Even with GPS, drivers still need signposts to know where they’re going on their travels. Similarly, readers need signposts to guide them on their reading journey. Transitions are essentially “literary signposts” that make it easier for readers to move from one sentence to another, from one paragraph to another, and from one section to another.
For example, consider this basic sentence:
Hemostasis comprises three steps: First, vascular spasm occurs; second, the platelet plug forms; and third coagulation begins.
I’ve italicized the transition words, which lead the reader through the sentence while highlighting the sequential nature of coagulation.
Here’s a closer look at transition tools and how to use them.
Transition tools
One simple transition tool is the humble conjunction: if, and, but, yet, so. Conjunctions connect sentences (which have a subject and verb), with other sentences or phrases (which lack a subject or verb). For example:
Before discharge, the social worker meets with patients to discuss community resources, and the nurse reviews the instructions for care. (Connects two sentences.)
Conjunctions aren’t the only way to create transitions: You also can use words and phrases tailored to your purpose. Here are examples of types of transitions you might want to make with sample words and phrases you could use.
| Type of transition | Sample words or phrases |
| Addition | Furthermore, moreover, in addition |
| Cause and effect | As a result, because, consequently, therefore |
| Contrast | Alternatively, despite, however, in contrast, on the other hand, yet |
| Compare | By comparison, compared to, compared with |
| Example | For example, for instance, particularly, specifically, such as |
| Sequence | First, second, third |
| Similarity | Similarly, likewise |
| Time | Then, after, later, subsequently |
Transition tools don’t have to be single words. Another way to create signposts is to craft effective paragraphs, with each one leading into the next. Most, but not all, paragraphs should have a topic sentence, which conveys the main point of the paragraph. (Sometimes a topic sentence isn’t needed because the content is obviously built on the previous paragraph.)
Think of each paragraph has having a beginning, middle, and end. The topic sentence usually comes first, followed by sentences with supporting information such as data or examples. Here’s an example from an article by Susie Keepper where the topic sentence is second.
“Many consider oral care an element of grooming, not an infection control measure. However, an association exists between poor oral care and systemic disease. For example, aspiration of oropharyngeal pathogens into the lungs can lead to pneumonia. Immobile or confined patients rely on oral care performed by nurses and other caregivers to prevent hospital-acquired pneumonia (HAP), which, according to Kim and colleagues, remains the leading cause of mortality in older adults. Understanding the connection between proper oral care and HAP prevention can help nurses protect patients.”
Keepper makes a brief introductory statement, but the key point of the paragraph is the link between poor oral care and systemic disease. She then provides examples that support this premise and ends with a statement that indicates what’s going to come next.
You can build paragraphs based on the outline you created for your article. For example, if you’re writing an article about identifying a patient with pulmonary embolism, one of your outline entries is likely to be diagnostic tests. You might start your paragraph with: “Common imaging tests for pulmonary embolism include computed tomography angiography and pulmonary angiography.” You could then explain how each is used and the typical findings. Depending on the level of detail you need to include, you might want to write a paragraph for each test.
Travel aids
You can use transition tools to ensure readers stay on the desired path of your article. These simple, yet effective, tools enhance readability and ensure delivery of your intended message.
Cynthia Saver, MS, RN, is editor of the award-winning book Anatomy of Writing for Publication for Nurses, 5thed. She has more than three decades of publishing experience as a writer, editor, and publishing executive. Cynthia’s work has appeared in many journals, and her past positions include editorial director for American Nurse Journal, which she helped launch. Cynthia is passionate about helping nurses share their expertise by writing for publication and happily shares her knowledge though The Writing Mind blog, articles, short presentations, and workshops.
References
Keepper S. Oral care and hospital-acquired pneumonia. Am Nurs J. 2026;21(1):6-12.doi:10.51256/ANJ012606
Saver C. Writing skills lab. In: Saver C. Anatomy of Writing for Publication for Nurses. 5th ed. Indianapolis, IN: Sigma Theta Tau International; 2024; 89-101.
