Transitions are words and phrases that are used to signal the relationship between ideas in an essay and to join the various parts of an essay together. The following is a list of traditional expressions categorised according to their functions.
Functions Transition words
Addition Again, too, also, in addition, further, furthermore, moreover, besides Cause and effect Therefore, consequently, thus, accordingly, as a result, hence, then,
so , otherwise
Comparison Similarly, likewise, by comparison
Concession To be sure, granted, of course, it is true, to tell the truth, certainly, with the exception of, although this may be true, even though, naturally Contrast But, however, in contrast, on the contrary, on the other hand, yet,
nevertheless, after all, in spite of Examples or
special features For example, for instance, in other words, in illustration, in this case, inparticular, specifically Restatement That is, as I have said, in other words, in simpler terms, to put it
differently, simply stated
Sequence First, second, third, next, finally
{ UCLES examiners are NOT fond of this method of structuring or itemizing your arguments}. It makes your answer look like a “shopping” or “laundry” list.
Summary In conclusion, to conclude, to summarise, in brief, in short
General Essay Mark Scheme (9732) General comment:
Differences in grades should be determined by the ability of the candidate to demonstrate the various objectives of the examination listed in the syllabus & not purely by the ability to itemise further facts from the content of the syllabus.
An overall guide to the marks for individual questions is given below; these are from a total of 21 marks as the other 4 marks are reserved for evaluation.
Level Descriptors
1
Lower
Wrong track !
answer is mostly irrelevant
only few valid points made incidentally in an irrelevant context Upper
Right track but very skimpy +
marred by
conceptual flaws
answer shows some knowledge but does not indicate that the meaning of the question has been properly grasped
basic errors of theory or an inadequate development of analysis may be evident 2 Lower Incomplete analysis : Breadth (too narrow) Depth ( too shallow/superficial) Plus: Incoherent presentation badly organised)
answer shows an ability to identify facts, some ability at graphs, fair ability to apply known laws to new situation
accurate though undeveloped explanation of the facts relating to the question together with an explanation of the theory & evidence of some ability to discriminate & form elementary judgements,
BUT a clear, logical presentation not present
Upper
Lacking in scope and depth but better organised – more coherent.
where the answer has a more thorough relevance to the question but the theory is incompletely explained
3 Lower
Got both breadth and depth but
Lacking in
evaluative comments
answer shows a good knowledge of the facts and theory of the question, clear evidence of the ability to use facts and theory with accurate reference to the question
evidence of the ability to examine the implications of the question & an attempt to distinguish between facts & value judgements clear statements, supported by reasoned arguments should be
given & there should be some attempt at a conclusion to the question
Ideal answer good analysis + evaluation + application
+ well written
describe & explain this in a precise, logical, reasoned manner
ability to query some of the assumptions
new illustrations & examples appropriate to the material discussed should be introduced as further evidence of the ability to recognise the principles of the question & their application to relevant current situations
Levels explained:
L1 Knowledge/Recognise (Description)
Identify the key theory without explanation Outline give a list of relevant factors
L2 Consolidate (Add some detail – application)
Explain what happens – descriptive
Clarify give examples without explanation
L3 Elaborate (Extend to include analysis)
Analyse use relevant theory to aid explanation Apply place explanation in context
Evaluation marks:
Level Descriptors Marks
E2 Judgement based on analysis 3 – 4
How to use this ‘full-length’ essay to teach skills
Objective of preparing a fully fleshed up essay for our First tutorial to Teach Essay Skills:
(1) Benchmark and Inspiration
As part of our concerted effort to “teach” essay skills a fully fleshed out answer is useful to complement an outline or framework. The purpose is to help students see and understand how to transform a skeletal outline into the final product. How to put the flesh to the bones. Hopefully it is useful as a benchmark to inspire them to work towards this goal.
Of course they are not expected to able to produce this answer at this point. Building good writing skills is a process that takes time to bear fruit.
(2) Where’s the Beef?
I have consciously highlighted in red all the parts of the answer that is content or concept based. Good analysis must be based on solid use of ECONOMIC concepts to beef up analysis. In short the red parts represent the “meat” or beef” in the answer. Students should be taught to dispel the notion that good style and command of the language is sufficient to “smoke” their way through in writing an economics essay. Lots of words but no real economic content is to be strongly discouraged at an early stage.
(3) Tips
I have incorporated tips/nuggets in the boxes to help our students polish up essay-writing skills. As I think about essay writing skills I realized that students also learn not just from a set of ready made rules neatly laid down in a handbook but also from picking up “tips” as they do their hands-on practice. Hence, I have inserted these boxes to inculcate skills as we go along.