你用过渡词和词组引导读者顺利地从一个观点过渡到下一个观点吗？
你可以在句子或段落的开头用这些便于使用的词和词组引导读者通读一篇作品。
每一个这样的词都像一个路标。它们指引读者了解各个观点和支持性细节间的关系。它们还指明各句子之间的关系。
这些词语能帮你讲述时间以及各事件之间的关系：
today, tomorrow, next week, yesterday, meanwhile about, before, during, at, after, soon, immediately, afterward, later, finally, then, when, next, simultaneously, as a result
这些词语能帮你表明观点的顺序：
first, second, third, finally, last, most importantly, of least importance
这些词语能帮你表明位置
above, over, below, beneath, behind, in front of, in back of, on top of, inside, outside, near, between, beside, among, around, against, throughout, off, onto, into, beyond
这些词语能帮你进行比较或表示类似
also, as, similarly, in the same way, likewise, like
这些词语能帮你进行对照或表示差异：
in contrast, however, although, still, even though, on the other hand, but
这些词语能帮你增加信息：
in addition, for instance, for example, moreover, next, likewise, besides,
another, additionally, again, also, in fact
这些词语能帮你澄清观点：
in other words, for instance, that is
这些词语能帮你加强你所论述的某个观点的语气：
truly, in fact, for this reason, again, on top of that
这些词语能帮你引出结论或进行归纳：
all in all, last, as a result, in summary, therefore, finally
你的每一个段落都支持并展开主题思想/主题句吗？
段落是思想观点或讨论内容的单位。每一段独立成为一个单位。
提示：在Criterion中，你应在段落间留出空行表示新段落的开始。
有的段落长，有的段落短。有的段落很短，只有一句话，句子本身会十分有力。
有的段落包含一个有趣的故事，需要几个句子来讲述。
有的段落会自成一体，另一些段落更像两个主题之间的桥梁。
下面的几个问题能帮你评价你的段落：
提示：你可以试着给每个段落加一个标题，看它能否在意义上独立存在。或者假设你的读者问了你一个具体的问题，而这一段正是这个问题的答案。如果某些句子不适合做问题的答案，很可能你应删掉它们。
如果你试图把观点说得很重要，但不对你的观点作解释，你的读者可能感到困扰。尝试用不只一个句子解释或定义事物。试写三个句子，看一看你的观点会多么完整！
用一个贴切的实例表明你说的话是真实可靠的。这一点很重要。
- 有什么个人经历或引自它处的语录来支持你试图说明的观点吗？
是否引用你的个人经历，听一听老师的意见。在某些作品中这样做是受欢迎的，但在另一些作品中人们并不赞成这样做。
提示：如果你在引用别人的话，要确保引用得正确。
- 你使用了能形成句子之间和观点之间联系的明确的过渡词语吗？
对你的文段的一种检验方式是：把整段文章看作一列火车，把各个句子看作车厢（把主题句看作发动机）。这段文章的所有部分都是联结相配的吗？
Do you use transitional words and phrases to take the reader smoothly from one idea to the next?
You can use these handy words and phrases to lead the reader through a piece of writing by beginning paragraphs and sentences with these words.
Each of these words is like a sign along a road. They give the reader an idea of the relationships between the various ideas and supporting points. They also point out the relationship between sentences.
These words can help you talk about time and the relationship of events:
today, tomorrow, next week, yesterday, meanwhile about, before, during, at, after, soon, immediately, afterward, later, finally, then, when, next, simultaneously, as a result
These words can help you show the order of ideas:
first, second, third, finally, last, most importantly, of least importance
These words can help you show location:
above, over, below, beneath, behind, in front of, in back of, on top of, inside, outside, near, between, beside, among, around, against, throughout, off, onto, into, beyond
These words can help you compare or demonstrate similarity:
also, as, similarly, in the same way, likewise, like
These words can help you contrast or demonstrate difference:
in contrast, however, although, still, even though, on the other hand, but
These words can help you add information:
in addition, for instance, for example, moreover, next, likewise, besides,
another, additionally, again, also, in fact
These words can help you clarify a point:
in other words, for instance, that is
These words can help you add emphasis to a point that you are making:
truly, in fact, for this reason, again, on top of that
These words can help you conclude or to summarize:
all in all, last, as a result, in summary, therefore, finally
Do each of your paragraphs support and develop the main idea/topic sentence?
Paragraphs are units of thought or discussion. Each of these stands alone.
Indent five spaces at the beginning to show where each paragraph begins.
Tip: Talk to your instructor about indenting paragraphs because letters and memos have different rules about making paragraphs.
Some paragraphs are long and some are short. Some paragraphs can be as small as one sentence, which can be quite powerful all by itself.
Some contain an interesting story that can take several sentences to tell.
Some paragraphs could stand alone. Others are more like bridges between two main ideas.
Here are some questions to help you evaluate your paragraphs:
- Have you said enough so that each paragraph is complete?
Tip: You could try giving each paragraph a title and see if it could stand alone as something meaningful. Or pretend that your reader asked you a specific question and this paragraph is the answer. If some of the sentences don't fit as an answer, then you should probably get rid of them.
- Have you used words that need to be explained or defined?
If you're trying to sound important and don't explain what you mean, your reader might feel frustrated. Try using more than one sentence to define or explain something. Try using three sentences, and see how more complete your idea is!
- Have you provided evidence? Would an example show what you mean?
Use a good example to show that what you say is true. This is important.
- Is there a personal experience or quotation from another source that would support what you are trying to say?
Check with your teacher about using your personal experience. In some kinds of writings, this is preferred and in other kinds of writing, it is frowned upon.
Tip: If you are quoting from another source, make certain that you are quoting correctly.
- Have you used clear transitions that establish connections between sentences and ideas?
A test of your paragraph is to think of it as a train and the sentences as cars (and the topic sentence as an engine). Do all the parts of the paragraph link or fit together?