are low.

The word “where” gives us a clear idea about the place in which the shopping happens.

Group(c): as if, and as though
Tthe heads indicate the relationship of manner (how) introduced in the complex sentence.

Example:

Kevin looks as if he is not happy about the new gift.

The word “as if” shows the state of Kevin who is not happy about the new gift.

Group(d): as, because, and since
The heads show the relationship of cause & effect involved in the complex sentence.

Example:

Larry can’t help Kevin since he does not show a desire of changing.

The word “since” links the reason (the unwillingness of Kevin to change) with its effect (the inability of Larry to help Kevin).

Group(e): so that
The head signals the relationship of purpose included in the complex sentence.

Example:

Many people would like to travel around the world so that they can discover different cultures.

The word “so that” shows the purpose of traveling around the world which is, a discovery of various cultures.

Group(f): if, and unless
The heads indicate the relationship of condition included in the complex sentence.

Example:

If I had money, I would buy a new car.

The word “if” connects probability that never happens (having money) with impossible result (buying a new car).

Group(g): although, though, even though, while, and whereas
The heads signal the relationship of contrast mentioned in the complex sentence.

Example:

Anna likes classical music while Kevin likes hard rock.

The head “while” links two direct opposite ideas: (the preference of anna for the classical music) and (the preference of Kevin for the hard rock).

Group(h): that, which, who, what, whomever, when, where, why, how, whatever, what, whom, whose, and whichever
The heads introduce nominal, adjectival or adverbial clauses.

Example:

What the newspaper reported was incorrect.

The head “what” introduces a nominal clause which names an idea (information reported by the newspaper).

Conjunctive adverbs &Transition phrases

The conjunctive adverbs & transition phrases  contains words & phrases connecting two independent clauses.They are also classified within groups depending on their function in the combination between the two independent clauses:

Group (a): furthermore, moreover, also, besides, and in addition
The words and the phrase introduce additional idea or idea which is equally important.
Example:

John sold his book of history; also, he bought a fictional novel.

The word “also” adds a new idea (buying a fictional novel) which is equally important to the previous one (selling a book of history).

Group(b): however, nevertheless, still, nonetheless, in contrast, and on the other hand
The words & the phrases show contrast and opposite idea or unexpected continuation.
Example:

He has been preparing to the exam for a long time; however, he could not get a good result.

The word “however” presents an unexpected idea (getting a bad result) in comparison with the first one (a preparation to the exam for a long time).

Group(c): meanwhile, afterward, then, and subsequently
The words give chronological order to ideas.
Example:

Police kept people away from the scene of the accident; meanwhile, ambulance workers tried to pull victims out of the wreck.

The word “meanwhile” orders the ideas according to their chronological context.

First idea: the police action to keep people away from the scene of the accident

Second idea: the attempt of ambulance workers to pull the victims out of the wreck

Group(d): consequently, therefore, thus, hence, and as a result
The words & the phrase give a result.

Example:

Aria is an excellent teacher of language; as a result, she is selected to give a speech about teaching Italian language.

The phrase “as a result” gives the result of the excellency of Aria in teaching language, which is: being selected to give a speech about teaching Italian language.

Group(e): similarly, and likewise
The words show similar idea.
Example:

Kevin got his degree from Harvard University; similarly, Emily is graduating from the same university right now.

The word “similarly” links two independent clauses with the same ideas (the graduation from Harvard University).

Group(f): instead, rather, and on the contrary
The words & the phrase introduce a substitute to the first statement.
Example:

He could not solve his problem by himself; instead, he tried to ask his friend to help him.

The word “instead” introduces a substitute to the first statement (the inability of solving his problem) which is: asking for help from his friend.

Group(g): otherwise
The word shows what will happen if the first statement does not happen.
 Example:

The students have to do their assignment; otherwise, they will be punished by their teacher.

The word “otherwise” shows that the students will be punished if they don’t do their assignment.

Group(h): indeed, and in fact
The word & the phrase give detailed information about the first statement (what has just been said) or introduce an emphasis.
Example:

It was a good journey; in fact, we have visited many amazing Moroccan oases.

The phrase “in fact” gives detailed information about the journey we did in morocco.

Group(i): first, second, third, next, finally,and first of all
The words & the phrase list the ideas in order of time or importance.
Example:

Olympic athletes must be physically strong; first, they must train rigorously for many years.

The word “first” introduces the first important idea about how Olympic athletes can be strong physically. 

The idea is: training strictly for many years to be strong physically.

Group(j): for example, and for instance
The phrases introduce an example.
Example:

Sophia has learned English language through short stories; for instance, she started using stories for elementary level.

The phrase “for instance” introduces an example showing how Sophia could learn English language.

Group(k): in other words, and that is
The phrases give an explanation to the first statement.
Example:

Some cultures are matriarchal; that is, the mothers are the head of the family.

The phrase “that is” gives an explanation to the meaning of the expression “cultures are matriarchal”, which is: in some societies the mother is the leader of the family.

Group(l): in summary, in brief, in conclusion, to conclude, and to summarize 
The  phrases add a conclusion to the main ideas. 

Example:

Gold, a precious metal, is prized for two important characteristics. First, gold has a lustrous beauty that is resistant to corrosion. Second, gold is useful to industry and science. In brief, gold is treasured not only for its beauty but also for its utility.

The phrase “in brief” introduces a summary of the main ideas has been said about gold.