× PREFACE
  CHAPTER 1
What is Academic English?
  CHAPTER 2
Academic Vocabulary
  CHAPTER 3
Useful Sentence Structures and Language for Academic Writing
  CHAPTER 4
Paraphrasing, Summarising and Quoting
  CHAPTER 5
Paragraph Structure
  CHAPTER 6
Common Academic Text Structures



Home > Chapter 6: Common Academic Text Structures

Chapter 6: Common Academic Text Structures

6a: Cause and Effect

ii) Coherence

(a) Expressions showing cause-and-effect relationships

Some expressions (including verbs, nouns, adverbs and conjunctions) help to show cause-and-effect relationships within and across paragraphs, examples of which are provided in the table:

Purposes Expressions
to show the cause-and-effect relationship
  • Cause causes/leads to/brings about/results in/contributes to/gives rise to/triggers off result.
  • Cause is a cause of/the origin of/a contributing factor to result.
  • Result stems from/results from/arises from/is caused by/can be attributed to cause.
  • The root/main cause/origin of result is cause. // The reason for result is cause.
  • Result is the result/consequence/impact/corollary of cause.
  • The impact/consequence/backwash of cause is result.
  • Given/Owing to/Due to/Because of/As a result of cause, result.
to explain the effects
  • Consequently/As a result, result.
  • Therefore/Hence/Thus, result.
to sum up main ideas
  • In conclusion/In summary/In short, …
  • To conclude/To sum up, …


(b) Transitional sentence

A transitional sentence is usually used to connect the two main body parts with causal relationships. It links up the section on causes and the section on effects in a smooth and logical way to help readers follow the ideas across paragraphs.

Below is an example:

After the examination of the causes, the effects of hunger that lasts a long period of time will be explained in the following.



 Activity 2



  1. The following sentences are extracted from Texts A and B. Highlight the expressions used to show the cause-and-effect relationships.

    Text A Text B
    1 Hunger is never an isolated problem. It is the consequence of a combination of problems. Owing to the fierce arms race and the adversarial nature of the two alliances formed, the tension among the powers was further intensified.
    2 The increasing emission of carbon dioxide into the atmosphere contributes to global warming, making the climate less favourable for the growth of crops. Thirdly, the mass movement of civilians and soldiers across countries during the War triggered off a rapid spread of the Spanish flu, which was the deadliest pandemic in history.
  2. The following sentences are extracted from Texts A and B. Highlight the expressions used to introduce the effects.

    Text A Text B
    Consequently, food production is significantly reduced and the transportation of food is hampered. Secondly, the War weakened some European powers, such as the Austro-Hungarian Empire and the Ottoman Empire, to such an extent that their empires collapsed. Some territories were also divided among the winning powers after the War and the map of Europe was, therefore, redrawn.
  3. Identify an expression used to sum up the main ideas in Text A.

  4. Identify the transitional sentence used to link up the section on causes and the section on effects in Text B.

  5. Identify three nouns which have a similar meaning to "cause(s)" or suggest "cause(s)" from Text A.

  6. Identify three nouns which have a similar meaning to "effect(s)" or suggest "effect(s)" from Text B.