E10/EF7 "" examples from you

1. All the animals met and talked “[a]s soon as the light…went out”. (1) 2. The life of the animals on animal farm was “miserable, laborious and short.” (3) 3.Like Old Major said the animal’s lives on Animal Farm are hard, “laborious and short.”(3) In order to get a better life, they decide to “get rid of Man.”(5) 4.The animals on the farm are unhappy. Their lives are “miserable,laborious and short ”(3). 5. In the farm, an animal’s life is “misery and slavery”.(3) The animals are not free and usually live harsh spare lives. 6.Before rebelling, the animals’ lives in the farm are “miserable” (3) and “laborious”, and they are forced to work until they are dead. 7. In past years, life on Animal farm was quite comfortable when Mr. Jones had been “a capable farmer”. (11) 8. Under the control of the human, the life of the animals is “miserable,laborious,and short.”(3) 9. Old Major said that the lives for animals in the farm “are miserable, laborious and short” (3) and he accused Man of that.

E10/ EF7 Christopher Hitchens quotation

For scene when animals are in field after rebellion (pp13-14) “Choked-up feelings of emotion at liberation are the surest sign that a moment of disillusion and disappointment is at hand.” Christopher Hitchens. A Long Short War: The Postponed Liberation of Iraq , Penguin: Toronto, 2003

E10/ EF7 "" examples from you

1. Mr. Jones, who managed the Manor Farm, was regarded as “the lord of all the animals” (1). 2. The end of their lives is like a sacrifice for their human “lord”(4) because humans are using their dead bodies. 3. The animals’ lives on Animal Farm were “miserable, laborious and short”.(3) 4. All animals lives are “miserable, laborious and short”(3) on the farm, so they want to survive until one day Old Major tells them of revolution, and teaches them a song called “ Beasts of England”. 5.All animals work hard, but they are “starving”.(4) 6. All the animals in the farm felt like they were living in “misery and slavery”(2) while Mr. Jones was lying around and drunk all day.

E10/ EF7 "" work

Boxer was a horse who had “steadiness of character”. (2) Boxer, “an enormous beast” (2), was a friend of Benjamin’s. SHORT, INCORPORATED Incorporated means the quotation has been made part of your sentence. If the “” were gone, it would still be a grammatical sentence. Boxer was a work horse who was “nearly eighteen hands high”. (2) Boxer was a really big horse: “nearly eighteen hands high”. (3) NO GOOD, NOT INCORPORATED Boxer was a big horse. He was an “enormous beast”. (3) Boxer was a big horse who had a “somewhat stupid appearance”. (3) Boxer was a huge horse who worked hard, and he was an “enormous beast”. (2) Boxer, who was an “enormous beast” (2), was a dumb horse who worked hard. Boxer, who was “an enormous beast” (2), was “nearly eighteen hands high”. TOO MUCH QUOTATION Boxer, who was “an enormous beast” (2), was unusually tall. WHERE TO PUT THE PERIOD? Boxer was a horse who had “steadiness of character”. (2) Boxer was a horse who had “tremendous powers of work.” (2) DETAIL, IMPORTANT BUT NOT CRITICAL Boxer was a horse who had “tremendous powers of work” (2) and who was huge. … … ellipsis …… NOT ENGLISH , etc I like dogs, cats, fish, goats, ……. NOT ENGLISH I like dogs, cats, fish, goats, etc. ENGLISH et cetera, and others, ‘and so on’ … shows that words have been removed Benjamin and Boxer were great friends and loved to hang out on “Sundays together… never speaking.” (2) MUST BE GRAMMATICAL Benjamin and Boxer were great friends and loved to hang out on “Sundays… speaking.” (2) NOT GRAMMATICAL Benjamin, who was a donkey, was the “oldest… and the worst tempered” (2) of all the animals. GRAMMATICAL Benjamin, who was a donkey, was the “oldest… tempered” (2) of all the animals. NOT GRAMMATICAL … POWERFUL TOOL, USE IT WISELY, USE IT SPARINGLY [ ] square brackets- USED TO CHANGE WORDS, ONLY FOR GRAMMAR OR CLARITY Stephen Harper said, “[Obama]is a very nice man.” Benjamin and Boxer liked “spent their Sundays together”. (2) NOT GRAMMATICAL Benjamin and Boxer liked “spen[ding] their Sundays together”. (2) [] POWERFUL TOOL, USE IT WISELY, USE IT SPARINGLY Boxer and Benjamin “usually [liked] spen[ding] their Sundays together… never speaking.” (2) UGLY, NOT ELEGANT, AWKWARD, BETTER TO REWRITE IN A DIFFERENT WAY Boxer and Benjamin “spent their Sundays” (2) standing silently eating grass together. Boxer and Benjamin liked to spend time in silence “grazing side by side”. (2)

E10 EF7 "" work

Boxer was a horse who had “steadiness of character”. (2) Boxer, “an enormous beast” (2), was a friend of Benjamin’s. SHORT, INCORPORATED Boxer was a work horse who was “nearly eighteen hands high”. (2) Boxer was a huge horse who worked hard, and he was an “enormous beast”. (2) Boxer, who was an “enormous beast” (2), was a dumb horse who worked hard. Boxer, who was “an enormous beast” (2), was “nearly eighteen hands high”. TOO MUCH QUOTATION Boxer, who was “an enormous beast” (2), was unusually tall. WHERE TO PUT THE PERIOD? Boxer was a horse who had “steadiness of character”. (2) Boxer was a horse who had “tremendous powers of work.” (2) DETAIL, IMPORTANT BUT NOT CRITICAL … ellipsis …… NOT ENGLISH , etc I like dogs, cats, fish, goats, ……. NOT ENGLISH I like dogs, cats, fish, goats, etc. ENGLISH et cetera, and others … shows that words have been removed Benjamin and Boxer were great friends and loved to hang out on “Sundays together… never speaking.” (2) MUST BE GRAMMATICAL Benjamin and Boxer were great friends and loved to hang out on “Sundays… speaking.” (2) NOT GRAMMATICAL Benjamin, who was a donkey, was the “oldest… and the worst tempered” (2) of all the animals. GRAMMATICAL Benjamin, who was a donkey, was the “oldest… tempered” (2) of all the animals. NOT GRAMMATICAL … POWERFUL TOOL, USE IT WISELY, USE IT SPARINGLY [ ] square brackets- USED TO CHANGE WORDS, ONLY FOR GRAMMAR OR CLARITY Stephen Harper said, “[Obama] is a very nice man.” Benjamin and Boxer liked “spent their Sundays together”. (2) NOT GRAMMATICAL Benjamin and Boxer liked “spen[ding] their Sundays together”. (2) [] POWERFUL TOOL, USE IT WISELY, USE IT SPARINGLY Boxer and Benjamin “usually [liked] spen[ding] their Sundays together… never speaking.” (2) UGLY, NOT ELEGANT, AWKWARD, BETTER TO REWRITE IN A DIFFERENT WAY

English 10/ EF7 "Little Women for Little Women in Afghanistan"

Little Women For Little Women in Afghanistan

           

Little Women for Little Women in Afghanistan was founded by Alaina Podmorow in the fall of 2006 after she attended a speech by Sally Armstrong, journalist and human rights activist, and author of Veiled Threat and Bitter Roots, Tender Shoots.  Alaina was deeply moved by Armstrong’s stories of the hardships of girls in Afghanistan and their struggle to exercise their right for education. She was inspired by Sally’s words, “The worst thing you can do is nothing.”

Alaina started a team of girls from her school called Little Women for Little Women in Afghanistan in the spring of 2007.  Eighteen girls from Davidson Road Elementary School in Lake Country joined the team which has focused their incredible energy and spearheaded many events and projects to support Afghan girls and women.

To date, Little Women has raised over $375,000.  100% of all donated funds are sent to Afghanistan through the mother organization, Canadian Women for Women in Afghanistan to pay the salaries of Afghan teachers, train teachers, support education initiatives, libraries and community projects.  The “Littles” participate annually in the International Women’s Day celebrations across the country and march proudly for children’s rights on Children’s Rights Day June 1st.

Through raising funds and awareness, Little Women for Little Women support education projects in Afghanistan, so that girls and women in Afghanistan will have their human rights restored, live freely and in peace.  The projects are created and managed by Afghan women or communities.

Adapted from http://www.littlewomenforlittlewomen.com/

In Alaina’s words:

I founded Little Women when I was nine years old when I learned about the terrible human rights violations that happen to little girls in Afghanistan. It was so upsetting that girls could not attend school or get educated or receive the basic rights of equality and education. Little Women have been working hard to make change for girls in Afghanistan. I believe education=peace and only through education can peace be achieved.

Little women have many projects to support our education projects on the ground in Afghanistan. Through fundraising and raising awareness, we have recently trained 1200 teachers, we have paid teachers’ salaries, funded libraries, bought books, supported an orphanage, helped build a school and listened to what the Afghan girls and Women want and need. Just as important, we are spreading awareness about the need for others to take action. There are thousands of girls going to school because of the projects running on the ground and there are 1000's who we speak to here in Canada the US and the world who get enlightened and then take action.

Adapted from http://www.dosomething.org/project/little-women-little-women-afghanistan

E10/EF7 Background on "The Testimony of Patience Kershaw"

The song is based upon the testimony given by a young woman, Patience Kershaw, to an investigation by Lord Ashley’s Mines Commission of 1842, which looked into the conditions of labour in the mines. The Mines Act of 1842 that resulted prohibited the employment in the mines of all women and of boys under thirteen.

No. 26. — Patience Kershaw, aged 17, May 15, 1842.

“My father has been dead about a year; my mother is living and has ten children, five lads and five lasses; the oldest is about thirty, the youngest is four; three lasses go to mill; all the lads are colliers, two getters and three hurriers; one lives at home and does nothing; mother does nought but look after home.

“All my sisters have been hurriers, but three went to the mill. Alice went because her legs swelled from hurrying in cold water when she was hot. I never went to day-school; I go to Sunday-school, but I cannot read or write; I go to pit at five o’clock in the morning and come out at five in the evening; I get my breakfast of porridge and milk first; I take my dinner with me, a cake, and eat it as I go; I do not stop or rest any time for the purpose; I get nothing else until I get home, and then have potatoes and meat, not every day meat. I hurry in the clothes I have now got on, trousers and ragged jacket; the bald place upon my head is made by thrusting the corves; my legs have never swelled, but sisters’ did when they went to mill; I hurry the corves a mile and more under ground and back; they weigh 300 cwt.; I hurry 11 a-day; I wear a belt and chain at the workings, to get the corves out; the getters that I work for are naked except their caps; they pull off all their clothes; I see them at work when I go up; sometimes they beat me, if I am not quick enough, with their hands; they strike me upon my back; the boys take liberties with me; sometimes they pull me about; I am the only girl in the pit; there are about 20 boys and 15 men; all the men are naked; I would rather work in mill than in coal-pit.”

The commission concluded: “This girl is an ignorant, filthy, ragged, and deplorable-looking object, and such an one as the uncivilized natives of the prairies would be shocked to look upon.”

Read more testimonials from girl miners at http://library.thinkquest.org/05aug/01419/minesact.html

E10/ EF7 "The Building" #6

“The Building”

6.        Workers, police and onlookers cheered loudly, waved their arms, and smiled at each as the dust settled, revealing a mountain of broken bricks and twisted steel.

Workers, police and onlookers cheered loudly and waved their arms; they smiled at each other as the settling dust revealed a mountain which was made of broken bricks and twisted steel.

Workers, police and onlookers, who were cheering loudly and waving their arms, smiled at each other as the dust settled and revealed a mountain made of broken bricks and twisted steel.

E10 EF7 Money sent comb

Money

1.     Money isn’t everything; however, it’s a long way ahead of what comes next.

Money isn’t everything, but it’s a long way ahead of what comes next.          

2.     Money is like a queen that/who gives rank and beauty.

Money is like a queen; in fact, it gives rank and beauty.

Money is like a queen that is giving rank and beauty.

Money is like a queen because it gives rank and beauty.

Like a queen, money gives rank and beauty.

CHOICE

3.Money is like muck in that it is not good unless it is spread around.

Money is like muck; therefore, it is not good unless it is spread around.

4.     Money can’t buy friends, but it gives you a better class of enemy.

Although money can’t buy friends, it gives you a better class of enemy.

5.     When it is a question of money, everybody is of the same religion.

Everybody is of the same religion when the question is about money.

E10/EF7 "The Building" sentence combining

“The Building”

1.     The streets that surrounded the seventeen-story building were deserted.

Adjectives modify nouns “the blue chair”, “the little boy”

Nouns modify nouns “the barber chair”, “the school boy”

Can’t be plural- store that sells groceries “a groceriesy store”

“The girl is six years old.”  “She is a six-year-old girl.”

Three main sentences

The streets that surrounded the seventeen-story building were deserted.

            The supervisor who was directing the leveling blew a shrill high whistle.

            The technician who was in charge of blasting sent an electric signal which ignited the explosives.

When the supervisor who was directing the leveling blew a shrill high whistle, the technician who was in charge of blasting sent an electric signal which ignited the explosives.

2.     Billowing dust clouds rose in all directions from ground level.

3.     The clouds enveloped the lower floors and reached out toward onlookers in other buildings.

The clouds enveloped the lower floors, reaching out toward onlookers in other buildings.

After the clouds enveloped the lower floors, they reached out toward onlookers in other buildings.

First the clouds enveloped the lower floors; then they reached out toward onlookers in other buildings.

SIMPLE COMPOUND COMPLEX

4.     The structure seemed unaffected by the blast at first.

At first, the structure seemed unaffected by the blast.

It then trembled slightly and gently slid straight downward into the cloud dust.

5.     The echoing explosion, which could be heard for miles, shook nearby windows and stunned cringing onlookers.

Commas around adjective clauses

A.    Everybody who is born in Canada is a Canadian citizen.

B.     Everybody, who is born in Canada, is a Canadian citizen.

Same meaning? No.

Which one is true? A.

complete subject

A.    My sister who is a nurse plays volleyball. 2+

B.     My sister, who is a nurse, plays volleyball. 1

A.    Joe’s mother who is retired plays mah-jong. essential clause

B.     Joe’s mother, who is retired, plays mah-jong. non-essential clause

Non-essential clause, non-restrictive clause

E10/ EF7 Big-Game Hunting possible solutions

Big-Game Hunting

1.Joshua is an eleven-year-old who works for his father as a wilderness guide, a trail cook, and an equipment foreman.

Joshua is eleven years old, and he works for his father as a wilderness guide, a trail cook, and an equipment foreman.

1.Joshua is an eleven-year-old wilderness guide, a trail cook, and an equipment foreman who works for his father.

What sounds best?

Adjectives modify nouns “a blue chair”

Nouns modify nouns “a work chair”

“a nice boy”

“a school boy”

“an eleven-year-old boy”

2.         His father owns a ranch which caters to people who like hunting, fishing, and exploring the outdoors on horseback.

His father owns a ranch which caters to hunters, fishermen and horseback riders.

XXX, XXX, and XXX.- Oxford comma

XXX, XXX and XXX.

Comma usage is very personal.

3.         Joshua has accompanied his father on overnight hunting trips; in fact, he/Joshua has loved the outdoors all his life.

Joshua, who has loved the outdoors all his life, has accompanied his father on overnight hunting trips.

Joshua has accompanied his father, who has loved the outdoors all his life, on overnight hunting trips.

4.         He now takes hunters, fishers, and photographers into the wilderness alone/by himself for several days.

Now he takes…

5.        

Pick an appropriate level of language.

You have to jump into the pool!

5.         He must take care of the horses and the gear, supervise the food, ensure the safety of his clients, and make sure that they shoot, catch or photograph whatever they seek.

He must take care of the horses and the gear; also, he must supervise the food and ensure the safety of his clients.  As well, he must make sure that they shoot, catch or photograph whatever they seek.

He must take care of the horses and the gear; also, he must supervise the food all the time ensuring the safety of his clients so that they can shoot, catch or photograph whatever they seek.

all the time= meanwhile most important

E10/ EF7 Big Game Hunting/ Money

Big-Game Hunting

1.     Joshua is an eleven-year-old who works for his father as a wilderness guide, a trail cook, an equipment manager.

Oxford comma ,and

Comma or no comma- your choice.

2.     His father owns a ranch that caters to people who like hunting, fishing and exploring the outdoors on horseback.

3.     Joshua has accompanied his father on overnight hunting trips; indeed/in fact, he loved the outdoors all his life.

Joshua, who has loved the outdoors all his life, has accompanied his father on overnight hunting trips.

A lover of the outdoors all his life, Joshua has accompanied his …

4.     He now takes hunters, fishers and photographers into the wilderness alone for several days.

5.     He must take care of the horses and the gear and supervise the food.  Also, he must ensure the safety of his clients and make sure that they shoot, catch or photograph whatever they seek.

He must take care of the horses and the gear.  Also, he must supervise the food.  As well/ On top of that/ Most importantly, he must ensure the safety of his clients and make sure that they shoot, catch or photograph whatever they seek.

Money- much more challenging

1.     Money isn’t everything, but it’s a long way ahead of what comes next.

2.     Money is like a queen that gives rank and beauty.

3.     Money is also like muck because it is not good unless it be/ is spread.

4.     Money can’t buy friends, but it gives you a better class of enemy.

5.     When it is a question of money, everybody is of the same religion.

E10/EF7 correction chat

awk- awkward, phrasing

            translation from mother tongue

cs, ro

prepositions are used as idioms, idiomatic

            prepostions don’t translate well

            usage is idiomatic

“in”

“talk” to, with, under, over, for, about, around

“look” at, for, to, after, forward, forward to, down on, up to

85 preps

85X85=

“knocked her up/down”

punc, p

agr- #1 error

“I is a student.”

“My sister talk to my father.”

vt verb tense- maintain tense

vf verb form- “I was go went to school.”

“I am be living in Vancouver.”

“I living in Richmond.”

wf- word form “Canada is a freedom country.”

#- “I have three person in my family.”

? Meaning?  What do you mean?

E10/ EF7 correction code chat

Prepositions are idiomatic

They don’t translate well

85 prepositions- all idioms

“talk” to, with, under, over, for, at

Meaning of prepositions is in the culture, not a dictionary

punc- cs

ro

agr – subject verb agreement- #1 error

“I is a student.”

“He are a student.”

My sister walk to school.”

“The teacher in the story who is talking to the students admit that he is wrong.”

vt verb tense- maintain tense

vf verb form- “I was go to school.”

“I am be living in Vancouver.”

wf word form- “Canada is a freedom country.”

“I was boringed when I went to the party.”

wo “I bought a car blue.”

ww wrong word-  “We got a new chicken kitchen this weekend.”

# “There are six person in my family.”

?- Meaning?  What do you mean?

E10/ EF7 10:20 Summer Camp possible solutions

Kernel- centre, foundation

Wallacheen is a camp.

The camp operates in the summer. –don’t repeat words

POSSIBLE WAYS TO COMBINE:

Wallacheen is a camp that/which operates in the summer.

Wallacheen is a summer camp.

The camp is for children.

Wallacheen is a camp that is for children which operates in the summer.

Wallacheen is a summer camp for children. SHORTER, DENSER

Wallacheen is a summer camp for children who are six to twelve years old.

Wallacheen is a summer camp for children (who are) aged six to twelve years old.

Wallacheen is a summer camp that teaches arts and crafts for (to) six to twelve-year-old children.

Wallacheen is a summer arts and crafts camp for six to twelve-year-olds.

2.        The children stay for a week without parents; they sleep in log cabins and sometimes outdoors.

The children, who stay for a week without parents, sleep in log cabins and sometimes outdoors.

The children stay for a week without parents and sleep in log cabins; sometimes, they sleep outdoors.

The children stay for a week without parents, sleeping in cabins made of logs or sometimes outdoors.

While the children stay for a week without parents, they sleep in cabins made of logs or sometimes outdoors.

3.        The counsellors and cabin leaders are teenagers who are fifteen to eighteen years old; they are bright and knowledgeable about children.

The counsellors and cabin leaders are bright fifteen to eighteen-year-old teenagers who are knowledgeable about children.

The counsellors and cabin leaders, bright fifteen to eighteen-year-old teenagers, are knowledgeable about children. APPOSITIVE

The bright fifteen to eighteen-year-old teenaged counsellors and cabin leaders are knowledgeable about children.

4.        They act as big brothers and sisters and (to) help the children who are bored and sometimes afraid.

They act as big brothers and big sisters to help the bored and sometimes afraid scared/ frightened children.

They act as big brothers and big sisters, helping the bored and sometimes afraid scared/ frightened children.

The children, who are bored and sometimes scared, are helped by the counsellors who act as big brothers and sisters. PASSIVE VOICE- weak

5.        They are like all camp counsellors who find the job easy in the sunshine and hard in bad weather.

They are like all camp counsellors in that they find the job easy in the sunshine and hard in bad weather.

Like all camp counsellors, they find the job easy in the sunshine and hard in bad weather.

E10/ EF7 Summer Camp sentence combining- possible solutions

Summer Camp sentence combining- possible solutions

2.        The children, who stay for a week without parents, sleep in log cabins and sometimes sleep outdoors.

3.        The teenaged counsellors and cabin leaders, who are fifteen to eighteen years old, are bright and knowledgeable about children.

            The counsellors and cabin leaders, who are bright and knowledgeable about children, are teenagers aged fifteen to eighteen.

4.        They act as big brothers and sisters and help the children who are bored and sometimes afraid.

            Acting as big brothers and sisters, they help the children who are bored and sometimes afraid.

They act as big brothers and sisters to the children and help those that are bored and sometimes afraid.

Like big brothers and sisters, they help the bored and sometimes scared children.

5.        Like all camp counsellors, they find the job easy in the sunshine and hard in bad weather.

They are like all camp counsellors who find the job easy in the sunshine but hard in bad weather.

They are like all camp counsellors (in that) (because) they find the job easy in the sunshine but hard in bad weather.

E10/ EF7 Sentence styles

English 10/ English Foundations 7 Expectations for Sentence Writing

Sentences styles

SIMPLE

S+V one independent clause, one main clause

We are studying English.

English is an important language in Vancouver.

My sister and I are studying English.

I am studying English and learning a lot.

COMPOUND

SV SV

We are studying English CONNECT? English is an important language in Vancouver.

FANBOYS for and nor but or yet so -coordinating conjunctions

Very low frequency

I am wearing a sweater, for I am cold. Very low frequency

SOBA so or but and- high frequency

I am cold, so I am wearing a sweater.

; semicolon

I am cold; I am wearing a sweater.

,so = ;

,but= ;

,SOBA= ;

Transitional terms

however therefore moreover meanwhile

I am cold; therefore, I am wearing a sweater.

I am cold. Therefore, I am wearing a sweater.- Highest frequency

,yet= ; nevertheless, ;despite this,

Prestige language- elegant, fancy

COMPLEX

independent clause + dependent clause

Adjective clause

I go to a school (which is on Fraser Street).

The school (that I go to) is on Fraser Street.

Adverb clauses

I study English (because it is important to me).

I read books (when I have free time).

Noun clauses

I think (that English is interesting).

She knows (that she will do well).

BASIC STYLES- IKEA sentences

English 10/English Foundations 7 Expectations for Sentence Writing

“English 10/English Foundations 7 Expectations for Sentence Writing”

haleyshec.blogspot.com

SIMPLE

S+V

We are studying English.

COMPOUND

S+V CONNECTOR S+V

We are studying English JOIN? We are learning how to write sentences.

FANBOYS= for and nor but or yet so- coordinating conjunctions

Not high-frequency words

We are studying English, for we want to improve. Not commonly used.

SOBA= so or but and

High frequency words

We want to improve, so we are studying English. More commonly used

; semicolon- low frequency

We are studying English; we are learning how to write sentences.

Transitional terms

We are studying English; therefore, we are learning how to write sentences.

We are studying English.  Therefore, we are learning how to write sentences.

COMPLEX

Adjective clauses

I go to a school (which is in Vancouver).

The school (which I go) to is in Vancouver.

Adverb clauses

I go to school (when I have time).

I want to study (because I want a better job).

Noun clauses

I know (that I can do it).

I feel (that the class will be challenging).

BASIC STYLES

E10/ EF7 Transitional Terms

Transitional Terms

            Transitional words and phrases help paragraphs read more smoothly by improving the             connections between supporting sentences.

            MODEL:        Use a period or semicolon between the sentences and a comma after the                                                transitional term.

                                    For example:  Richmond is an exciting city to live in; in particular, its Asian                                                                     influence makes for a very multicultural environment.

HERE ARE A MILLION FOR YOU TO USE:

Addition

also, again, besides, furthermore, in addition, likewise, moreover

Consequence

accordingly, as a result, consequently, for this reason, for this purpose, hence, otherwise, subsequently, therefore, thus

Generalizing

as a rule, as usual, for the most part, generally, generally speaking, ordinarily, usually

Exemplifying

chiefly, especially, for instance, in particular, namely, particularly, specifically, for one thing, as an illustration, as an example, for example

Emphasis

above all, chiefly, especially, particularly, in particular, singularly, moreover, most importantly

Similarity

comparatively, correspondingly, identically, likewise, similarly, by the same token, still, nevertheless,

Contrast

conversely, instead, on one hand, on the other hand, on the contrary, rather, however, in contrast

Sequence

at first, first of all, to begin with, in the first place, at the same time, for now, for the time being, in time, in turn, later on, next, then, soon, later, earlier, simultaneously, afterward, finally

Restatement

in essence, in other words, namely, that is, that is to say, to put it differently

Summarizing

after all, all in all, all things considered, briefly, by and large, in any case, in any event, in brief, in conclusion, on the whole, in short, in summary, in the final analysis, in the long run, on balance, to sum up, to summarize,