Conjunctions are words that are used within sentences to join clauses
or parts of a sentence together.
Word
Functions |
Words |
Example Sentences |
Adding
information |
and
or |
The writer has used techniques such
as informal language and personal
anecdotes in order to persuade the reader.
The writing would be more suitable for this context if it used either
an academic writing style or more
technical examples. |
Contrasting
information |
but
yet
although
even though
while
whereas
despite |
The writer used a formal academic style
but also included personal anecdotes
in order to persuade the reader.
The writer used informal language yet
a more formal style is required in this context.
The writer included personal anecdotes although
examples of a more technical nature would have been more appropriate.
The writer uses an informal style even though
this technique is unsuitable for the academic context.
The writer included personal anecdotes while
examples of a more technical nature would have been more appropriate.
The writer used informal language whereas
more formal language is required in this context.
The writer included personal anecdotes despite
the traditional conventions of academic writing disallowing this technique.
|
Comparing
information |
and
like
as
both...and |
Sensory memory and
working memory have a limit upon the duration they can maintain stimuli.
Sensory memory, like working memory,
has a limit upon the duration it can maintain stimuli.
Sensory memory, as is the case with
working memory, has a limit upon the duration it can maintain stimuli.
Both sensory memory and
working memory have a limit upon the duration they can maintain stimuli.
|
Ordering
information
by time |
after
before
since
when |
Students were expected to hand in typed
assignments after many computers became
available on campus.
Few students typed their assignments before
computers became available on campus.
The number of typed assignments has increased dramatically since
many computers became available on campus.
Students were expected to hand in typed assignments when
many computers became available on campus. |
Causation/
reasoning |
because
as
since
now that
for
|
The conclusion is flawed because
the survey failed to use a random sampling technique.
The conclusion is flawed as the survey
failed to use a random sampling technique.
The conclusion is flawed since the
survey failed to use a random sampling technique.
The conclusion must be rejected now that
it has been revealed random sampling was not followed.
The conclusion must be rejected for
it has been revealed that random sampling was not followed. |
| Conditional |
if
unless
in case
provided that |
The conclusion must be rejected if
random sampling techniques were not used in the administration of
the survey.
The conclusion will be accepted unless
the administration of the survey was flawed.
The team is ready to administer another survey in
case the results of the first were flawed.
The conclusion will be accepted provided
that the administration of the survey was not flawed. |
Exemplifying
information |
such as
for example |
The writer has used techniques such
as informal language and personal anecdotes in order to persuade
the reader.
The team can administer several surveys simultaneously; for
example intelligence and aptitude tests are usually done together.
|
Oshima, A. & Hogue, A. (1991) Writing Academic English
(2nd Ed). California: Addison Wesley. Pp.39-40