Discour Markers
Discour means “pieces of language longer than a ntence.” Some words and phras are ud to show how discour is constructed. They can show the connection between what a writer has been discussing, what was previously written and what will be written; they can help to make clear the structure of what is being written; they can indicate what a writer thinks about what has been written or about someone el’s viewpoint. There are a very large number of the “discour markers”, and it is impossible to give a complete list in a few pages. Here are some of the most common examples. Some of the words and expressions have more than one u; for more information, look in a good dictionary. Some of the markers are ud mostly in informal writing; others are more common in a formal style. Note that a discour marker usually comes at the beginning of a clau. Also, some of the markers begin independent claus, and others only begin dependent claus. Your teacher can go over tho distinctions in class. Right now, just focus on the main u of each type of expression.
wFocusing and Linking
With ,
,
,
As is concerned,
,
The expressions focus attention on what is going to be written, by announcing the subject in advance. Some of them also make a link with previous discour, by referring back to what was discusd before.
With reference to is a very formal expression ud mainly at the beginning of business letters: “With reference to your letter of September 17, I would like to ”
Regarding can come at the beginning of a piece of discour: “Regarding the data achieved in the previous round ”
and As is concerned usually signal a change of subject by the writer: “There are no problems with production. Now as regards marketing, I think the best thing ” “There are no problems with production. As far as marketing is concerned, I think the best thing ”
As for usually signals a lack of interest, a strong difference of opinion with someone, or dislike for something or someone: “As for the opposing viewpoint, it has been adequately demonstrated that there is little merit in its argument.”
wBalancing Contrasting Points
On the other hand,...
The expressions are ud to balance two facts or ideas that contrast, but do not necessarily contradict each other.
“Arranged marriages are common in many Middle Eastern countries. In the West, on the other hand, they are unusual.”
“I like spending my holidays in the mountains, while/whereas my wife prefers the aside.”
“While/whereas some languages have 30 or more different vowel sounds, others have five or less.”
wEmphasizing a Contrast
However,...
Nevertheless,...
Still,...
In ,
However and nevertheless emphasize the fact that the cond point contrasts with the first. Nevertheless is very formal: “Britain came last in the World Children’s Games again. However, we did have one success, with Annie Smith’s world record in the first race of the day.”
Still introduces the contrasting point as an afterthought: “I don’t like the job much. Still, the money’s okay.
Yet, still, and in spite of... can be ud to suggest that something is surprising, in view of what has been written before: “He says he’s a Socialist, and yet he owns three hous and drives a Rolls.” “The train was an hour late. In spite of this, I still managed to get to the meeting in time.” “I still managed to get to the meeting in time.”
wSimilarity
Similarly,...
In the same way,...
The expressions are more common in a formal style.
“The roads are usually very crowded at the beginning of the holiday ason. Similarly, there are often rious traffic jams at the end of the holidays.”
“James Carter did everything he could to educate his children. In the same way, they in turn put a high value on their own children’s education.”
wConcession and Counter-Argument
Concession:
It
If....
Counter-Argument:
However,...
Even so,...
Nevertheless,...
Nonetheless,...
All the same,...
Still,...
The expressions are ud in a three part structure: (1) the writer mentions facts that point in a certain direction, (2) it is agreed (the concession) that a particular contradictory
fact points the other way, (3) but the writer dismiss this contradiction and returns to the original argument.
“I cannot agree with colonialism. It is true that the British may have done some good in India. Even so, colonialism is basically evil.”
