STUDENT DEVELOPMENT CLUB #08: SECRETS FOR BETTER ACADEMIC WRITING: How To Start A Sentence with Cause/Effect Concessions

Introduction 

A sentence can be started by a number of ways.  A good writer or speaker uses correct and appropriate sentence openers in order to deliver the message to the reader or listener effectively and professionally.
The following is one of the ways you can start a sentence as you write or speak:

CAUSE/EFFECT
A sentence can also be started by introducing cause and effect transitions:
These are:
Hence,
So, ………
Thus, ………
Therefore, ………..
As a result, ………..
Consequently, ……….
For this reason, ……….
Because of + Noun Phrase

EXAMPLES:
HENCE: it introduces a logical conclusion. It means from that fact, as a result, from this time.
Examples:
It was raining. Hence, we failed to play the match.
My hands were very cold. Hence, I didn't write well.
Hence, we should be careful with deadly disease like Cholera.

SO: in some ways, it has the same meaning as 'thus' below. But it also means 'also, in the same way, or in the way indicated'
It was raining. So, we failed to play the match.
My hands were very cold. So, I didn't write well.
So, we should be careful with deadly disease like Cholera.

THUS:
It was raining. Thus, we failed to play the match.
My hands were very cold. Thus, I didn't write well.
Thus, we should be careful with deadly disease like Cholera.

THEREFORE: it also introduces a logical conclusion of something in a sentence. It also means 'as a consequence':
It was raining. Therefore, we failed to play the match.
My hands were very cold. Therefore, I didn't write well.
Therefore, we should be careful with deadly disease like Cholera.

AS A RESULT:
It was raining. As a result, we failed to play the match.
My hands were very cold. As a result, I didn't write well.
As a result, we should be careful with deadly disease like Cholera.

CONSEQUENTLY: it is a sentence connector and starter which means 'because of the reason given' or 'as a consequence'.
There are many truants. Consequently, many students will fail.
The train was late. Consequently, we arrived late at home.
It didn't rain. Consequently, we failed to plant our trees.

FOR THIS REASON:
It was raining. For this reason, we failed to play the match.
My hands were very cold. For this reason, I didn't write well.
For this reason, we should be careful with deadly disease like Cholera.

BECAUSE OF + NOUN PHRASE:
Because of many truants, students will fail.
Because of the late train, we arrived late.
Because of the lack of rain, we failed to plant our trees.

For More Practices Use Out-come Oriented Teaching Resources
Why we should use the following resources? It's because they are found in our students' life and when they are used, they produce tremendous learning outcomes to them. These resources are:
Texts
Radio broadcasts
TV broadcasts
Audio or visual music
Audio or visual speeches
Audio or visual movies
By using one, or some of the above teaching resources, give the students the following tasks:

Task 1: Listening
Play an audio and let students identify what they have learnt.

Task 2: Speaking
Put students in pairs and guide them to practice orally what they have learnt. Make sure you give them clear instructions before they take over.

Task 3: Reading
Give students the text to read and ask them to identify sentences with the sentence patterns learnt.

Task 4: Writing
Give students writing task. Give them clear instructions on what to write about while making sure they write properly what you have taught them.

Note: To understand well if the selected materials contains the required information and target skills and whether they are relevant culturally and contextually, the teacher have to go through the materials by checking them. For example, if it is a part of the speech, the teacher has to listen to it until he/she is satisfied that the content is relevant and appropriate to the students.

Conclusion
Coordinators are necessary in connecting the ideas, statements, and actions of the same status, that is, the sentences in which the parts involved have equal regards. Thus, in the matters of such quality, students have to understand how to express themselves.

In order to help students become masters of these Secrets of Better Academic Writing, they should be more engaged by giving them more speaking and writing tasks or activities in which they will use these addition transitions to construct various sentences, paragraphs, and the whole composition.

Also check out how to study and teach:
For more on how to study & teach English Language topics, visit the following class links:

For 'O' Level's CSE Examination Sections, visit the following section links:

For more on Literature Topics, check out Literature in English Blog
For how to be professional keeper of your Diary in both Kiswahili and English, check out Shajara Yangu Blog


For Form IV NECTA Examination Sections, check out Elaborated CSEE NECTA Examination Sections

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