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<div id="main-column" class="span9"> <article id="basic-linkers" style="margin-top: 16px;">
<h1 class="section-title">Basic linkers</h1>
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<h1>A user's guide to linkage</h1><p style="text-align: center;"><img alt="" height="206" src="../../../ib/englishb/images/Linkers.JPG" width="500"></p><p>I suggest that there are ten basic ways to link ideas together, and that these can be organised in pairs.</p><p>The point of knowing these ten link systems is that they help to organise ideas in a coherent, methodical way. If you think about the ten ways that are listed below, they are the most common fundamental connections between ideas - for example, <em>adding or contrasting</em> ... <em>giving reasons or consequences</em> ... and so on.</p><p>This business of essential linkage, then, is of fundamental importance - although, of course, clear use of language depends on clear thinking, and vice versa !</p><div class="blueBg"><h4><span style="color:#B22222;">Student access</span></h4><p><span style="color:#800080;">This page</span> i<span style="color:#800080;">s on direct student access, so students can refer to it at any time. However, the related page <a href="../33260/tasks-practising-linkers.html" title="Language System » Key Language Issues » Basic linkers » TASKS Practising linkers">TASKS Practising linkers</a> can be set by the teacher specifically as out-of-class work. It contains a quiz exercising the use of basic, common linkers ('dynamic' i.e. the items vary all the time), and it proposes a writing task in which students have to include linkers in a text. </span></p><p><span style="color:#800080;">In addition, we are hoping for rather more complex language from English B students, particularly at HL, and so the page <a href="https://www.thinkib.net/englishb/page/33384/tasks-linkers-passage-structure" title="Language System » Key Language Issues » Basic linkers » TASKS Linkers & passage structure">TASKS Linkers & passage structure</a> provides exercise in the technique of using more complex linkers for more complex and sophisticated arguments and ideas. </span></p><p><span style="color:#800080;"> These pages provide dynamic exercises based on the qBank - 'dynamic' means that every time the page is opened, a new selection of questions is drawn from the bank of questions in the qBank. These will eventually repeat, of course, because the bank is not infinite - but a certain amount of repetition is also mnemonic, surely! </span></p></div><h3>Five pairs of linkers</h3><div class="dottedBox"><p><span style="font-size: 14px;"><strong>Handout: </strong></span></p><p><a href="/media/ib/englishb/files/Linker%20Icons.pdf" target="_blank" title="Worksheets"><img class="ico" src="../../../img/materials/exercise-24.png" style="vertical-align: middle"> Linker icons - a guide to key linkers</a></p></div><p>The ten modes of linking are organised in pairs of contrasted concepts. This is to present the idea of the <em>point</em> of such linkage as clearly as possible. In essence, this arrangement proposes we should think about what we want to achieve by linking, and then select from the appropriate range of linkers.</p><p>The layout of the handout attempts to evoke the idea of clicking on icons on a computer screen.</p><ul><li>In each icon graphic, the word(s) are intended to sum up, to label, the basic concept of the link</li><li>In the list of similar links provided for each icon, the first, in bold, is the most common - the others are alternatives, perhaps more formal, and perhaps with very slight differences of emphasis </li></ul><hr class="hidden"><h2><span style="color:#000080;">The icons explained</span></h2><p>Here is a list of the links, identifying the icon, and with a brief explanation.</p><hr class="hidden"><h3 style="text-align: center;"><span style="font-size: 14px;"></span><u><span style="color:#0000CD;">Basic links in a chain</span></u></h3><p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/linkers-add(1).jpg" style="width: 100px; height: 92px;"></p><h3 style="text-align: center;"><strong><span style="color:#FF0000;">'and'</span> </strong></h3><p style="text-align: center;">... the basic <em>process of adding</em> one idea on to another, heading in the same direction.</p><p style="text-align: center;">The further down the list you go, the more formal the linker. [see also <a href="../../key-language-elements/sequence-markers.htm">Sequence markers</a> ]</p><p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/linkers-change(1).jpg" style="width: 105px; height: 96px;"></p><h3 style="text-align: center;"><span style="color:#FF0000;"><strong>'but' </strong></span></h3><p style="text-align: center;">.. adding, but in a <em>different</em> direction.</p><p style="text-align: center;">The alternatives provide varying degrees of contrast - <em>'However' </em>might indicate just a small change of direction, while '<em>On the contrary'</em> involves a 180° change.</p><hr class="hidden"><h3 style="text-align: center;"><u><span style="color:#0000CD;"><strong>Organising in pairs</strong></span></u></h3><p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/linkers-both.jpg" style="width: 100px; height: 94px;"></p><h3 style="text-align: center;"><span style="color:#FF0000;"><strong>'both...and'</strong></span></h3><p style="text-align: center;">... listing things which exist <em>side by side</em>.</p><p style="text-align: center;">'Not only...but also' gives a bit of emphasis to the second element.</p><p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/linkers-either.jpg" style="width: 100px; height: 101px;"></p><h3 style="text-align: center;"><span style="color:#FF0000;"><strong>'either / or'</strong></span></h3><p style="text-align: center;">... choosing between two (or more if you add 'or's) options.</p><p style="text-align: center;">The structure in itself presents the options equally - any bias comes from how you describe the options.</p><hr class="hidden"><h3 style="text-align: center;"><u><span style="color:#0000CD;"><strong>Arguing backwards, arguing forwards</strong></span></u></h3><p style="text-align: center;"><strong><img alt="" class="noborder" src="../../../ib/englishb/images/linkers-reasons(1).jpg" style="width: 100px; height: 93px;"></strong></p><h3 style="text-align: center;"><span style="color:#FF0000;"><strong>'because'</strong></span></h3><p style="text-align: center;">... giving <em>reasons</em> i.e. explaining backwards from an idea, showing how it is caused.</p><p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/linkers-consequences(2).jpg" style="width: 100px; height: 96px;"></p><h3 style="text-align: center;"><span style="color:#FF0000;"><strong>'so' </strong></span></h3><p style="text-align: center;">... giving <em>consequences</em> of an idea - what follows logically from it, or things which result from it.</p><hr class="hidden"><h3 style="text-align: center;"><u><span style="color:#0000CD;">Noting objections, exploring possibilities</span></u></h3><p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/linkers-altho.jpg" style="width: 100px; height: 97px;"></p><h3 style="text-align: center;"><span style="color:#FF0000;"><strong>'although' </strong></span></h3><p style="text-align: center;">... <em>accepting </em>(an opposite argument), but carrying on. 'Despite' is only followed by a noun; all the others can be followed by noun or verb.</p><p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/linkers-if.jpg" style="width: 100px; height: 96px;"></p><h3 style="text-align: center;"><span style="color:#FF0000;"><strong>'IF x 4' </strong></span></h3><p style="text-align: center;">... thinking about possibilities.</p><p style="text-align: center;">Choosing between the four options involves thinking how possible are the possibilities ... from <em>'always happens'</em> to <em>'can't happen but could have'</em></p><p style="text-align: center;">And of course the use of 'if' involves the Conditional structures of verbs - see <a href="../660/conditionals-explored.html" title="Language System » Key Language Issues » Conditionals, explored">Conditionals, explored</a> and related pages</p><hr class="hidden"><h3 style="text-align: center;"><u><span style="color:#0000CD;"><strong>Personal and factual frames</strong></span></u></h3><h3 style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/linkers-personally.jpg" style="width: 100px; height: 93px;"><span style="color:#FF0000;"></span></h3><h3 style="text-align: center;"><span style="color:#FF0000;"><strong>'personally' </strong></span></h3><p style="text-align: center;">... showing that what comes next is <em>your idea</em> - so putting the statement in a 'personal frame'</p><p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/linkers-fact.jpg" style="width: 100px; height: 94px;"></p><h3 style="text-align: center;"><span style="color:#FF0000;"><strong>'in fact'</strong></span></h3><p style="text-align: center;">... suggesting that what follows is real, <em>not just an opinion</em> - contrasting what people <em>think</em> is true with what is <em>really</em> true</p><hr class="hidden"><h3>Teaching: Embedding the idea</h3><p>The simple approach is simply to give out the Linker Icons sheet, and talk it through with the students, using Presentation mode.</p><p>However, it will certainly help to embed the idea more fully by asking students to review the idea, probably in your following lesson. For this purpose, use the worksheet handouts provided below.</p><p><strong>#1 Linkers icons notes</strong> provides the categories, but the students are required to make up their own definitions - they have to formulate the concepts in their own words</p><p><strong>#2 Linkers icons defined</strong> provides them with my basic definitions - this gives them the 'correct' version</p><p>Clearly, the best approach is to do #1 first, and then at the end, when they have all evidently grasped the concepts, give them #2 as confirmation.</p><div class="dottedBox"><p><span style="font-size: 14px;"><strong>Handout: </strong></span></p><p><a href="/media/ib/englishb/files/Linker%20icons%20worksheet.pdf" target="_blank" title="Worksheets"><img class="ico" src="../../../img/materials/exercise-24.png" style="vertical-align: middle"> Linker icons worksheet</a></p></div><h3>Practising linkage systems</h3><p>Look at the page <a href="../20553/linkers-wheel.html" title="Language System » Key Language Issues » Basic linkers » Linkers wheel">Linkers wheel</a> - which provides a technique for exercising the use of linkers in class.</p><hr class="hidden"><div class="pinkBg"><h3>qBank resources</h3><p><span style="color:#B22222;"><strong>Linkers, basic</strong></span> ... cohesive devices/connectors/conjunctions, and how to apply them</p><p>* see also, in the <em>Transferable Academic Language</em> section</p><p><strong><span style="color:#B22222;">Passage structure - linkers-based</span></strong> ... exercises require following the logic of the ideas in order to select correct linkers</p></div><hr class="hidden"><div class="blueBg"><div><h3><span style="color:#4B0082;">LINKS</span></h3><p><span style="color:#800080;"><strong>Linkers in action:</strong></span> More ideas about teaching the use of linkers can be found in the following pages :-</p><p style="margin-left: 40px;"><strong><a href="../../language-in-science/genes-and-culture.htm">** Genes & Culture</a></strong> ... an analysis of a piece of science journalism ... see especially the section 'TAL linkers and modifiers'...</p><p style="margin-left: 40px;"><strong>** </strong> <a href="../2234/step-by-step-explanation.html" title="Approaches... » Thinking » Presenting ideas » Step by step Explanation">Step by step Explanation</a> ... clear explanation relies on effective grammatical linkage</p><p style="margin-left: 40px;">** <a href="../26018/class-jokes-and-linkers.html" title="Topics » Core topics » Social Relationships » Class, jokes, and linkers">Class, jokes, and linkers</a> ... a short text full of linking devices provides a good basis for emphasising the sort of logic involved in various linkers ... available both as a 'head-down' text and as a 'heads-up' presentation</p><p><strong><span style="color:#800080;">Structuring ideas:</span> </strong>if we take the idea of linkage from another angle, we can study the structuring of <u>sentences</u>...</p><p style="margin-left: 40px;">** <a href="../387/sentence-structure-.html" title="Language System » Key Language Issues » Sentence Structure ">Sentence Structure </a> ... a toolkit of different ways to link ideas, apart from linkers themselves - punctuation, prepositions, relative clauses, etc ... with examples to illustrate the process</p><p style="margin-left: 40px;">** <a href="../21274/sentence-templates.html" title="Language System » Key Language Issues » Sentence Structure » Sentence templates">Sentence templates</a> ... a series of diagrams to illustrate different ways of designing sentence</p></div></div><hr><script>document.querySelectorAll('.tib-teacher-only').forEach(e => e.remove());</script>
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