This research article summarizes and discusses differences found in the use of linking adverbials, such as "so," "yet," and "however," between 1st-year composition students and final-year students. The methods describe both automated and manual identification of linking adverbials using computerized learner corpora, and the results include pedagogical and further research implications. Assignment particulars and other learner objectives appeared to play a role in the relative overuse of certain adverbials in addition to conversational adverbials occurring more often in the compositions of the 1st-year students. The findings also show an increase in academic transition use during the semester-long period of the study. Significant differences were found in the use of adverbial pairs with nuanced differences, such as "yet" and "however." The article concludes with pedagogical implications and suggestions for how to improve teaching practices based on the improvement found across the course of the semester.