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 how to be professional keeper of your
Diary in both Kiswahili and English, check out Shajara Yangu Blog
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