Use: “The event was attended by approximately 80-100 people.”
Not: “The event was attended by about 100 people.”
What are flabby expressions.
Flabby expressions and words are wasted phrases. They don’t add any value to your writing but do take up the word count and the reader’s headspace.
Flabby expressions frequently contain clichéd, misused words that don’t communicate anything specific to the reader. For example, if someone asks you how you are feeling and you reply, “I’m fine,” you’re using a flabby expression that leaves the inquirer none the wiser as to how you truly are.
Flabby words are fine in everyday conversation and even blog posts like this.
However, they are enemies of clear and direct essays. They slow down the pace and dilute the argument.
When grading your essay, your professor wants to see the primary information communicated clearly and succinctly.
Removing the examples of flabby words and expressions listed below from your paper will automatically help you to take your essay to a higher level.
Key takeaway: When it comes to essays, brevity is best.
Use: “I will continue to present the final analysis.” Not: “I will go on to present the final analysis.” | |
Use: “This research proved…” Not: “I might add that this research proved…” | |
Use: “This essay effectively demonstrated…” Not: “This essay was effective in terms of…” | |
Use: “Shakespeare was a talented writer.” Not: “In my opinion, Shakespeare was a talented writer.” | |
Use: “Although this paper was written 50 years later, nothing has changed.” Not: “In spite of the fact this paper was written 50 years later, nothing has changed.” | |
Use: “If new research emerges, the situation may change.” Not: “In the event that new research emerges, the situation may change.” | |
Use: “I concluded that the hypothesis was incorrect.” Not: “In the process of writing the essay, I concluded that the hypothesis was incorrect.” | |
Use: “Freud probably believed…” Not: “It seems like Freud was of the opinion…” | |
Use: “They reached the United States.” Not: “They made it to the United States.” | |
Use: “Kant frequently argued this point.” Not: “Kant argued this point on a regular basis.” | |
Use: “In this paper, I will highlight the most relevant findings of my study.” Not: “In this paper, I will pick out the most relevant findings of my study.” | |
Use: “It is important to emphasize the implications of this argument.” Not: “It is important to point out the implications of this argument.” | |
Use: “Start by describing the research methodology.” Not: “The first step is to describe the research methodology.” | |
Use: “It is clear the government must act now to resolve the issues.” Not: “It is clear the government must take action now to resolve the issues.” | |
Use: “In Section 6 of the essay, we will examine the research findings.” Not: “In Section 6 of the essay, we will talk about the research findings.” | |
Use: “Consider the thesis statement…” Not: “The most important thing is to consider the thesis statement.” | |
Use: “Jane Eyre cried because…” Not: “The reason Jane Eyre cried was because…” | |
Use: “Students frequently fail this exam.” Not: “This is an exam that students frequently fail.” | |
Use: “This essay has demonstrated…” Not: “Time and time again, this essay has demonstrated…” | |
Use: “After reviewing the survey outputs, I will determine…” Not: “After reviewing the survey outputs, I will try to figure out…” | |
Use: “The argument was fascinating.” Not: “The argument was very interesting.” | |
Use: “I then revaluated the research findings.” Not: “I then went back over the research findings.” | |
Use: “We must consider the historical context when reviewing George Orwell’s work.” Not: “When it comes to the work of George Orwell, we must consider the historical context.” | |
Use: “This essay, written over 100 years ago, offers an insight…” Not: “This essay, which was written over 100 years ago, offers an insight…” | |
Use: “Kotler, a renowned marketing expert, claims…” Not: “Kotler, who is a renowned marketing expert, claims…” | |
Use: “Every experiment in the study will differ.” Not: “Every experiment in the study will be different.” | |
Use: “The thesis statement asserts…” Not: “With reference to the thesis statement…” |
What are redundant words.
Redundant words and phrases don’t serve any purpose.
In this context, redundant means unnecessary.
Many everyday phrases contain redundant vocabulary; for example, add up, as a matter of fact, current trends, etc.
We have become so accustomed to using them in everyday speech that we don’t stop to question their place in formal writing.
Redundant words suck the life out of your essay.
They can be great for adding emphasis in a conversational blog article like this, but they do not belong in formal academic writing.
Redundant words should be avoided for three main reasons:
The most effective essays are those that are concise, meaningful, and astute. If you use words and phrases that carry no meaning, you’ll lose the reader and undermine your credibility.
Key takeaway: Remove any words that don’t serve a purpose.
Use: “The water was freezing.” Not: “The water was absolutely freezing.” | |
Use: “The research findings revealed…” Not: “The actual research findings revealed…” | |
Use: “Adds an element to the analysis.” Not: “Adds an additional element to the analysis.” | |
Use: “We will sum the responses.” Not: “We will add up the responses.” | |
Use: “Hamlet had no choice but to…” Not: “Hamlet had no alternative choice but to…” | |
Use: “Throughout human history, females have…” Not: “All throughout human history, females have…” | |
Use: “The animals included dogs, cats, birds, etc.”Not: “The animals included dogs, cats, birds, and etc.” | |
Use: “The survey findings indicated…” Not: “As a matter of fact, the survey findings indicated…” | |
Use: “The theme of love overcoming evil is compelling.” Not: “As far as I am concerned, the theme of love overcoming evil is compelling.” | |
Use: “This prompts me to question the accuracy of the findings.” Not: “This prompts me to ask the question: ‘Were the findings accurate?’” | |
Use: “We assembled the various parts.” Not: “We assembled together the various parts.” | |
Use: “We cannot confirm the validity of the findings.” Not: “At the present time, we cannot confirm the validity of the findings.” | |
Use: “According to the findings…” Not: “According to the basic findings…” | |
Use: “The elements of the story blend well.” Not: “The elements of the story blend together well.” | |
Use: “The Romans were defeated.” Not: “The Romans were completely defeated.” | |
Use: “I will then connect the main aspects of the analysis.” Not: “I will then connect together the main aspects of the analysis.” | |
Use: “Some people argue the trend of using big data to understand customer needs won’t continue.” Not: “Some people argue the current trend of using big data to understand customer needs won’t continue.” | |
Use: “The findings were scrutinized.” Not: “The findings underwent careful scrutiny.” | |
Use: “The remains were near the dwelling.” Not: “The remains were found in close proximity to the dwelling.” | |
Use: “To achieve victory, it was necessary to eradicate the enemy.” Not: “To achieve victory, it was necessary to completely eradicate the enemy.” | |
Use: “The organization’s assets depreciated over time.” Not: “The organization’s assets depreciated in value over time.” | |
Use: “We identified six kinds of bacteria.” Not: “We identified six different kinds of bacteria.” | |
Use: “The test failed because the fire was too hot.” Not: “The test failed due to the fact that the fire was too hot.” | |
Use: “During the story…” Not: “During the course of the story… | |
Use: “The number of incorrect answers dwindled.” Not: “The number of incorrect answers dwindled down.” | |
Use: “Every scenario was tested.” Not: “Each and every scenario was tested.” | |
Use: “They are equal in height, but Sarah is a faster runner.” Not: “They are equal to one another in height, but Sarah is a faster runner.” | |
Use: “The findings were the same.” Not: “The findings were the exact same.” | |
Use: “The result was the fall of the dictatorship.” Not: “The end result was that the dictatorship fell.” | |
Use: “Although the weights of the materials were equal, their performance was not comparable.” Not: “Although the weights of the materials were equal to one another, their performance was not comparable.” | |
Use: “All participants returned the completed survey.” Not: “Every single person returned the completed survey.” | |
Use: “It is interesting to observe how the characters evolve.” Not: “It is interesting to observe how the characters evolve over time.” | |
Use: “I completed the test with a classmate.” Not: “I completed the test with a fellow classmate.” | |
Use: “I continued to add water until the vessel was filled.” Not: “I continued to add water until the vessel was filled to capacity.” | |
Use: “The researcher concluded that the test was reliable.” Not: “The researchers’ final conclusion was that the test was reliable.” | |
Use: “Shakespeare remains foremost a poet.” Not: “Shakespeare remains first and foremost a poet.” | |
Use: “The idea to test the relationship between speed and weight was conceived when…” Not: “The idea to test the relationship between speed and weight was first conceived when…” | |
Use: “First, I was interested in the character’s name.” Not: “First of all, I was interested in the character’s name.” | |
Use: “The bird flew rapidly.” Not: “The bird flew through the air rapidly.” | |
Use: “The results indicate that imports can be detrimental to the economy.” Not: “The results indicate that foreign imports can be detrimental to the economy.” | |
Use: “I am a graduate of HKU.” Not: “I am a former graduate of HKU.” | |
Use: “The research fuses a myriad of experimental techniques.” Not: “The research fuses together a myriad of experimental techniques.” | |
Use: “My plans for the next stage of the research include…” Not: “My future plans for the next stage of the research include…” | |
Use: “Gather your thoughts and develop a new thesis.” Not: “Gather your thoughts together and develop a new thesis.” | |
Use: “The study sample consisted of 150 members of the public.” Not: “The study sample consisted of 150 members of the general public.” | |
Use: “The specimen had grown by 5 cm.” Not: “The specimen had grown in size.” | |
Use: “A Bunsen burner was used to heat the solution.” Not: “A Bunsen burner was used to heat up the solution.” | |
Use: “The machine parts were connected using a tube.” Not: “The machine parts were connected using a hollow tube.” | |
Use: “It is important that the tools integrate.” Not: “It is important that the tools integrate with each other.” | |
Use: “To prove the hypothesis, this essay will…” Not: “In order to prove the hypothesis, this essay will…” | |
Use: “This essay will introduce the idea that…” Not: “This essay will introduce the new idea that…” | |
Use: “This paper describes a collaboration between…” Not: “This paper describes a joint collaboration between…” | |
Use: “Kotler is an expert in the field of marketing.” Not: “Kotler is a knowledgeable expert in the field of marketing.” | |
Use: “This idea will be explored in more depth later.” Not: “This idea will be explored in more depth at a later time.” | |
Use: “The substance was made of…” Not: “The substance was made out of…” | |
Use: “These findings represent a breakthrough in the field of…” Not: “These findings represent a major breakthrough in the field of…” | |
Use: “Othello may have been…” Not: “Othello may possibly have been…” | |
Use: “Blyton’s use of alliteration was unique.” Not: “Blyton’s use of alliteration was most unique.” | |
Use: “The two philosophers respected one another.” Not: “The two philosophers had mutual respect for one another.” | |
Use: “Never have I been so amazed.” Not: “Never before have I been so amazed.” | |
Use: “Henry Ford presented an innovation that changed the world.” Not: “Henry Ford presented a new innovation that changed the world.” | |
Use: “The grade for my essay is pending.” Not: “The grade for my essay is now pending.” | |
Use: “The digital form was created by…” Not: “The digital form was originally created by…” | |
Use: “My experience has taught me…” Not: “My past experience has taught me…” | |
Use: “It was during that period that steam power emerged.” Not: “It was during that period of time that steam power emerged.” | |
Use: “Night and day are opposites.” Not: “Night and day are polar opposites.” | |
Use: “The findings are not available at present.” Not: “The findings are not available at the present time.” | |
Use: “This essay will argue that the reason…” Not: “This essay will argue that the reason why…” | |
Use: “At this point, we will refer to the work of…” Not: “At this point, we will refer back to the work of…” | |
Use: “This essay will examine…” Not: “This essay will take a look at…” | |
Use: “We will perform all the tests within that time frame.” Not: “We will perform all the tests within that time.” | |
Use: “The respondents were asked to write their names.” Not: “The respondents were asked to write down their names.” |
What are colloquial expressions.
A colloquial expression is best described as a phrase that replicates the way one would speak.
The use of colloquial language represents an informal, slang style of English that is not suitable for formal and academic documents.
For example:
Colloquial language: “The findings of the study appear to be above board.”
Suitable academic alternative: “The findings of the study are legitimate.”
Grammar expletives are sentences that start with here , there, or it .
We frequently use constructions like these when communicating in both spoken and written language.
But did you know they have a distinct grammatical classification?
They do; the expletive.
Grammar expletives (not to be confused with cuss words) are used to introduce clauses and delay the subject of the sentence. However, unlike verbs and nouns, which play a specific role in expression, expletives do not add any tangible meaning. Rather, they act as filler words that enable the writer to shift the emphasis of the argument. As such, grammar expletives are frequently referred to as “empty words.”
Removing them from your writing can help to make it tighter and more succinct. For example:
Sentence with expletive there : There are numerous reasons why it was important to write this essay. Sentence without expletive: It was important to write this essay for numerous reasons.
While colloquial expressions and grammar expletives are commonplace in everyday speech and are completely acceptable in informal emails and chatroom exchanges, they can significantly reduce the quality of formal essays.
Essays and other academic papers represent formal documents. Frequent use of slang and colloquial expressions will undermine your credibility, make your writing unclear, and confuse the reader. In addition, they do not provide the exactness required in an academic setting.
Make sure you screen your essay for any type of conversational language; for example, figures of speech, idioms, and clichés.
Key takeaway: Grammar expletives use unnecessary words and make your word count higher while making your prose weaker.
Use: “Blood is thicker than water.” Not: “It is a fact that blood is thicker than water.” | |
Use: “As logical to expect…” Not: “As it would be logical to expect…” | |
Use: “The evidence suggests the hypothesis is correct.” Not: “There is evidence to suggest that the hypothesis is correct.” | |
Use: “This essay presents numerous ideas.” Not: “There are numerous ideas presented in this essay.” | |
Use: “Future studies will investigate this area further.” Not: “There will be future studies to investigate this idea further.” | |
Use: “We expect the outcomes to indicate…” Not: “All things being equal, we expect the outcomes to indicate…” | |
Use: “This paper has achieved its objective of…” Not: “For all intents and purposes, this paper has achieved its objective of…” | |
Use: “The story predominantly explored the theme of unrequited love.” Not: “For the most part, the story explored the theme of unrequited love.” | |
Use: “This essay reviewed the idea of sentiment.” Not: “For the purpose of this essay, the idea of sentiment was reviewed…” | |
Use: “Soda consumption is linked with obesity.” Not: “Here’s the thing: Soda consumption is linked with obesity.” | |
Use: “The recommendations follow the analysis.” Not: “The recommendations are after the analysis.” | |
Use: “We effectively reduced the mistakes.” Not: “We effectively cut down on the number of mistakes.” |
What is normalization.
A normalized sentence is one that is structured such that the abstract nouns do the talking.
For example, a noun, such as solution , can be structured to exploit its hidden verb, solve .
The act of transforming a word from a verb into a noun is known as normalization.
This is no universal agreement as to whether normalization should be removed from an essay. Some scholars argue that normalization is important in scientific and technical writing because abstract prose is more objective. Others highlight how normalizations can make essays more difficult to understand .
The truth is this: In the majority of essays, it isn’t possible to present an entirely objective communication; an element of persuasion is inherently incorporated. Furthermore, even the most objective academic paper will be devoid of meaning unless your professor can read it and make sense of it. As such, readability is more important than normalization.
You will need to take a pragmatic approach, but most of the time, your writing will be clearer and more direct if you rely on verbs as opposed to abstract nouns that were formed from verbs. As such, where possible, you should revise your sentences to make the verbs do the majority of the work.
For example,
Use: “This essay analyses and solves the pollution problem.”
Not: “This essay presents an evaluation of the pollution issue and presents a solution.”
While normalized sentences are grammatically sound, they can be vague.
In addition, humans tend to prefer vivid descriptions, and verbs are more vivid, informative, and powerful than nouns.
Key takeaway: Normalization can serve a purpose, but only use it if that purpose is clear.
Use: “I will then analyze the data.” Not: “I will then progress to present an analysis of the data.” | |
Use: “She appeared unexpectedly.” Not: “Her appearance was unexpected.” | |
Use: “We attempted to reproduce the results but failed.” Not: “Our attempts at reproducing the results were unsuccessful.” | |
Use: “Winston believed the state was corrupt.” Not: “It was Winston’s belief that the state was corrupt.” | |
Use: “Robert’s carelessness caused John’s death.” Not: “John died because of Robert’s carelessness.” | |
Use: “The temperature dropped due to the rain.” Not: “The rain caused a drop in temperature.” | |
Use: “Jesus’ behavior confused the priest.” Not: “Jesus’ behavior caused considerable confusion for the priest.” | |
Use: “We compared the height and weight of the participants.” Not: “We drew a comparison between the height and the weight of the participants.” | |
Use: “The flavor weakened when water was added.” Not: “The flavor decreased in strength when water was added.” | |
Use: “Kotler defined strategic marketing as…” Not: “Kotler’s definition of strategic marketing was as follows…” | |
Use: “I will conclude by describing the main findings.” Not: “I will conclude with a description of the main findings.” | |
Use: “Reproducing the results was difficult.” Not: “I experienced difficulties reproducing the results.” | |
Use: “The hero easily won the battle.” Not: “The hero won the battle with ease.” |
That’s a lot to take in.
You may be wondering why you should care?
Cutting the fat helps you present more ideas and a deeper analysis.
Don’t be tempted to write an essay that is stuffed with pompous, complex language: It is possible to be smart and simple.
Bookmark this list now and return to it when you are editing your essays. Keep an eye out for the words you shouldn’t use in an essay, and you’ll write academic papers that are more concise, powerful, and readable.
Thomas Babb
Writing a compelling essay involves much more than simply putting your thoughts on paper. It demands the use of a precise vocabulary that not only enriches your content but also structures it in a way that is both logical and engaging. The right words and phrases can transform your essay from a basic assignment to an insightful and persuasive piece of writing.
This guide introduces you to 100 essential words and phrases recommended by expert English tutors that will help you convey your ideas more effectively. From adding information to expressing contrasts, and from illustrating examples to summarising your points, these carefully selected terms will enhance the clarity and impact of your essays.
When crafting an essay, integrating additional details effectively can enrich the written content and present a well-rounded argument. Here's how you can use each phrase under this category:
1. Furthermore - Use this to add weight to a point already mentioned, providing further evidence without redundancy.
2. Moreover - Similar to "furthermore," it introduces information that not only adds to the argument but enhances it.
3. Similarly - This indicates that the upcoming point shares notable characteristics with the previous one, aiding in drawing parallels.
4. Additionally - Introduces extra information or arguments that augment the current discussion.
5. Also - A simpler form of "additionally" that integrates extra facts smoothly.
6. Likewise - Indicates similarity and supports points by showing how they relate to each other in terms of qualities or actions.
7. In addition - This phrase is useful for contributing additional supportive details in a clear manner.
8. As well as - Functions to include another subject or item into your discussion without diverging from the main topic.
9. Not only... but also - A powerful structure for emphasizing not just one, but two important points, enhancing the depth of the argument.
10. Alongside - Implies that the information being added runs parallel to the already established facts, reinforcing them.
These phrases, when used correctly, help to build a strong, cohesive narrative flow in your essays, guiding the reader through a logical progression of ideas. For more on enhancing your writing with effective information addition, explore resources like Oxford Royale's Essay Writing Tips .
Introducing concrete examples is crucial in illustrating and supporting your claims effectively in an essay. Here’s how to use each word or phrase linked to this category:
11. For instance - Introduces a specific example that illuminates a broader point, helping to clarify complex ideas.
12. For example - Functions similarly to "for instance," offering a direct illustration to support or demonstrate a claim.
13. Such as - Prepares the reader for an example that is part of a larger category, typically used to list items or concepts.
14. Like - Introduces comparisons or examples in a casual and relatable manner.
15. Particularly - Highlights an example that is especially relevant to the argument, focusing attention on significant details.
16. In particular - Similar to "particularly," but often used to introduce a standout example that underscores a critical point.
17. Including - Serves to add examples to a list that may already be understood to be part of the topic being discussed.
18. Namely - Specifies and introduces exact and often multiple examples or details directly related to the point.
19. Chiefly - Points to the most important or significant examples or reasons in support of an argument.
20. Mainly - Indicates that the examples provided are the primary ones to consider, focusing on the most relevant instances.
Effective use of these phrases not only clarifies your points but also strengthens your arguments by making abstract concepts tangible. For detailed guidance on how to incorporate examples effectively in your essays, refer to academic resources like Harvard College Writing Center .
IB English tutors suggest that Using contrast effectively in your essays can highlight differences that clarify your points or show alternative perspectives. Here’s how to use each phrase to demonstrate contrast:
21. Conversely - Signals a stark contrast to what has just been discussed, often introducing an opposing viewpoint.
22. However - A versatile tool to introduce a contradiction or counterpoint, breaking from the previous line of reasoning.
23. Nevertheless - Indicates persistence of a stated fact or opinion despite the contrasting information that follows.
24. On the other hand - Used to present a different perspective or an alternative to the argument previously mentioned.
25. Although - Begins a sentence where the main clause contrasts with the lesser significant, conditional clause.
26. Even though - Similar to "although," but often emphasizes a stronger degree of contrast between the conflicting elements.
27. But - A simple and direct way to introduce a contradiction to the preceding statement.
28. Yet - Suggests a contrast that is surprising or unexpected based on the previous statements.
29. Instead - Introduces an alternative action or thought in response to what has been previously discussed.
30. Rather - Used to correct or propose a different idea from what was initially stated or understood.
These phrases are essential for essays where comparing and contrasting ideas, arguments, or perspectives is necessary to deepen understanding or enhance the argument’s complexity. To learn more about using contrast in writing, visit educational resources such as Purdue Online Writing Lab .
A-Level English tutors point out that effectively indicating cause and effect relationships in your essays helps clarify the reasons things happen and the consequences that follow. Here’s how to use each word or phrase to illustrate these relationships:
31. Consequently - Signals a direct result from the action or situation mentioned, highlighting the effect or outcome.
32. Therefore - Used to introduce a logical conclusion or result that follows from the reasoning presented earlier.
33. Thus - Indicates a conclusion or result that is a natural consequence of the facts previously mentioned.
34. Hence - Similar to "thus," it conveys a consequence that is a logical extension from the argument or data presented.
35. Accordingly - Shows that an action or decision is a logical response to the circumstances or facts discussed.
36. As a result - Directly points out the outcome or effect resulting from a specific cause or set of conditions.
37. This leads to - Introduces a sequence where one event or fact causes another, often used to chain multiple effects.
38. It follows that - Used when deducing a conclusion that logically arises from the preceding argument or evidence.
39. Leading to - Connects an initial action or decision directly with its consequences, highlighting a progression of events.
40. Contributing to - Indicates that the action or event adds to a situation, leading to a particular result or effect.
Mastering the use of these phrases can enhance the persuasive power of your writing by clearly linking actions and their consequences.
Effectively emphasising key points in your essays can make your arguments more compelling and memorable. Here’s how to appropriately use each word or phrase to add emphasis:
41. Significantly - Indicates that something is of great importance or consequence, drawing the reader's attention to the gravity of the point being made.
42. Importantly - Prioritises the following information as crucial for understanding the argument or situation.
43. Indeed - Reinforces the truth of a statement, often used to confirm and agree with a previously mentioned point that might be surprising or emphatic.
44. Absolutely - A strong affirmation that leaves no doubt about the veracity or importance of the statement.
45. Definitely - Communicates certainty about a fact or opinion, strengthening the author's stance.
46. Certainly - Similar to "definitely," it expresses a high degree of assurance about the information being provided.
47. Undoubtedly - Suggests that there is no doubt about the statement, reinforcing its truth and relevance.
48. Without a doubt - A more emphatic form of "undoubtedly," eliminating any ambiguity about the point’s validity.
49. Particularly - Highlights specific information as especially significant within a broader context.
50. Especially - Used to indicate that something holds more significance than other elements, often emphasizing exceptional cases or instances.
Using these expressions strategically can enhance the persuasive impact of your writing by underscoring the most critical elements of your argument. To see more words and further explore techniques for adding emphasis in academic writing, visit resources like Cambridge Dictionary Blog .
In academic essays, clearly explaining and clarifying complex ideas is essential for effective communication. IGCSE tutors and GCSE tutors suggest that each of these phrases can be used to enhance understanding:
51. That is to say - Used to introduce a rephrasing or elaboration on something that has just been stated.
52. In other words - Helps clarify a statement by expressing it in different terms for better understanding.
53. To put it another way - Similar to "in other words," it offers an alternative explanation or perspective to ensure clarity.
54. To clarify - Directly states the intent to make something clearer or to resolve any misunderstandings.
55. To explain - Introduces a detailed explanation aimed at enhancing understanding of a complex issue or point.
56. This means that - Connects a statement or idea to its implications or necessary interpretations.
57. This implies - Suggests a deeper, often unspoken consequence or meaning behind the given information.
58. Put simply - Introduces a simpler or more straightforward version of what has been discussed, making it more accessible.
59. In simpler terms - Another phrase to ease comprehension by breaking down complex concepts into basic language.
60. Thus - Concludes an explanation by summarizing the logical result or conclusion derived from the argument made.
Using these phrases effectively can help articulate intricate arguments in a more digestible format, aiding the reader’s understanding and engagement.
Expert IB tutors and A-Level tutors recommend that effectively summarising and concluding your essays is crucial for reinforcing your main points and providing a satisfying closure to any persuasive essay. Here’s how to use each word or phrase to effectively wrap up your discussions:
61. In conclusion - Signals the beginning of the final summary, clearly stating that the argument is drawing to a close.
62. To sum up - Introduces a concise summary of the key points discussed, often used before the final conclusion.
63. Ultimately - Indicates a final, overarching conclusion derived from the arguments and evidence presented.
64. Finally - Marks the introduction of the last point or an additional important point that concludes the discussion.
65. Lastly - Similar to "finally," it is used to introduce the final argument or point in the list.
66. To conclude - Directly states the intent to wrap up the essay, leading into a summary of the main findings.
67. In summary - Offers a recap of the essential elements discussed, reinforcing the thesis without introducing new information.
68. All things considered - Provides an overall conclusion, taking into account all the points made throughout the essay.
69. In the final analysis - Suggests a thorough consideration of all aspects discussed, leading to a concluding viewpoint.
70. After all - Implies that the conclusion takes into account all arguments and evidences previously presented.
Mastering the use of these concluding phrases ensures that your essay ends on a strong note, summarising key points and reinforcing your argument.
Highlighting similarities effectively can enhance your argument by showing connections and parallels between ideas or topics. Here’s how to use each phrase to discuss similarities in your essays:
71. Similarly - Indicates that what follows is in alignment with the previous statement, reinforcing the connection between two points.
72. Likewise - Also used to show agreement or similarity, it confirms that the upcoming point supports the previous one in terms of characteristics or outcomes.
73. Just as - Introduces a comparison, suggesting that the situation or argument is equivalent to another.
74. As with - Used before mentioning another example, indicating that it shares properties or conditions with what has been discussed.
75. Equally - Implies that two or more elements are on the same level in terms of importance, quality, or characteristics.
76. Analogous to - Introduces a more formal comparison, indicating that one situation is comparable to another, often used in more scientific or technical discussions.
77. Comparable to - Suggests that two things can be likened to each other, providing a basis for comparison.
78. In the same way - Confirms that the action, process, or idea mirrors another, reinforcing the similarity.
79. Just like - A more casual phrase used to draw a direct comparison, making the similarity clear and understandable.
80. Similarly important - Asserts that the importance or relevance of two or more aspects is equal, emphasising their comparative significance.
Utilising these phrases allows you to effectively link concepts and arguments, showing how they complement or mirror each other, which can strengthen your overall thesis. For further reading on comparing and contrasting ideas effectively, the University of North Carolina Writing Center offers excellent resources.
Offering alternatives in your essays can demonstrate critical thinking by showing different possibilities or approaches. Here’s how to use each word or phrase to introduce alternative ideas:
81. Alternatively - Introduces a different option or suggestion, providing another route or perspective.
82. On the contrary - Used to present a direct opposition to the previously mentioned idea, emphasising a contrasting point.
83. Rather - Suggests a preference for one choice over another, typically used to propose a different approach or opinion.
84. Conversely - Indicates a reversal of what has been previously stated, introducing an opposing viewpoint.
85. Instead - Specifies a substitute or replacement, clearly stating that one option is to be considered in place of another.
86. On the flip side - Introduces a contrasting scenario or viewpoint in a more informal manner, often used in conversational or less formal writing.
87. Rather than - Presents a comparison between two choices, highlighting a preference for one over the other.
88. As an alternative - Explicitly states the introduction of a different option or method, providing variety to the discussion.
89. Either...or - Sets up a choice between two distinct options, forcing a decision that impacts the argument’s direction.
90. Neither...nor - Used to deny two possibilities simultaneously, often restructuring the argument by excluding common options.
Incorporating these phrases allows you to explore and present multiple facets of an issue, enriching the essay’s depth and persuasiveness. For tips on effectively presenting alternative arguments, visit Harvard College Writing Center .
Effectively expressing conditions in your essays can help outline scenarios where certain outcomes or arguments hold true. Here’s how to use each word or phrase to specify conditions:
91. If - Introduces a conditional statement, setting up a scenario where a specific result depends on a preceding condition.
92. Unless - Specifies an exception to a general rule or statement, indicating that a condition will change the outcome if not met.
93. Provided that - Sets a stipulation or requirement for a scenario to occur, emphasizing that certain conditions must be satisfied.
94. Assuming that - Suggests a hypothesis or a precondition that needs to be accepted before proceeding with an argument or conclusion.
95. In case - Prepares for a situation that might occur, setting up precautions or actions based on potential scenarios.
96. Even if - Acknowledges that even under certain circumstances, the primary argument or conclusion still holds.
97. Only if - Restricts the conditions under which a statement or outcome is valid, narrowing down the scenarios to very specific ones.
98. Whether - Presents alternatives, usually offering a choice between possibilities within the condition stated.
99. As long as - Indicates that a condition is contingent upon the duration or continuation of a specified situation.
100. Given that - Introduces a premise as a fact, assuming its truth for the sake of argument or to advance the discussion.
In crafting compelling essays, the strategic use of specific words and phrases can significantly enhance both the clarity and persuasiveness of your writing. By mastering the use of these 100 essential terms, students can effectively structure their essays, convey complex ideas, and articulate contrasts and comparisons with precision. Each category of phrases serves a unique purpose, from adding information to providing alternatives, which empowers writers to construct well-rounded arguments and engage their readers more deeply.
As you continue to refine your essay-writing skills, remember that the power of your arguments often lies in the details—the precise words and phrases you choose to express your thoughts. The power of a well crafted essay introduction and precise essay conclusion should also not be overlooked. By integrating these tools into your writing repertoire, you are better equipped to present clear, persuasive, and engaging essays that stand out in academic settings.
Effective essay planning begins with a clear understanding of the essay question. Break down the question to identify key terms and the required response. Create an outline to organise your main points and supporting arguments logically. Consider using a mind map to visually plot connections between ideas, which can spur creative thinking. Allocate time for research, writing, and revision within your plan. Practising essay plans for different questions can enhance your ability to organise thoughts quickly and efficiently, a crucial skill especially under exam conditions.
An effective introduction grabs the reader's attention, sets the tone, and provides a clear thesis statement. Start with a hook such as a provocative question, a startling statistic, or a compelling quote. Provide some background information to set the context, ensuring it's directly relevant to the essay's question. The thesis statement should be concise and outline your main argument or response to the question. This setup not only intrigues but also informs the reader about the essay's focus, establishing your understanding and control of the subject.
The best evidence is relevant, credible, and supports your thesis directly. Use primary sources where possible as they provide first-hand accounts that you can analyse directly. When primary sources are not available, rely on peer-reviewed journals and reputable publications. Diversify your sources to avoid over-reliance on a single type of evidence, and critically evaluate sources for bias and reliability. Properly integrating this evidence into your argument involves summarising, paraphrasing, and quoting sources while always linking back to your main argument.
To make your arguments more persuasive, begin with a clear, assertive thesis statement. Structure your essay so each paragraph introduces a single point supporting your thesis. Use credible evidence and explain how this supports your argument. Address potential counterarguments to show the depth of your understanding and strengthen your position by demonstrating why your approach is preferable. Employing a confident but respectful tone and precise language also enhances the persuasiveness of your essay.
Common pitfalls in essay writing include poor structure, weak thesis statements, and lack of coherence. Avoiding these starts with a robust plan and clear outline. Stay on topic by linking each paragraph back to your thesis statement. Avoid plagiarism by properly citing all sources. Overly complex sentence structures can confuse readers, so strive for clarity and conciseness. Finally, neglecting proofreading can leave typographical and grammatical errors, which diminish the quality of your work, so always review your essay thoroughly.
Time management in exams is crucial. Allocate about 10% of your time for planning, 80% for writing, and 10% for revising. Quickly outline your main points to structure your essay from the start. Write your body paragraphs first, as these contain the bulk of marks, then your introduction and conclusion. Keep an eye on the clock and pace yourself to ensure you have enough time to adequately develop your arguments and conclude effectively.
After writing your essay, take a break before you start editing to give you a fresh perspective. Read your essay aloud to catch awkward phrasing and sentences that don't flow logically. Check for consistency in tense and point of view throughout the essay. Use spell-check tools, but do not rely on them solely—manually check for homophones and commonly confused words. Consider having someone else read your work to catch errors you might have overlooked and to provide feedback on the clarity of your arguments.
A strong thesis statement is clear, concise, and specific. It should express one main idea that is debatable, meaning there is potential for argument. Reflect on the essay prompt and decide on your position regarding the topic. Your thesis should guide the reader through your arguments and indicate the rationale behind your viewpoint. It serves as the backbone of your essay, so ensure it is robust and directly linked to the question asked.
Handling counterarguments effectively involves acknowledging them and then refuting them with stronger evidence or reasoning. Present them fairly and objectively, then use logical, fact-based arguments to demonstrate why your position remains valid. This not only shows critical thinking but also strengthens your original argument by showing you have considered multiple perspectives.
The conclusion of an essay should effectively summarise the main arguments discussed while reaffirming the thesis statement. It should synthesise the information presented rather than introducing new ideas. Provide a final perspective on the topic or suggest implications, further research or practical applications to leave the reader with something to ponder. A strong conclusion can reinforce your argument and leave a lasting impression on the reader.
To ensure logical flow, each paragraph should seamlessly connect to the next with clear transitions. Focus on structuring paragraphs around one main idea that supports your thesis. Use transitional words and phrases to show the relationship between paragraphs. Consistency in your argumentation style and maintaining a clear focus throughout the essay will help keep your writing coherent.
To maintain reader interest, start with a strong hook in your introduction and use engaging content like relevant anecdotes, striking statistics, or interesting quotes throughout your essay. Vary your sentence structure and use active voice to keep the narrative dynamic. Also, ensure your topic is relevant and your arguments are presented with passion and clarity.
To integrate quotes effectively, introduce the quote with a sentence that sets up its relevance to your argument, then follow the quote with analysis or interpretation that ties it back to your main point. Do not rely heavily on quotes to make your points; use them to support your arguments. Ensure that every quote is properly cited according to the required academic style guide.
Descriptive essays focus on detailing a particular subject to give the reader a clear image or understanding of the topic through vivid language and sensory details. In contrast, argumentative essays aim to persuade the reader of a particular viewpoint or position using evidence and reasoning. The former is more about painting a picture, while the latter is about convincing through argument.
Feedback is invaluable for improving essay writing skills. Actively seek out feedback from teachers, peers, or tutors and focus particularly on recurring themes in their comments. Reflect on this feedback critically and apply it to your future essays. Regularly revisiting and revising your work based on constructive criticism allows you to develop a more refined and effective writing style over time.
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What this handout is about.
This handout can help you revise your papers for word-level clarity, eliminate wordiness and avoid clichés, find the words that best express your ideas, and choose words that suit an academic audience.
Writing is a series of choices. As you work on a paper, you choose your topic, your approach, your sources, and your thesis; when it’s time to write, you have to choose the words you will use to express your ideas and decide how you will arrange those words into sentences and paragraphs. As you revise your draft, you make more choices. You might ask yourself, “Is this really what I mean?” or “Will readers understand this?” or “Does this sound good?” Finding words that capture your meaning and convey that meaning to your readers is challenging. When your instructors write things like “awkward,” “vague,” or “wordy” on your draft, they are letting you know that they want you to work on word choice. This handout will explain some common issues related to word choice and give you strategies for choosing the best words as you revise your drafts.
As you read further into the handout, keep in mind that it can sometimes take more time to “save” words from your original sentence than to write a brand new sentence to convey the same meaning or idea. Don’t be too attached to what you’ve already written; if you are willing to start a sentence fresh, you may be able to choose words with greater clarity.
For tips on making more substantial revisions, take a look at our handouts on reorganizing drafts and revising drafts .
So: you write a paper that makes perfect sense to you, but it comes back with “awkward” scribbled throughout the margins. Why, you wonder, are instructors so fond of terms like “awkward”? Most instructors use terms like this to draw your attention to sentences they had trouble understanding and to encourage you to rewrite those sentences more clearly.
Difficulties with word choice aren’t the only cause of awkwardness, vagueness, or other problems with clarity. Sometimes a sentence is hard to follow because there is a grammatical problem with it or because of the syntax (the way the words and phrases are put together). Here’s an example: “Having finished with studying, the pizza was quickly eaten.” This sentence isn’t hard to understand because of the words I chose—everybody knows what studying, pizza, and eating are. The problem here is that readers will naturally assume that first bit of the sentence “(Having finished with studying”) goes with the next noun that follows it—which, in this case, is “the pizza”! It doesn’t make a lot of sense to imply that the pizza was studying. What I was actually trying to express was something more like this: “Having finished with studying, the students quickly ate the pizza.” If you have a sentence that has been marked “awkward,” “vague,” or “unclear,” try to think about it from a reader’s point of view—see if you can tell where it changes direction or leaves out important information.
Sometimes, though, problems with clarity are a matter of word choice. See if you recognize any of these issues:
Sometimes the problem isn’t choosing exactly the right word to express an idea—it’s being “wordy,” or using words that your reader may regard as “extra” or inefficient. Take a look at the following list for some examples. On the left are some phrases that use three, four, or more words where fewer will do; on the right are some shorter substitutes:
I came to the realization that | I realized that |
She is of the opinion that | She thinks that |
Concerning the matter of | About |
During the course of | During |
In the event that | If |
In the process of | During, while |
Regardless of the fact that | Although |
Due to the fact that | Because |
In all cases | Always |
At that point in time | Then |
Prior to | Before |
Keep an eye out for wordy constructions in your writing and see if you can replace them with more concise words or phrases.
In academic writing, it’s a good idea to limit your use of clichés. Clichés are catchy little phrases so frequently used that they have become trite, corny, or annoying. They are problematic because their overuse has diminished their impact and because they require several words where just one would do.
The main way to avoid clichés is first to recognize them and then to create shorter, fresher equivalents. Ask yourself if there is one word that means the same thing as the cliché. If there isn’t, can you use two or three words to state the idea your own way? Below you will see five common clichés, with some alternatives to their right. As a challenge, see how many alternatives you can create for the final two examples.
Agree to disagree | Disagree |
Dead as a doornail | Dead |
Last but not least | Last |
Pushing the envelope | Approaching the limit |
Up in the air | Unknown/undecided |
Try these yourself:
Play it by ear | _____?_____ |
Let the cat out of the bag | _____?_____ |
When you choose words to express your ideas, you have to think not only about what makes sense and sounds best to you, but what will make sense and sound best to your readers. Thinking about your audience and their expectations will help you make decisions about word choice.
Some writers think that academic audiences expect them to “sound smart” by using big or technical words. But the most important goal of academic writing is not to sound smart—it is to communicate an argument or information clearly and convincingly. It is true that academic writing has a certain style of its own and that you, as a student, are beginning to learn to read and write in that style. You may find yourself using words and grammatical constructions that you didn’t use in your high school writing. The danger is that if you consciously set out to “sound smart” and use words or structures that are very unfamiliar to you, you may produce sentences that your readers can’t understand.
When writing for your professors, think simplicity. Using simple words does not indicate simple thoughts. In an academic argument paper, what makes the thesis and argument sophisticated are the connections presented in simple, clear language.
Keep in mind, though, that simple and clear doesn’t necessarily mean casual. Most instructors will not be pleased if your paper looks like an instant message or an email to a friend. It’s usually best to avoid slang and colloquialisms. Take a look at this example and ask yourself how a professor would probably respond to it if it were the thesis statement of a paper: “Moulin Rouge really bit because the singing sucked and the costume colors were nasty, KWIM?”
When writing academic papers, it is often helpful to find key terms and use them within your paper as well as in your thesis. This section comments on the crucial difference between repetition and redundancy of terms and works through an example of using key terms in a thesis statement.
These two phenomena are not necessarily the same. Repetition can be a good thing. Sometimes we have to use our key terms several times within a paper, especially in topic sentences. Sometimes there is simply no substitute for the key terms, and selecting a weaker term as a synonym can do more harm than good. Repeating key terms emphasizes important points and signals to the reader that the argument is still being supported. This kind of repetition can give your paper cohesion and is done by conscious choice.
In contrast, if you find yourself frustrated, tiredly repeating the same nouns, verbs, or adjectives, or making the same point over and over, you are probably being redundant. In this case, you are swimming aimlessly around the same points because you have not decided what your argument really is or because you are truly fatigued and clarity escapes you. Refer to the “Strategies” section below for ideas on revising for redundancy.
Writing clear sentences is important throughout your writing. For the purposes of this handout, let’s focus on the thesis statement—one of the most important sentences in academic argument papers. You can apply these ideas to other sentences in your papers.
A common problem with writing good thesis statements is finding the words that best capture both the important elements and the significance of the essay’s argument. It is not always easy to condense several paragraphs or several pages into concise key terms that, when combined in one sentence, can effectively describe the argument.
However, taking the time to find the right words offers writers a significant edge. Concise and appropriate terms will help both the writer and the reader keep track of what the essay will show and how it will show it. Graders, in particular, like to see clearly stated thesis statements. (For more on thesis statements in general, please refer to our handout .)
Example : You’ve been assigned to write an essay that contrasts the river and shore scenes in Mark Twain’s Huckleberry Finn. You work on it for several days, producing three versions of your thesis:
Version 1 : There are many important river and shore scenes in Huckleberry Finn.
Version 2 : The contrasting river and shore scenes in Huckleberry Finn suggest a return to nature.
Version 3 : Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.
Let’s consider the word choice issues in these statements. In Version 1, the word “important”—like “interesting”—is both overused and vague; it suggests that the author has an opinion but gives very little indication about the framework of that opinion. As a result, your reader knows only that you’re going to talk about river and shore scenes, but not what you’re going to say. Version 2 is an improvement: the words “return to nature” give your reader a better idea where the paper is headed. On the other hand, they still do not know how this return to nature is crucial to your understanding of the novel.
Finally, you come up with Version 3, which is a stronger thesis because it offers a sophisticated argument and the key terms used to make this argument are clear. At least three key terms or concepts are evident: the contrast between river and shore scenes, a return to nature, and American democratic ideals.
By itself, a key term is merely a topic—an element of the argument but not the argument itself. The argument, then, becomes clear to the reader through the way in which you combine key terms.
We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.
Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.
Cook, Claire Kehrwald. 1985. Line by Line: How to Improve Your Own Writing . Boston: Houghton Mifflin.
Grossman, Ellie. 1997. The Grammatically Correct Handbook: A Lively and Unorthodox Review of Common English for the Linguistically Challenged . New York: Hyperion.
Houghton Mifflin. 1996. The American Heritage Book of English Usage: A Practical and Authoritative Guide to Contemporary English . Boston: Houghton Mifflin.
O’Conner, Patricia. 2010. Woe Is I: The Grammarphobe’s Guide to Better English in Plain English , 3rd ed. New York: Penguin Publishing Group.
Tarshis, Barry. 1998. How to Be Your Own Best Editor: The Toolkit for Everyone Who Writes . New York: Three Rivers Press.
Williams, Joseph, and Joseph Bizup. 2017. Style: Lessons in Clarity and Grace , 12th ed. Boston: Pearson.
You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill
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How to Write a Great Essay in English! This lesson provides 100+ useful words, transition words and expressions used in writing an essay. Let’s take a look!
The secret to a successful essay doesn’t just lie in the clever things you talk about and the way you structure your points.
Overview of an essay.
Developing the argument
The other side of the argument
Ordering elements
Adding elements
Accepting other points of view
Personal opinion
Others’ opinions
Introducing examples
Introducing facts
Saying what you think is true
Accepting other points to a certain degree
Emphasizing particular points
Moderating, agreeing, disagreeing
Consequences
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Introduction
How to Write a Great Essay | Image 3
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We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.
For the vast majority of students, essay writing doesn't always come easily. Writing at academic level is an acquired skill that can literally take years to master – indeed, many students find they only start to feel really confident writing essays just as their undergraduate course comes to an end!
If this is you, and you've come here looking for words and phrases to use in your essay, you're in the right place. We’ve pulled together a list of essential academic words you can use in the introduction, body, and conclusion of your essays .
Whilst your ideas and arguments should always be your own, borrowing some of the words and phrases listed below is a great way to articulate your ideas more effectively, and ensure that you keep your reader’s attention from start to finish.
It goes without saying (but we'll say it anyway) that there's a certain formality that comes with academic writing. Casual and conversational phrases have no place. Obviously, there are no LOLs, LMFAOs, and OMGs. But formal academic writing can be much more subtle than this, and as we've mentioned above, requires great skill.
So, to get you started on polishing your own essay writing ability, try using the words in this list as an inspirational starting point.
The trickiest part of academic writing often comes right at the start, with your introduction. Of course, once you’ve done your plan and have your arguments laid out, you need to actually put pen to paper (or fingers to keyboard) and begin your essay.
You need to consider that your reader doesn’t have a clue about your topic or arguments, so your first sentence must summarise these. Explain what your essay is going to talk about as though you were explaining it to a five year old – without losing the formality of your academic writing, of course! To do this, use any of the below words or phrases to help keep you on track.
Even though it sounds obvious, your argument will be clearer if you deliver the ideas in the right order. These words can help you to offer clarity and structure to the way you expose your ideas. This is an extremely effective method of presenting the facts clearly. Don’t be too rigid and feel you have to number each point, but using this system can be a good way to get an argument off the ground, and link arguments together.
These essay phrases are useful to begin your essay. They help you pose your argument based on what other authors have said or a general concern about your research. They can also both be used when a piece of evidence sheds new light on an argument. Here’s an example: The result of the American invasion has severely impaired American interests in the Middle East, exponentially increasing popular hostility to the United States throughout the region, a factor which has proved to be a powerful recruitment tool for extremist terrorist groups (Isakhan, 2015). Considering [or In light of / In view of] the perceived resulting threat to American interests, it could be argued that the Bush administration failed to fully consider the impact of their actions before pushing forward with the war.
Introducing the views of an author who has a comprehensive knowledge of your particular area of study is a crucial part of essay writing. Including a quote that fits naturally into your work can be a bit of a struggle, but these academic phrases provide a great way in.
Even though it’s fine to reference a quote in your introduction, we don’t recommend you start your essay with a direct quote. Use your own words to sum up the views you’re mentioning, for example:
As Einstein often reiterated, experiments can prove theories, but experiments don’t give birth to theories.
Rather than:
“A theory can be proved by experiment, but no path leads from experiment to the birth of a theory.” {Albert Einstein, 1954, Einstein: A Biography}.
See the difference?
And be sure to reference correctly too, when using quotes or paraphrasing someone else's words.
The flow of your essay is extremely important. You don’t want your reader to be confused by the rhythm of your writing and get distracted away from your argument, do you? No! So, we recommend using some of the following ‘flow’ words, which are guaranteed to help you articulate your ideas and arguments in a chronological and structured order.
These types of academic phrases are perfect for expanding or adding to a point you’ve already made without interrupting the flow altogether. “Moreover”, “furthermore” and “in addition” are also great linking phrases to begin a new paragraph.
Here are some examples: The dissociation of tau protein from microtubules destabilises the latter resulting in changes to cell structure, and neuronal transport. Moreover, mitochondrial dysfunction leads to further oxidative stress causing increased levels of nitrous oxide, hydrogen peroxide and lipid peroxidases.
On the data of this trial, no treatment recommendations should be made. The patients are suspected, but not confirmed, to suffer from pneumonia. Furthermore, five days is too short a follow up time to confirm clinical cure.
These are helpful academic phrases to introduce an explanation or state your aim. Oftentimes your essay will have to prove how you intend to achieve your goals. By using these sentences you can easily expand on points that will add clarity to the reader.
For example: My research entailed hours of listening and recording the sound of whales in order to understand how they communicate.
Dutch tech companies offer support in the fight against the virus. To this end, an online meeting took place on Wednesday...
Even though we recommend the use of these phrases, DO NOT use them too often. You may think you sound like a real academic but it can be a sign of overwriting!
Complement complex ideas with simple descriptions by using these sentences. These are excellent academic phrases to improve the continuity of your essay writing. They should be used to explain a point you’ve already made in a slightly different way. Don’t use them to repeat yourself, but rather to elaborate on a certain point that needs further explanation. Or, to succinctly round up what just came before.
For example: A null hypothesis is a statement that there is no relationship between phenomena. In other words, there is no treatment effect.
Nothing could come to be in this pre-world time, “because no part of such a time possesses, as compared with any other, a distinguishing condition of existence rather than non-existence.” That is, nothing exists in this pre-world time, and so there can be nothing that causes the world to come into existence.
These essay words are a good choice to add a piece of information that agrees with an argument or fact you just mentioned. In academic writing, it is very relevant to include points of view that concur with your opinion. This will help you to situate your research within a research context.
Also , academic words and phrases like the above are also especially useful so as not to repeat the word ‘also’ too many times. (We did that on purpose to prove our point!) Your reader will be put off by the repetitive use of simple conjunctions. The quality of your essay will drastically improve just by using academic phrases and words such as ‘similarly’, ‘as well as’, etc. Here, let us show you what we mean:
In 1996, then-transport minister Steve Norris enthused about quadrupling cycling trips by 2012. Similarly, former prime minister David Cameron promised a “cycling revolution” in 2013…
Or Renewable Energy Initiative (AREI) aims to bridge the gap of access to electricity across the continent (...). Another key fact to remember is that it must expand cost-efficient access to electricity to nearly 1 billion people.
The wording “not only… but also” is a useful way to elaborate on a similarity in your arguments but in a more striking way.
Academic essays often include opposite opinions or information in order to prove a point. It is important to show all the aspects that are relevant to your research. Include facts and researchers’ views that disagree with a point of your essay to show your knowledge of your particular field of study. Below are a few words and ways of introducing alternative arguments.
Finding a seamless method to present an alternative perspective or theory can be hard work, but these terms and phrases can help you introduce the other side of the argument. Let's look at some examples:
89% of respondents living in joint families reported feeling financially secure. Conversely, only 64% of those who lived in nuclear families said they felt financially secure.
The first protagonist has a social role to fill in being a father to those around him, whereas the second protagonist relies on the security and knowledge offered to him by Chaplin.
“On the other hand” can also be used to make comparisons when worded together with “on the one hand.”
These essay phrases show contrast, compare facts, and present uncertainty regarding a point in your research. “That said” and “yet” in particular will demonstrate your expertise on a topic by showing the conditions or limitations of your research area. For example:
All the tests were positive. That said, we must also consider the fact that some of them had inconclusive results.
Use these phrases and essay words to demonstrate a positive aspect of your subject-matter regardless of lack of evidence, logic, coherence, or criticism. Again, this kind of information adds clarity and expertise to your academic writing.
A good example is:
Despite the criticism received by X, the popularity of X remains undiminished.
Another way to add contrast is by highlighting the relevance of a fact or opinion in the context of your research. These academic words help to introduce a sentence or paragraph that contains a very meaningful point in your essay.
A good piece of academic writing will always include examples. Illustrating your essay with examples will make your arguments stronger. Most of the time, examples are a way to clarify an explanation; they usually offer an image that the reader can recognise. The most common way to introduce an illustration is “for example.” However, in order not to repeat yourself here are a few other options.
The academic essays that are receiving top marks are the ones that back up every single point made. These academic phrases are a useful way to introduce an example. If you have a lot of examples, avoid repeating the same phrase to facilitate the readability of your essay.
Here’s an example:
‘High involvement shopping’, an experiential process described by Wu et al. (2015, p. 299) relies upon the development of an identity-based alliance between the customer and the brand. Celebrity status at Prada, for example, has created an alliance between the brand and a new generation of millennial customers.
Concluding words for essays are necessary to wrap up your argument. Your conclusion must include a brief summary of the ideas that you just exposed without being redundant. The way these ideas are expressed should lead to the final statement and core point you have arrived at in your present research.
These are phrases for essays that will introduce your concluding paragraph. You can use them at the beginning of a sentence. They will show the reader that your essay is coming to an end:
On close analysis and appraisal, we see that the study by Cortis lacks essential features of the highest quality quantitative research.
Essay words like these ones can help you emphasize the most relevant arguments of your paper. Both are used in the same way: “the most persuasive/compelling argument is…”.
When you’re explaining the significance of the results of a piece of research, these phrases provide the perfect lead up to your explanation.
Your summary should include the most relevant information or research factor that guided you to your conclusion. Contrary to words such as “persuasive” or “compelling”, these essay words are helpful to draw attention to an important point. For example:
The feasibility and effectiveness of my research has been proven chiefly in the last round of laboratory tests.
Film noir is, and will continue to be, highly debatable, controversial, and unmarketable – but above all, for audience members past, present and to come, extremely enjoyable as a form of screen media entertainment.
This essay phrase is meant to articulate how you give reasons to your conclusions. It means that after you considered all the aspects related to your study, you have arrived to the conclusion you are demonstrating.
After mastering the use of these academic words and phrases, we guarantee you will see an immediate change in the quality of your essays. The structure will be easier to follow, and the reader’s experience will improve. You’ll also feel more confident articulating your ideas and using facts and examples. So jot them all down, and watch your essays go from ‘good’ to ‘great’!
How to write a master’s essay.
Cryptocurrency payments.
The hardest skill students learn is how to replace the verb “to be.” Yet is it the single most important skill for improving the verbs in their writing.
The problem is that the verb “to be” rarely has strong synonyms. As a linking verb it can sometimes be replaced with another linking verb. “He is sick” can become “He looks sick” or “He feels sick” or “He seems sick.” But none of those replacements is much stronger than the original verb, “is.”
An excerpt of a third grader’s revised essay.
Even harder is when the verb identifies something that exists. How do you restate, “That dog is mine.” “That dog was mine,” changes just the verb tense; it is the same verb. “That dog becomes mine,” changes the meaning.
What I tell my students is that usually they will need to replace not just the verb, but the whole sentence. I ask them to tell me what the sentence means, using other words. For the sentence, “He is sick,” I ask how they know he is sick. What does he look like that would let me know he is sick? They might say, “His face is red and he has a fever.” I might say, “That’s good, but you are still using the word is. How can you tell me that his face is red and that he has a fever without using the word ‘is’”? Usually they are stumped, so I offer suggestions. “His mother placed an ice bag on his flushed forehead.” Or, “’Wow! 101 degrees,’ said his mother shaking the thermometer.” Or, “The feverish boy lay down on the cold tile floor, moving every few seconds to chill his hot body.”
The trick is to let the reader see, hear, touch, smell or taste (usually see) what the writer saw in his mind before he wrote, “He is sick.” “He is sick” is a conclusion based on certain facts. What are the facts that led the writer to conclude that “He is sick”? Those facts are what the reader needs to know so that the reader can come to his own conclusion that “He is sick.”
We’ll have more blogs on changing the verb “to be” in the future because it is such a vital part of improving writing, yet such a difficult skill to master. For now, we’ll move on to the next blog about sentence beginnings.
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Excellent article……simply outstanding
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Writing in the first person, or using I and we pronouns, has traditionally been frowned upon in academic writing . But despite this long-standing norm, writing in the first person isn’t actually prohibited. In fact, it’s becoming more acceptable – even in research papers.
If you’re wondering whether you can use I (or we ) in your research paper, you should check with your institution first and foremost. Many schools have rules regarding first-person use. If it’s up to you, though, we still recommend some guidelines. Check out our tips below!
Certain sections of your paper are more conducive to writing in the first person. Typically, the first person makes sense in the abstract, introduction, discussion, and conclusion sections. You should still limit your use of I and we , though, or your essay may start to sound like a personal narrative .
Using first-person pronouns is most useful and acceptable in the following circumstances.
When doing so removes the passive voice and adds flow
Sometimes, writers have to bend over backward just to avoid using the first person, often producing clunky sentences and a lot of passive voice constructions. The first person can remedy this. For example:
Both sentences are fine, but the second one flows better and is easier to read.
When discussing literature from other researchers and authors, you might be comparing it with your own findings or hypotheses . Using the first person can help clarify that you are engaging in such a comparison. For example:
In the first sentence, using “the author” to avoid the first person creates ambiguity. The second sentence prevents misinterpretation.
In some instances, you may need to provide background for why you’re researching your topic. This information may include your personal interest in or experience with the subject, both of which are easier to express using first-person pronouns. For example:
Expressing personal experiences and viewpoints isn’t always a good idea in research papers. When it’s appropriate to do so, though, just make sure you don’t overuse the first person.
It’s usually a good idea to stick to the third person in the methods and results sections of your research paper. Additionally, be careful not to use the first person when:
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● It makes your findings seem like personal observations rather than factual results.
● It removes objectivity and implies that the writing may be biased .
● It appears in phrases such as I think or I believe , which can weaken your writing.
Using the first person while maintaining a formal tone can be tricky, but keeping a few tips in mind can help you strike a balance. The important thing is to make sure the tone isn’t too conversational.
To achieve this, avoid referring to the readers, such as with the second-person you . Use we and us only when referring to yourself and the other authors/researchers involved in the paper, not the audience.
It’s becoming more acceptable in the academic world to use first-person pronouns such as we and I in research papers. But make sure you check with your instructor or institution first because they may have strict rules regarding this practice.
If you do decide to use the first person, make sure you do so effectively by following the tips we’ve laid out in this guide. And once you’ve written a draft, send us a copy! Our expert proofreaders and editors will be happy to check your grammar, spelling, word choice, references, tone, and more. Submit a 500-word sample today!
Is it ever acceptable to use I or we in a research paper?
In some instances, using first-person pronouns can help you to establish credibility, add clarity, and make the writing easier to read.
How can I avoid using I in my writing?
Writing in the passive voice can help you to avoid using the first person.
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Are you worried about consistently using “and” at the start of a sentence?
Perhaps you find it too repetitive, or you’re worried it’ll take your reader’s attention away from your words.
Fear not! This article is here to help.
We’ll teach you how to start a sentence without “and” to help spice up your essays and other academic writing pieces.
You should try to avoid starting a sentence with “and.”
It is correct , but it’s not always a good choice. If you’re going to use it, you should only use it once or twice in an essay, if at all.
It is informal , though. So, you’ll need to account for that before using it in an essay.
You can use it when writing about yourself or other informal essay tropes. But still, it’s best to limit how often you do it if you want to sound proper.
Here are two examples showing you how it works:
I liked most of the things I did. And I’m sure I’ll find plenty of other ways to excite myself.
This is the best way to continue. And it’s clear that people aren’t looking for alternatives right now.
While there isn’t anything wrong with using “and” to start a sentence, that doesn’t mean you should stick to it. So, it’s time to explore some alternatives to see what else works.
Keep reading to learn what words to use instead of “and” when writing an essay or in other professional contexts. We’ve gathered some great options to help you.
One of the most common ways to replace “and” at the start of a sentence is “additionally.”
You can use this to keep things formal and direct . It shows you have something to add to a sentence, but you feel it’s worthy of a new sentence before adding it.
For the most part, this keeps the reader engaged .
So you can use it in academic writing . It shows you’ve got a few additions to make to a sentence, and you’d appreciate the reader’s full attention when doing so.
Here are some great writing samples to show you more about how to use it:
This appears to be the best way forward. Additionally , it makes the most sense, as it covers all angles.
I have thought about the opportunity for a while. Additionally , I’m sure there will be plenty of backlash.
You can spice up your formal writing by including “furthermore” instead of “and.”
This is a good synonym to start a sentence with, as it keeps things direct and clear . Most of the time, the reader will understand that you’re linking new information to the previous sentence.
Remember, whenever you start a new sentence with “and” or a synonym, it implies that it relates to the information you just shared.
The reader should be following along. So, this is just a way to keep things as clear as possible for them.
Here are some great essay samples to help you understand a bit more about it:
This could go either way. Furthermore , it’s important to let things settle before we try to fix anything.
I’m looking for some more variables. Furthermore , there are options to expand on the experiment that I can pursue.
We also recommend using “moreover” as another way to start a sentence instead of “and.”
You can include this in an essay . It’s a great choice that will impress a teacher when used correctly.
Feel free to include it to keep things formal and direct . It shows you have more to add, and readers should be able to see more about what you’re trying to say.
However, as with many synonyms in this article, it’s best not to overuse it! Stick to using it just once or twice in an essay to keep things clear and readable.
Also, you can review these examples to learn a little more about it:
It’s clear that they haven’t thought about the direction. Moreover , they’ve been questioned on it and can’t decide what comes next.
I have decided that this makes the most sense. Moreover , it’s going to be the best way for us to handle it.
We also think it’s good to use “however” in your writing. However, it’s not quite as versatile as “and,” so you need to know the difference.
For starters, “and” adds information. It can add positive, negative, or contradictory information. It’s a completely open-ended word that changes the course of a few sentences.
With “however,” you can only contradict the previous sentence . So, it works well to replace “and,” but it’s more limited inf how useful it is.
Still, we recommend using it because it keeps the reader engaged when starting a new sentence.
You can also review these examples to learn a bit more:
I’m unsure if this is the answer to the question. However , I’m willing to explore it more to see whether it sticks.
It’s clear that they have multiple issues. However , they’re still worth supporting to see what comes next.
You can also use “nevertheless” as an alternative to starting a sentence with “and.” This is a great way to contradict previous information in a sentence.
Generally, this keeps things formal and direct . It helps readers to understand that the information in the previous sentence does not directly impact the new sentence.
Therefore, it’s a good way to engage readers and show them that you’ve thought things through. The more well-thought-out your essay is, the better it’ll be overall.
Feel free to review these essay samples to learn more:
This is the best option for the situation. Nevertheless , I will still explore alternatives to see what else works.
I’m going to look into it. Nevertheless , it’s important for you to do the same to see what comes out of it.
If you’re still struggling with what to start a sentence with instead of “and,” perhaps “conversely” is the one for you.
It works well when introducing a contradicting idea . Of course, this makes it a bit more limited than “and,” but it’s still a great alternative.
Generally, you can use this when sharing information with the reader that goes against the previous piece of information they learned.
It shows that you’ve explored alternative options. So, it works quite well when writing a persuasive essay .
You can also review the following examples to learn more:
It’s clear that this option works well. Conversely , plenty of others have pointed towards the other one as the best to move with.
I’m sure the statistics are correct. Conversely , there is a large margin for error here that we need to focus on.
Also, it’s good to use “to add to that” when trying to find a replacement for “and” in your writing.
It’s much more suitable in formal writing because it’s a phrase showing you’ll add further information. For the most part, this makes what you aim to achieve really clear.
Generally, readers will appreciate this . It’s direct and clear , making it obvious that you’re adding something new for them to pay attention to.
You can also review these examples to learn a bit more about it:
I’m not sure if they touched on the topic. To add to that , it’s not evident whether they’re willing to expand their search.
We have looked into it before. To add to that , there wasn’t much of a need for us to try harder.
It’s also good to write “alternatively” instead of “and” to start a sentence.
You can’t go wrong with this if you’re introducing an alternative idea . Generally, this means it relates to something from the previous sentence, but it comes about it from a different perspective.
You can use this when writing an academic paper . Generally, it’s a good way to explain something to a reader quickly.
Here are some examples if you still need help with it:
This seems to be the best move. Alternatively , we can look into other options before trying again.
It’s good to try it like this. Alternatively , we will have to find another outlet.
And finally, we think it’s good to write “meanwhile” instead of “and.”
This works well at the start of a sentence because it helps you to group two sentences or clauses together.
And it helps that “meanwhile” sounds natural at the start of a sentence . So, most readers will already be used to it.
Here are some examples to help you:
This is a good choice. Meanwhile , there are other options that need to be explored fully.
I’m sure it’s going to work well for us. Meanwhile , can we look into some variations that might change the outcome?
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Our mission is to help you create a professional impression toward colleagues, clients, and executives.
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Transitional terms give writers the opportunity to prepare readers for a new idea, connecting the previous sentence to the next one.
Many transitional words are nearly synonymous: words that broadly indicate that “this follows logically from the preceding” include accordingly, therefore, and consequently . Words that mean “in addition to” include moreover, besides, and further . Words that mean “contrary to what was just stated” include however, nevertheless , and nonetheless .
as a result : THEREFORE : CONSEQUENTLY
The executive’s flight was delayed and they accordingly arrived late.
in or by way of addition : FURTHERMORE
The mountain has many marked hiking trails; additionally, there are several unmarked trails that lead to the summit.
at a later or succeeding time : SUBSEQUENTLY, THEREAFTER
Afterward, she got a promotion.
even though : ALTHOUGH
She appeared as a guest star on the show, albeit briefly.
in spite of the fact that : even though —used when making a statement that differs from or contrasts with a statement you have just made
They are good friends, although they don't see each other very often.
in addition to what has been said : MOREOVER, FURTHERMORE
I can't go, and besides, I wouldn't go if I could.
as a result : in view of the foregoing : ACCORDINGLY
The words are often confused and are consequently misused.
in a contrasting or opposite way —used to introduce a statement that contrasts with a previous statement or presents a differing interpretation or possibility
Large objects appear to be closer. Conversely, small objects seem farther away.
used to introduce a statement that is somehow different from what has just been said
These problems are not as bad as they were. Even so, there is much more work to be done.
used as a stronger way to say "though" or "although"
I'm planning to go even though it may rain.
in addition : MOREOVER
I had some money to invest, and, further, I realized that the risk was small.
in addition to what precedes : BESIDES —used to introduce a statement that supports or adds to a previous statement
These findings seem plausible. Furthermore, several studies have confirmed them.
because of a preceding fact or premise : for this reason : THEREFORE
He was a newcomer and hence had no close friends here.
from this point on : starting now
She announced that henceforth she would be running the company.
in spite of that : on the other hand —used when you are saying something that is different from or contrasts with a previous statement
I'd like to go; however, I'd better not.
as something more : BESIDES —used for adding information to a statement
The city has the largest population in the country and in addition is a major shipping port.
all things considered : as a matter of fact —used when making a statement that adds to or strengthens a previous statement
He likes to have things his own way; indeed, he can be very stubborn.
for fear that —often used after an expression denoting fear or apprehension
He was concerned lest anyone think that he was guilty.
in addition : ALSO —often used to introduce a statement that adds to and is related to a previous statement
She is an acclaimed painter who is likewise a sculptor.
at or during the same time : in the meantime
You can set the table. Meanwhile, I'll start making dinner.
BESIDES, FURTHER : in addition to what has been said —used to introduce a statement that supports or adds to a previous statement
It probably wouldn't work. Moreover, it would be very expensive to try it.
in spite of that : HOWEVER
It was a predictable, but nevertheless funny, story.
in spite of what has just been said : NEVERTHELESS
The hike was difficult, but fun nonetheless.
without being prevented by (something) : despite—used to say that something happens or is true even though there is something that might prevent it from happening or being true
Notwithstanding their youth and inexperience, the team won the championship.
if not : or else
Finish your dinner. Otherwise, you won't get any dessert.
more correctly speaking —used to introduce a statement that corrects what you have just said
We can take the car, or rather, the van.
in spite of that —used to say that something happens or is true even though there is something that might prevent it from happening or being true
I tried again and still I failed.
by that : by that means
He signed the contract, thereby forfeiting his right to the property.
for that reason : because of that
This tablet is thin and light and therefore very convenient to carry around.
immediately after that
The committee reviewed the documents and thereupon decided to accept the proposal.
because of this or that : HENCE, CONSEQUENTLY
This detergent is highly concentrated and thus you will need to dilute it.
while on the contrary —used to make a statement that describes how two people, groups, etc., are different
Some of these species have flourished, whereas others have struggled.
NEVERTHELESS, HOWEVER —used to introduce a statement that adds something to a previous statement and usually contrasts with it in some way
It was pouring rain out, yet his clothes didn’t seem very wet.
See Definitions and Examples »
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Published on May 29, 2020 by Jack Caulfield . Revised on August 23, 2023.
Transition words and phrases (also called linking words, connecting words, or transitional words) are used to link together different ideas in your text. They help the reader to follow your arguments by expressing the relationships between different sentences or parts of a sentence.
The proposed solution to the problem did not work. Therefore , we attempted a second solution. However , this solution was also unsuccessful.
For clear writing, it’s essential to understand the meaning of transition words and use them correctly.
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When and how to use transition words, types and examples of transition words, common mistakes with transition words, other interesting articles.
Transition words commonly appear at the start of a new sentence or clause (followed by a comma ), serving to express how this clause relates to the previous one.
Transition words can also appear in the middle of a clause. It’s important to place them correctly to convey the meaning you intend.
The text below describes all the events it needs to, but it does not use any transition words to connect them. Because of this, it’s not clear exactly how these different events are related or what point the author is making by telling us about them.
If we add some transition words at appropriate moments, the text reads more smoothly and the relationship among the events described becomes clearer.
Germany invaded Poland on September 1, 1939. Consequently , France and the United Kingdom declared war on Germany. The Soviet Union initially worked with Germany in order to partition Poland. However , Germany invaded the Soviet Union in 1941.
While transition words are essential to clear writing, it’s possible to use too many of them. Consider the following example, in which the overuse of linking words slows down the text and makes it feel repetitive.
In this case the best way to fix the problem is to simplify the text so that fewer linking words are needed.
The key to using transition words effectively is striking the right balance. It is difficult to follow the logic of a text with no transition words, but a text where every sentence begins with a transition word can feel over-explained.
There are four main types of transition word: additive, adversative, causal, and sequential. Within each category, words are divided into several more specific functions.
Remember that transition words with similar meanings are not necessarily interchangeable. It’s important to understand the meaning of all the transition words you use. If unsure, consult a dictionary to find the precise definition.
Additive transition words introduce new information or examples. They can be used to expand upon, compare with, or clarify the preceding text.
Function | Example sentence | Transition words and phrases |
---|---|---|
Addition | We found that the mixture was effective. , it appeared to have additional effects we had not predicted. | indeed, furthermore, moreover, additionally, and, also, both and , not only but also , , in fact |
Introduction | Several researchers have previously explored this topic. , Smith (2014) examined the effects of … | such as, like, particularly, including, as an illustration, for example, for instance, in particular, to illustrate, especially, notably |
Reference | The solution showed a high degree of absorption. , it is reasonable to conclude that … | considering , regarding , in regard to , as for , concerning , the fact that , on the subject of |
Similarity | It was not possible to establish a correlation between these variables. , the connection between and remains unclear … | similarly, in the same way, by the same token, in like manner, equally, likewise |
Clarification | The patient suffered several side effects, increased appetite, decreased libido, and disordered sleep. | that is (to say), namely, specifically, more precisely, in other words |
Adversative transition words always signal a contrast of some kind. They can be used to introduce information that disagrees or contrasts with the preceding text.
Function | Example sentence | Transition words and phrases |
---|---|---|
Conflict | The novel does deal with the theme of family. , its central theme is more broadly political … | but, however, although, though, equally, by way of contrast, while, on the other hand, (and) yet, whereas, in contrast, (when) in fact, conversely, whereas |
Concession | Jones (2011) argues that the novel reflects Russian politics of the time. this is correct, other aspects of the text must also be considered. | even so, nonetheless, nevertheless, even though, on the other hand, admittedly, despite , notwithstanding , (and) still, although, , regardless (of ), (and) yet, though, granted |
Dismissal | It remains unclear which of these hypotheses is correct. , it can be inferred that … | regardless, either way, whatever the case, in any/either event, in any/either case, at any rate, all the same |
Emphasis | The chemical is generally thought to have corrosive properties. , several studies have supported this hypothesis. | above all, indeed, more/most importantly |
Replacement | The character of Godfrey is often viewed as selfish, self-absorbed. | (or) at least, (or) rather, instead, or (perhaps) even, if not |
Causal transition words are used to describe cause and effect. They can be used to express purpose, consequence, and condition.
Function | Example sentence | Transition words and phrases |
---|---|---|
Consequence | Hitler failed to respond to the British ultimatum, France and the UK declared war on Germany. | therefore, because (of ), as a result (of ), for this reason, in view of , as, owing to x, due to (the fact that), since, consequently, in consequence, as a consequence, hence, thus, so (that), accordingly, so much (so) that, under the/such circumstances, if so |
Condition | We qualified survey responses as positive the participant selected “agree” or “strongly agree.” , results were recorded as negative. | (even/only) if/when, on (the) condition that, in the case that, granted (that), provided/providing that, in case, in the event that, as/so long as, unless, given that, being that, inasmuch/insofar as, in that case, in (all) other cases, if so/not, otherwise |
Purpose | We used accurate recording equipment our results would be as precise as possible. | to, in order to/that, for the purpose of, in the hope that, so that, to the end that, lest, with this in mind, so as to, so that, to ensure (that) |
Sequential transition words indicate a sequence, whether it’s the order in which events occurred chronologically or the order you’re presenting them in your text. They can be used for signposting in academic texts.
Function | Example sentence | Transition words and phrases |
---|---|---|
Enumeration | This has historically had several consequences: , the conflict is not given the weight of other conflicts in historical narratives. , its causes are inadequately understood. , … | first, second, third… |
Initiation | , I want to consider the role played by women in this period. | in the first place, initially, first of all, to begin with, at first |
Continuation | , I discuss the way in which the country’s various ethnic minorities were affected by the conflict. | subsequently, previously, eventually, next, before , afterwards, after , then |
Conclusion | , I consider these two themes in combination. | to conclude (with), as a final point, eventually, at last, last but not least, finally, lastly |
Resumption | my main argument, it is clear that … | to return/returning to , to resume, at any rate |
Summation | Patel (2015) comes to a similar conclusion. , the four studies considered here suggest a consensus that the solution is effective. | as previously stated/mentioned, in summary, as I have argued, overall, as has been mentioned, to summarize, briefly, given these points, in view of , as has been noted, in conclusion, in sum, altogether, in short |
Transition words are often used incorrectly. Make sure you understand the proper usage of transition words and phrases, and remember that words with similar meanings don’t necessarily work the same way grammatically.
Misused transition words can make your writing unclear or illogical. Your audience will be easily lost if you misrepresent the connections between your sentences and ideas.
“Therefore” and similar cause-and-effect words are used to state that something is the result of, or follows logically from, the previous. Make sure not to use these words in a way that implies illogical connections.
The use of “therefore” in this example is illogical: it suggests that the result of 7.5 follows logically from the question being asked, when in fact many other results were possible. To fix this, we simply remove the word “therefore.”
While the words “also,” “and,” and “so” are used in academic writing, they are considered too informal when used at the start of a sentence.
To fix this issue, we can either move the transition word to a different point in the sentence or use a more formal alternative.
Words like “although” and “because” are called subordinating conjunctions . This means that they introduce clauses which cannot stand on their own. A clause introduced by one of these words should always follow or be followed by another clause in the same sentence.
The second sentence in this example is a fragment, because it consists only of the “although” clause.
We can fix this in two different ways. One option is to combine the two sentences into one using a comma. The other option is to use a different transition word that does not create this problem, like “however.”
Students often use the phrase “ as well as ” in place of “and,” but its usage is slightly different. Using “and” suggests that the things you’re listing are of equal importance, while “as well as” introduces additional information that is less important.
In this example, the analysis is more important than the background information. To fix this mistake, we can use “and,” or we can change the order of the sentence so that the most important information comes first. Note that we add a comma before “as well as” but not before “and.”
Note that in fixed phrases like “both x and y ,” you must use “and,” not “as well as.”
The combination of transition words “and/or” should generally be avoided in academic writing. It makes your text look messy and is usually unnecessary to your meaning.
First consider whether you really do mean “and/or” and not just “and” or “or.” If you are certain that you need both, it’s best to separate them to make your meaning as clear as possible.
Words like “hereby,” “therewith,” and most others formed by the combination of “here,” “there,” or “where” with a preposition are typically avoided in modern academic writing. Using them makes your writing feel old-fashioned and strained and can sometimes obscure your meaning.
These words should usually be replaced with a more explicit phrasing expressing how the current statement relates to the preceding one.
With the use of certain tools, you can make your writing clear. One of these tools is a paraphrasing tool . One thing the tool does is help your sentences make more sense. It has different modes where it checks how your text can be improved. For example, automatically adding transition words where needed.
If you want to know more about AI for academic writing, AI tools, or writing rules make sure to check out some of our other articles with explanations and examples or go directly to our tools!
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Transition words are linking words or phrases that connect ideas, sentences, or paragraphs, ensuring a smooth flow of information. They help improve coherence and guide readers through the text.
In this article, let’s talk about what good transition words for argumentative essays are, why they matter so much in argumentative essays, and how to use them effectively. You'll get a clear idea of how these words can make your writing more convincing and easier to read. Plus, we’ll provide you with plenty of examples so you can see how to use them in your own essays.
And if you finish reading and still feel like you could use a hand with your essay, DoMyEssay is here to help. We can assist with any part of your writing process, whether it’s refining your arguments or polishing the final draft.
Let’s say you’re in the middle of crafting your argumentative essay. You’ve got great points, and everything makes sense in your head, but when you read it back, it feels a bit disjointed. That’s where transition words come in. When used right, the appropriate transition words can act as a hook for argumentative essay, keeping your readers engaged.
Here’s how to use them effectively:
Struggling with transitions or arguments in your essay? Let us help you make your essay shine.
Transition words connect your ideas in an argumentative essay, helping your reader follow along without getting lost. They’re small tools that can make your already persuasive writing clearer and more persuasive. Let’s break down some different types of transition words you can use.
When you’re starting a new idea or argument, you want your reader to know you’re shifting to something new. Transition words for essays like "initially" are great for signaling this. These phrases help set the stage for the new point you’re about to make, letting your reader know what’s coming next:
Sometimes you need to pile on additional info to back up your argument. Transition words like "besides" help you do just that and make it easy to add layers to your argument, giving it more depth:
When you want to make your point more concrete, you’ll need to throw in some examples. Words like "for example" help you introduce these examples smoothly. These transitions show your readers that you’re about to give them something real to back up your claim:
Not all points will be in agreement with each other, and that’s okay. When you need to highlight differences or opposing ideas, words like "in contrast" can be your go-tos. These phrases help you present complex ideas with a balanced view by acknowledging other perspectives:
When you need to show that one thing leads to another, transition words like "therefore" help make that connection clear. These transitional words help you link your ideas, showing how one thing influences another:
When you’re supporting your argument with facts or research, transition words like "according to" or "as shown by" help you introduce this evidence clearly and lend credibility to your argument:
A good argumentative essay doesn’t ignore opposing views. Transition words like "despite" help you address these counterarguments and show that you’ve considered the key point from all angles, which strengthens your argument:
Finally, when you’re ready to conclude your essay, use words like "to sum up" to bring everything together and signal to your reader that you’re wrapping things up and summarizing your main points:
Introduction.
Want to improve your essay’s flow and impact? We’re here to help with easy-to-follow advice and edits.
We’ve discussed what the different transition words are, why they matter, and how to use them effectively, complete with examples and tips.
To help you even further, here’s a handy table summarizing the best transition sentences and words to use for each part of your body paragraphs, with some more examples:
Essay Part | Transition Words Examples |
---|---|
To kick off, As a starting point, In the beginning, Let's start with, The first aspect | |
Moving forward, In addition, On the next note, Expanding on this, Building upon that | |
Beyond that, Additionally, On another level, What's more, Not to mention | |
Wrapping up, Finally, As a final thought, Bringing this to a close, In conclusion | |
On the flip side, Conversely, That said, From a different perspective, On the contrary |
On the flip side, Conversely, That said, From a different perspective, On the contrary
But if you’re still scratching your head after reading this, wondering how to add these transitions into your essay, DoMyEssay can help with any part of your writing process. Whether you need assistance with transitions, crafting strong and convincing arguments, or polishing your final draft, we’ve got you covered.
by Antony W
June 26, 2024
Academic writing is different from creative writing mostly because it’s formal. And although creativity is welcome in essay assignments, there are words and phrases that can cost you important marks if you use them in college assignments.
We know how hard writing essays can be, especially because you don’t have the opportunity to implement the elements of creative writing. Plus, it’s time and energy consuming because you have to do a lot of research, write a working thesis , build an outline, defend arguments , and have an impressive paper at the end of it all.
As challenging as essay writing can be, it’s not impossible. You can take your research and put it on the paper before the deadline elapse. However, the words you use to write is what will count towards enticing (convincing) your readers or boring them altogether.
To be clear, not words are useful in essay writing. While you can use idioms and self-made sayings and quotes in creative writing, essay writing requires a 100% forma approach. That’s why it’s important to avoid these words if you want your essays to read well.
1. contractions .
By definition, contractions are a combination of words linked together with apostrophes. Since they shorten words, contractions tend to lower the number of words in written and spoken communication. As interesting as contractions sound when read verbally, they hardly have a place in formal academic writing. You can use them in college application essays to personalize your application, but they won’t be appropriate for other types of formal essays or research assignments.
Words such as “can’t” and “mustn’t” should not appear in your academic paper, even in the case where you have to write a persuasive essay in your own voice. You should write the words in full instead.
Personal pronouns are okay for college admissions essays, persuasive essay writing, and opinion essays but bad for everything else in academic writing.
Take argumentative essay writing , for example. A writer must academically reflect on arguments that correspond with their opinions and be 100% free from personal feelings. Given that they have to speak facts, which are practically difficult to explain in first person pronouns, you should avoid using words such as “I” and “We” in the essay.
To be clear, academic essays must never sound subjective. An essay that sounds subjective tends to be full of bias and sounds more like a narrative paper. As such you should avoid using personal pronouns in an essay unless otherwise instructed to do so.
People read academic essays because they’re looking for answers to the questions that they have. So asking questions is an essay makes your writing irrelevant to a great degree.
Here’s why:
Every time you ask a rhetorical question in an essay , you shift the burden to answer from the writer (you) to the reader (your audience). Unfortunately, the question itself doesn’t add value because they don’t provide any clue, information, or explanation. Not to mention that they’re so much irritating that they tend to easily draw attention away from the essay.
Keep in mind that what might seem obvious to you won’t be so for someone reading your essay. So instead of filling your writing with questions that will otherwise disinterest your audience, use rhetorical statements.
There’s nothing wrong with starting an essay with a quote provided it’s relevant to the issue under investigation. To make sure your readers understand the quotation, you have to explain what the quote means and its significance in the essay.
You can also end an essay with a quote provided it’s relevant to the topic.
The problem comes in when you don’t know exactly how to use quotes in the essay.
From an academic writing standpoint, you should never include a quote that you’ve made up yourself. If you must include a quote in your work, make sure it’s from a well-known author whose work is academic worthy.
Second, don’t just copy the quotation to your writing. Explain what it is about and demonstrate how it’s significant to the topic you’re investigating. Also, you have to reference the quote so that your professor knows where you found it.
While the idea of using quotes in your work may seem Interesting, it’s best to avoid them entirely. Unless you strongly believe there’s a need to include a quote from Elon Musk, Bill Gates, Donald Trump, Hemingway, or Obama in your work, stick to a tone that presents your personality and thoughts.
You should not use passive voice in an essay for the simple reason that it weakens your writing. Given its kind of grammar construction, passive voice lacks reference to who the subject (or actor) is and can make your content difficult to consume.
Use active voice in essay writing. It will make your statements clear to your reader and therefore make your paper easy and interesting to read.
How often do you mention words such as bad, good, thing, stuff, and big? We believe these are words you use in every day talk. However, they’re not appropriate for essay writing because they tend to make your work sound vague and elementary.
Once you finish writing your essay, re-read it, highlight the most all the inappropriate words or phrases, and then replace them with synonyms and phrases accepted in academic writing.
We can’t deny that jargon, teen speak, and slang have taken root in the society. However, Buzzfeed’s style of writing isn’t something your teachers will appreciate. You need to train yourself to write and speak in a formal language, for the sake of your essay assignment at least. Leave slang to where it belongs and stick to formal writing instead.
Aren’t idioms good for enriching written works? Well, they’re but are too informal to be appropriate in academic writing. Remember, academic writing must be formal. Any idiom you include in the article breaks that rule and ruins your chances of scoring good grades.
About the author
Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.
COMMENTS
Maintaining a formal voice while writing academic essays and papers is essential to sound objective. One of the main rules of academic or formal writing is to avoid first-person pronouns like "we," "you," and "I.". These words pull focus away from the topic and shift it to the speaker - the opposite of your goal.
There are many alternatives to saying 'we.'. The most preferred alternatives we use are 'they,' 'the group,' and 'the team.'. These three alternatives are the more general alternatives that seem to be applicable in almost all contexts, especially 'they' as we simply remove ourselves from the narrative by using it.
4. That is to say. Usage: "That is" and "that is to say" can be used to add further detail to your explanation, or to be more precise. Example: "Whales are mammals. That is to say, they must breathe air.". 5. To that end. Usage: Use "to that end" or "to this end" in a similar way to "in order to" or "so".
If you're struggling to choose the right words for your essay, don't worry—you've come to the right place! In this article, we've compiled a list of over 300 words and phrases to use in the introduction, body, and conclusion of your essay. Contents: Words to Use in the Essay Introduction. Words to Use in the Body of the Essay.
A wording that may also be used but rarely suitable is "the researcher". This alternative can only be used when your actions as a writer are completely detached from the writing. 2. Using Passive voice Instead of Pronouns. Another way to replace "I" and other personal pronouns in an essay is to use passive voice.
We in PhD thesis typically mean: I am as an author and you as the reader. It is used in the sense that we together explore the topic. And it is just a kind of writing style to incorporate the reader. Writing "We conducted a study with 56 participants" or "our previous study" can be considered as a bad writing style.
The following words and phrases are considered too informal for a dissertation or academic paper. Taboo. Example. Alternative. A bit. The interviews were a bit difficult to schedule. The interviews were (difficult/somewhat difficult) to schedule. A lot of, a couple of. A lot of studies.
Inappropriately or illogically attribution action in an effort to be objective can be misleading. Examples of undesirable attribution include use of the third person, anthropomorphism, and use of the editorial we. Third person. To avoid ambiguity, use a personal pronoun rather than the thrid person when describing steps taken in your experiment.
30 Advanced Essay Words. Definition: Present, appearing, or found everywhere. Example: The smartphone has become ubiquitous in modern society. Replaces: Common, widespread, prevalent. Definition: Fluent or persuasive in speaking or writing. Example: Her eloquent speech captivated the audience.
The answers to this question promote a view that the personal pronoun we is acceptable in an academic paper. But I did not see an answer there, or more generally on this site, that discourages the use of we. This question is different to the one mentioned above because it queries whether the word we should be used at all, not just to ask whether I or we is more appropriate.
Use: "This essay will introduce the idea that…". Not: "This essay will introduce the new idea that…". Joint collaboration. Use: "This paper describes a collaboration between…". Not: "This paper describes a joint collaboration between…". Knowledgeable expert. Use: "Kotler is an expert in the field of marketing.".
Here's how to use each word or phrase linked to this category: 11. For instance - Introduces a specific example that illuminates a broader point, helping to clarify complex ideas. 12. For example - Functions similarly to "for instance," offering a direct illustration to support or demonstrate a claim. 13.
Writing is a series of choices. As you work on a paper, you choose your topic, your approach, your sources, and your thesis; when it's time to write, you have to choose the words you will use to express your ideas and decide how you will arrange those words into sentences and paragraphs. As you revise your draft, you make more choices.
Related Job Interview Tips | Useful English Phrases for a Job Interview. Accepting other points of view. Nevertheless, one should accept that…. However, we also agree that…. Personal opinion. We/I personally believe that…. Our/My own point of view is that…. It is my contention that…. I am convinced that….
4. Moreover; furthermore; in addition; what's more. These types of academic phrases are perfect for expanding or adding to a point you've already made without interrupting the flow altogether. "Moreover", "furthermore" and "in addition" are also great linking phrases to begin a new paragraph. Here are some examples:
Abruptly switching topics in essays can be jarring; however, transition words can smooth the change for the convenience of the reader.Moreover, you can use essay transition words to start a paragraph, sentence, or clause more naturally.Additionally, essay transition words can connect new information to the previous statement so you don't have to say everything at once.
The problem is that the verb "to be" rarely has strong synonyms. As a linking verb it can sometimes be replaced with another linking verb. "He is sick" can become "He looks sick" or "He feels sick" or "He seems sick.". But none of those replacements is much stronger than the original verb, "is.". An excerpt of a third ...
Conclusion. It's becoming more acceptable in the academic world to use first-person pronouns such as we and I in research papers. But make sure you check with your instructor or institution first because they may have strict rules regarding this practice. If you do decide to use the first person, make sure you do so effectively by following ...
1. Additionally. One of the most common ways to replace "and" at the start of a sentence is "additionally.". You can use this to keep things formal and direct. It shows you have something to add to a sentence, but you feel it's worthy of a new sentence before adding it. For the most part, this keeps the reader engaged.
33 Transition Words and Phrases. 'Besides,' 'furthermore,' 'although,' and other words to help you jump from one idea to the next. Transitional terms give writers the opportunity to prepare readers for a new idea, connecting the previous sentence to the next one. Many transitional words are nearly synonymous: words that broadly indicate that ...
Example sentence. Transition words and phrases. Addition. We found that the mixture was effective. Moreover, it appeared to have additional effects we had not predicted. indeed, furthermore, moreover, additionally, and, also, both x and y, not only x but also y, besides x, in fact. Introduction.
Let's break down some different types of transition words you can use. Starting a New Point. When you're starting a new idea or argument, you want your reader to know you're shifting to something new. Transition words for essays like "initially" are great for signaling this. These phrases help set the stage for the new point you're ...
Instead Example: "Instead of going to the meeting, he decided to work from home." Conversely Example: "Conversely, the product became more popular as the price increased." Rather Example: "He didn't reject the offer. Rather, he asked for more time to decide." Alternatively Example: "We could hire more staff.
Words such as "can't" and "mustn't" should not appear in your academic paper, even in the case where you have to write a persuasive essay in your own voice. You should write the words in full instead. 2. Personal Pronouns. Personal pronouns are okay for college admissions essays, persuasive essay writing, and opinion essays but bad ...