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Linking Words for Academic Writing: 250+ Phrases

10 min read

Linking words hold academic writing together. They signal to the reader whether you are adding a point, contrasting one, explaining a cause, or qualifying a claim. Without them, even well-evidenced arguments read as disconnected. With them, the logical structure of the argument becomes visible.

This guide organises linking language by function, with usage notes and examples for each category.

Addition and elaboration

Use when adding a related point or extending an argument.

Formal (recommended for academic writing):

Examples:

"The retrieval practice effect is well-established in laboratory settings. Furthermore, recent field studies have confirmed the effect in real classroom contexts (Dunlosky et al., 2013)."

"Spaced repetition improves long-term retention. Moreover, it appears to enhance the durability of emotional memory consolidation (McGaugh, 2000)."

Contrast and concession

Use when introducing an opposing view, limitation, or qualification.

Contrast (direct opposition):

Concession (acknowledging a point before counterarguing):

Examples:

"Interleaving produces higher test scores than blocked practice. However, students consistently rate interleaving as more difficult and less satisfying (Kornell and Bjork, 2008)."

"Although working memory capacity differs substantially between individuals, retrieval practice appears to benefit learners across the capacity distribution (Dunlosky et al., 2013)."

Cause and effect

Use when explaining why something occurred or what resulted from it.

Indicating cause:

Indicating effect/result:

Examples:

"Massed practice does not allow for forgetting to occur between sessions; consequently, retrieval during practice is less effortful and consolidation is weaker."

"Given that the studies were conducted on university students, caution is required when generalising these findings to younger populations."

Sequence and structure

Use when organising steps, stages, or a chronological or logical progression.

Listing and ordering:

Signalling structure:

Examples:

"First, the study examined short-term recall under massed practice conditions. Subsequently, participants were re-tested after a one-week delay to assess long-term retention."

Exemplification

Use when introducing evidence, examples, or illustrations.

Examples:

"Retrieval practice outperforms re-reading on delayed tests. For example, Roediger and Karpicke (2006) found that students who took a practice test recalled 50% more material after one week than students who re-read the passage."

Emphasis and importance

Use when highlighting a key point or prioritising among options.

Examples:

"Crucially, the effect size diminished significantly at longer retention intervals, suggesting that the benefit may not persist in real-world educational settings."

Qualification and limitation

Use when restricting the scope of a claim or signalling its conditions.

Summary and conclusion

Use in conclusions and synthesis sections.

Note on "in conclusion": It is grammatically correct but often mechanically used. Consider whether you can begin the conclusion with the restated thesis directly, without the announcement.

Common mistakes with linking words

Overusing "however" — If every paragraph opens with "However", the essay reads as a series of alternating arguments without a clear line of reasoning. Use contrast sparingly and ensure contrasting paragraphs are genuinely advancing the argument.

"As mentioned above" — This is a weak link. If you are referring back to an earlier point, name the point specifically rather than signalling it was mentioned.

"In today's modern society" — Not a linking phrase — a filler opener. Avoid.

"Obviously" / "Clearly" / "It is clear that" — These claim that something is self-evident when you should be demonstrating it. Replace with the demonstration itself.

Starting every sentence with a linking word — Linking words connect ideas; they should not appear in every sentence. Overuse makes prose feel formulaic. Use them at structural moments: between paragraphs and between major claims.

For the full academic vocabulary toolkit, see the Hedging Language Guide and the Academic Writing Style Guide. The Academic Vocabulary Flashcards include 80 linking phrases for practise.

Frequently asked questions

What are linking words in academic writing?

Linking words (also called transition words, connectives, or discourse markers) are words and phrases that show the logical relationship between sentences and paragraphs. They tell the reader whether the next point adds to, contrasts with, explains, or qualifies the previous one. Without linking words, academic writing becomes a list of unconnected claims; with them, the argument becomes coherent and readable.

What is the difference between 'however' and 'but'?

'But' and 'however' both introduce contrast, but they operate at different levels. 'But' is a coordinating conjunction that connects two clauses in one sentence: 'The model predicts high output, but the results were inconclusive.' 'However' is a conjunctive adverb that connects two separate sentences: 'The model predicts high output. However, the results were inconclusive.' In academic writing, 'however' is generally preferred for sentence-level contrast; 'but' is acceptable but more informal. Both should be used sparingly — not every contrasting idea needs flagged.

Can I start a sentence with 'However' in academic writing?

Yes. Starting a sentence with 'However' is standard academic practice and is not grammatically incorrect. The old rule against it comes from prescriptive writing instruction, not from academic convention. Most peer-reviewed articles freely use sentence-initial 'However'. What you should avoid is starting every other sentence with 'However' — it signals that your paragraphs are not building an argument but alternating between two positions.

Is 'furthermore' or 'moreover' better for academic essays?

Both are acceptable and largely interchangeable in academic writing. 'Furthermore' suggests you are adding a related but distinct point. 'Moreover' suggests you are adding a point that strengthens or extends the current argument. In practice the distinction is subtle and either works in most contexts. Vary between them to avoid repetition. Both are somewhat formal; if you find yourself using them in every paragraph, consider whether your paragraph structure is making the links clear enough through content, not just signalling words.

Plan your essay before you write a single word

Use the free Essay Structure Planner to build your argument outline, map PEEL paragraphs, and structure your introduction and conclusion — then take the free Academic Writing Fundamentals course for the complete essay-writing system.

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