Center for Writing Across the Curriculum, Dante 202
Transitions between Paragraphs/Ideas
Ideas should transition elegantly—progressing logically, expanding in depth, and supporting your
thesis. You never want your reader to stop and question, "How'd we get here?" or say, “I already read
this on Page X.” In the Center, we often say, “Hold the reader’s hand.” Use transitions to gently guide
the reader where you want him or her to go.
Danger signs:
If you’re forcing a transition rather than using ideas to logically create one, these issues will likely
appear:
 Words like “However,” “Nevertheless,” or “As an example”
o Rethink your progression of ideas. Do they connect in a clearer or perhaps different
way?
 Repeated thesis statement at the beginning or end of paragraphs
o Simply restating the thesis doesn’t serve as an appropriate connection between
paragraphs. How do the main ideas of each paragraph relate to each other and the
thesis?
 Abstract concepts that could appear in anyone's essay
o Transition ideas should be meatier than vague, universal concepts. Why does on
main idea come after another in your paper specifically?
Effective transitions:
Transitions between paragraphs should come naturally. There is a reason you placed one paragraph
after another; use that reason to connect them. Using your own progression of logic as a guide is the
easiest way to show the links between each paragraph.
 Use a minor idea to transition between the previous paragraph's main idea and the following
paragraph's main idea.
o Ab -> bC
 Know your audience. If s/he wants a topic sentence, include one, and, if so, put it where s/he
will expect it (such as the beginning or the end of each paragraph).
 Use post-outlining.
o Underline the main ideas of each paragraph. Do they progress logically? Why are they
in this order? Does your organization support your thesis? Does it lead to your
conclusion?
Example, from A Writer’s Reference, 7th ed.
Notice the first sentence of each paragraph. The topic sentences signal global connections between
similar, but different ideas.
Consider the aseptic packaging, the synthetic packaging for the “juice boxes” so many children bring to
school with their lunch. One criticism of aseptic packaging is that it is nearly impossible to recycle, yet on
almost every other count, aseptic packaging is environmentally preferable to the packaging alternatives. Not
only do aseptic containers not require refrigeration to keep their contents from spoiling, but their manufacture
requires less than one-10th of the energy of making glass bottles.
What is true for juice boxes is also true for other forms of synthetic packaging. The use of polystyrene,
which is commonly (and mistakenly) referred to as “Styrofoam,” can reduce food waste dramatically due to its
insulating properties. Polystyrene also requires significantly fewer resources to produce than its paper
counterpart.
Center for Writing Across the Curriculum, Kramer, Fall 2012
Dante Hall 202 P.O. Box 4730 Moraga, CA 94575-4730 925.631.4684
Saint Mary’s College of California