At basic and intermediate level, students connect ideas with simple words: and, but, so, because. These work in everyday speech and writing. But academic essays, formal reports, and serious writing need more variety. Where a casual writer would use but, an academic writer might use however, nevertheless, or on the other hand. Where casual writing uses so, formal writing uses therefore, as a result, or consequently. These connecting words are called discourse markers — small words and phrases that show the reader how one idea relates to another. Knowing the right discourse marker for each situation is one of the clearest signs of advanced writing. This lesson uses simple language to explain what discourse markers do, covers the most useful ones at B2 level, and shows how to teach students to use them naturally rather than scattering them at random in their writing.
Before you start — think honestly about your own teaching and experience.
Look at the examples. Answer each question before reading the explanation — this is how your students will learn too.
CASUAL: I worked hard for the exam. But I did not pass. So I will try again next year.
FORMAL: I worked hard for the exam. However, I did not pass. Therefore, I will try again next year.
The ideas are the same. The connections are the same. What has changed?
The casual version uses but and so — small everyday words that connect ideas in conversation and informal writing. The formal version uses however and therefore — discourse markers that do the same job but signal a more careful, formal style. Each marker matches a casual word: however = but, therefore = so, in addition = and (when adding ideas), as a result = so, in conclusion = finally. The difference is not in meaning but in register. Casual writing uses casual connectors. Formal writing uses formal ones. Students who write essays with only and, but, so signal that they are still writing in a conversational style — even if their grammar is correct. Switching to discourse markers is one of the clearest signs of moving from informal to formal writing.
ADDING (= and, also):
in addition / moreover / furthermore / what is more
The new policy is fair. In addition, it is easy to understand.
CONTRASTING (= but, however):
however / on the other hand / nevertheless / despite this
The policy is fair. However, some teachers do not like it.
GIVING A REASON OR RESULT (= so, because):
therefore / as a result / consequently / for this reason
The policy was unpopular. Therefore, the government withdrew it.
GIVING AN EXAMPLE (= for instance):
for example / for instance / such as / in particular
Many schools teach digital skills. For example, our school teaches coding.
SUMMING UP:
in conclusion / to sum up / in short / overall
In conclusion, the new policy needs more work.
Why do students need so many different markers?
Each kind of marker does a different job, and students need them all for different writing situations. Adding markers (in addition, moreover) signal that another idea on the same theme is coming. Contrasting markers (however, on the other hand) signal a different or opposite idea. Reason or result markers (therefore, as a result) show that one thing caused another. Example markers (for example, such as) introduce specific cases. Summing-up markers (in conclusion, overall) signal the end of a discussion. Mixing them up confuses the reader. Using However when in addition is needed sends the wrong signal — the reader expects a contrast and gets more of the same. Teaching students to ask: what relationship am I showing? helps them choose the right marker. Once students know the four or five main jobs, they can pick from the available markers for each.
At the start of a sentence (with a comma):
However, the policy was unpopular.
In addition, the government will provide more funding.
For example, many schools have already started.
In the middle (between two clauses, with semicolon and comma — formal):
The policy was unpopular; however, the government continued with it.
The new road is helpful; in addition, it is faster.
At the end (with a comma) — less common, more emphatic:
The policy was unpopular, however.
Why is punctuation important when using discourse markers?
Discourse markers usually need specific punctuation, and students often miss this. The most common pattern is at the start of a new sentence with a comma after: However, the policy was unpopular. The marker is followed immediately by a comma, and the rest of the sentence continues normally. In the middle of a sentence connecting two clauses, the formal pattern uses a semicolon before the marker and a comma after: The policy was unpopular; however, the government continued. This is more advanced and more formal. Students who use discourse markers without punctuation produce sentences like However the policy was unpopular which look unfinished or wrong. Teaching the comma-after rule is essential. Once students master this basic punctuation, their writing looks much more professional.
| Marker | Job | Casual equivalent | Example |
|---|---|---|---|
| however | Contrast | but | The plan is good. However, it is expensive. |
| nevertheless | Contrast (despite this) | but anyway | It rained heavily. Nevertheless, the match continued. |
| on the other hand | Contrast (showing the opposite side) | but | The new road is faster. On the other hand, it is more dangerous. |
| therefore | Reason or result | so | The road was closed. Therefore, we used a different route. |
| as a result | Result | so | The crops failed. As a result, food prices rose. |
| in addition | Adding another idea | and | The school has new books. In addition, it has new computers. |
| moreover | Adding (more formal) | and (also) | The plan is cheap. Moreover, it is easy to put in place. |
| furthermore | Adding (formal) | and (in addition) | The new method is faster. Furthermore, it produces better results. |
| for example | Giving a specific case | like | Many schools teach languages. For example, our school teaches three. |
| in conclusion | Summing up | finally | In conclusion, the new policy needs more thought before it is put in place. |
| despite this | Contrast (despite a problem) | but still | The road was bad. Despite this, we arrived on time. |
NOTE 1 — Discourse markers do specific jobs: Each marker has a particular job — adding, contrasting, giving a result, giving an example, summing up. Using a marker for the wrong job confuses the reader. However signals contrast — using it before another similar idea sends the wrong signal. Teaching students to ask what relationship am I showing? helps them pick the right marker.
NOTE 2 — Punctuation rules: Most discourse markers go at the start of a new sentence and are followed by a comma: However, the plan is expensive. In addition, we need more funding. The comma after is essential. Without it, the marker looks unfinished. In more formal writing, markers can go between two clauses with a semicolon and a comma: The plan is good; however, it is expensive.
NOTE 3 — However vs nevertheless vs on the other hand: All three signal contrast. However is the most common and works in any contrasting situation. Nevertheless is slightly stronger — it suggests despite a problem. On the other hand is for showing two sides of a question. The plan is good. However, it is expensive (general contrast). It rained heavily. Nevertheless, we played the match (despite the problem). The new road is fast. On the other hand, it is dangerous (two sides).
NOTE 4 — Therefore vs as a result vs consequently: All three signal that one thing caused another. Therefore is the most common in academic writing. As a result is slightly more conversational and works well in everyday formal writing. Consequently is more formal still. The road was closed. Therefore, we took another route. (Or: As a result, we took another route. Or: Consequently, we took another route.) Choose by register.
NOTE 5 — Avoid scattering markers: Some students use a discourse marker in every sentence, hoping it will make their writing more formal. The opposite happens — too many markers feel forced and unnatural. The rule is: use a marker only when the relationship between two sentences is important enough to mark explicitly. Many sentence connections need no marker at all — the relationship is clear from the content. One or two markers per paragraph is usually enough.
NOTE 6 — Discourse markers in speaking: While most discourse markers belong to writing, a few work in formal speech: however, therefore, in conclusion, on the other hand. Using these in academic talks, presentations, or formal meetings makes the speech sound organised and clear. In casual speech, they sound stiff — keep them for the right situations.
Discourse markers are one of the clearest markers of advanced writing. Students at B1 level often produce essays where every sentence is connected by and, but, or so — even when the ideas need stronger or clearer connections. Moving to discourse markers is the single biggest step from intermediate to advanced essay writing. The challenge is that discourse markers need to be used carefully — too many sound forced, the wrong one confuses the reader, and missing punctuation makes them look wrong. The teaching focus at B2 should be on the most useful 10 to 15 markers, with explicit attention to their meanings, positions, and punctuation. Once students master these, their writing takes a noticeable step up in quality.
Take a paragraph from a student essay and underline every connector (and, but, so). Together with the class, replace each one with a more precise discourse marker — but only where the relationship is clear and important. Discuss why each replacement works and where simple connectors should stay. The exercise teaches students that discourse markers are not decoration — they are tools for showing relationships clearly.
Choose the best discourse marker for each sentence. Think about what relationship the marker needs to show.
Each sentence has a problem with a discourse marker — wrong choice, wrong punctuation, or wrong combination. Suggest a better version and explain.
Use this sequence directly in class — guided discovery, no textbook needed. Tap each step to mark it done.
STEP 1 — Casual vs formal connectors (5 min): Write two short paragraphs on the board — one using and, but, so; the other using in addition, however, therefore. Ask: which is for an essay? Establish that discourse markers are the formal versions of casual connectors. The ideas are the same — only the register changes.
STEP 2 — Five jobs (8 min): Teach the five main jobs of discourse markers. ADDING (in addition, moreover, furthermore — like and). CONTRASTING (however, on the other hand, nevertheless — like but). REASON OR RESULT (therefore, as a result, consequently — like so). EXAMPLE (for example, for instance — like such as). SUMMING UP (in conclusion, overall — like finally). For each, give two examples in context.
STEP 3 — Match the relationship (7 min): Write five pairs of sentences without connectors. Students must choose the right marker for each pair. The previous sentence said the policy is good. The next says it is also cheap. → in addition (adding). The previous said the policy is cheap. The next says it is unpopular. → however (contrast). Drill the choice based on the actual relationship.
STEP 4 — Punctuation (7 min): Show the punctuation rules. Marker at the start of a sentence + comma: However, the plan is cheap. In the middle with semicolon + comma: The plan is cheap; however, it is unpopular. Drill three or four examples. Punctuation errors are very common — fix them firmly.
STEP 5 — Improve the paragraph (8 min): Give students a paragraph using only and, but, so. They rewrite it using appropriate discourse markers — but only where the relationship is clear and the marker adds value. Discuss in pairs: did each marker fit? Were any unnecessary? Compare the original and rewritten versions.
Use directly in class — copy, adapt, or read aloud. No printing needed.
For each strategy, choose the option that best describes where you are now.
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