things synonym for essay

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• 40 Useful Words and Phrases for Top-Notch Essays

To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.

Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.

It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.

If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.

General explaining

Let’s start by looking at language for general explanations of complex points.

1. In order to

Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”

2. In other words

Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”

3. To put it another way

Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”

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”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”

Adding additional information to support a point

Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument. Here are some cleverer ways of doing this.

6. Moreover

Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”

7. Furthermore

Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”

8. What’s more

Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”

9. Likewise

Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”

10. Similarly

Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”

11. Another key thing to remember

Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”

12. As well as

Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”

13. Not only… but also

Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”

14. Coupled with

Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”

15. Firstly, secondly, thirdly…

Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.

16. Not to mention/to say nothing of

Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”

Words and phrases for demonstrating contrast

When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.

17. However

Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”

18. On the other hand

Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”

19. Having said that

Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”

20. By contrast/in comparison

Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”

21. Then again

Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”

22. That said

Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”

Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”

Adding a proviso or acknowledging reservations

Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.

24. Despite this

Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”

25. With this in mind

Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”

26. Provided that

Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”

27. In view of/in light of

Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”

28. Nonetheless

Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”

29. Nevertheless

Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”

30. Notwithstanding

Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”

Giving examples

Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.

31. For instance

Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”

32. To give an illustration

Example: “To give an illustration of what I mean, let’s look at the case of…”

Signifying importance

When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.

33. Significantly

Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”

34. Notably

Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”

35. Importantly

Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”

Summarising

You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.

36. In conclusion

Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”

37. Above all

Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”

38. Persuasive

Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”

39. Compelling

Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”

40. All things considered

Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”

How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.

At Oxford Royale Academy, we offer a number of  summer school courses for young people who are keen to improve their essay writing skills. Click here to apply for one of our courses today, including law , business , medicine  and engineering .

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10 Other Ways to Say “This Shows” in an Essay

When writing essays, using the phrase “this shows” can get repetitive. It’s important to mix up your language to keep your reader engaged.

This article lists ten different ways to express the same idea, making your writing more interesting and varied. Each alternative is followed by explanations and examples to help you understand when and how to use them effectively.

Is “This Shows” a Good Phrase to Use in an Essay?

Using “this shows” in an essay can be beneficial, but it depends on the context. It’s a straightforward way to indicate that the information you are presenting supports your argument or helps explain your point. However, using this phrase repeatedly might make your writing seem less polished.

Here’s an example of how to use it:

Let’s weigh the pros and cons of using “this shows” in your writing.

• Clear and directly points out the significance of the evidence.
• Helps connect the evidence to your argument or thesis statement.
• Easy to understand and use.
• Can become repetitive if overused.
• Might seem too simple or lack sophistication in formal essays.
• Doesn’t offer variety in sentence structures.

While “this shows” is handy, you might want to consider alternatives, especially if you’re aiming for a more polished and varied writing style. Using synonyms or different phrases can add depth to your essay and keep your readers engaged.

Finding the right words to connect your ideas can make your essay shine. Here are ten alternatives to “this shows” that can help:

• This demonstrates
• This indicates
• This suggests
• This reveals
• This proves
• This establishes
• This confirms
• This supports
• This underscores
• This exemplifies

1. This demonstrates

This alternative is somewhat more formal than “This shows”, making it a good fit for academic essays. It implies a stronger link between evidence and assertion, suggesting a more thoughtful analysis. When comparing, “this demonstrates” carries an air of scientific precision or academic rigor, emphasizing the process of showing.

We recommend using “this demonstrates” when your evidence strongly supports your argument. It’s especially useful in contexts where you want to highlight thorough research or definitive proof. Think of situations where the connection between your examples and your main point needs to be unmistakable and grounded in professional analysis.

Here are a couple of examples:

2. This indicates

“This indicates” is a neutral phrase that fits well in both formal and informal essays. It’s less forceful than “this proves” but still shows a clear connection between evidence and conclusion. It’s like pointing something out rather than making an outright declaration.

Use “this indicates” when you want to suggest a conclusion rather than assert it definitively. It works well when you’re drawing inferences from data or observations, particularly in situations where there might be multiple interpretations.

3. This suggests

“This suggests” is an ideal choice for making gentle or speculative connections in your writing. It’s even less forceful than “this indicates”, perfect for when you’re presenting hypotheses or possibilities. It’s a polite way to introduce an idea that’s inferred rather than directly supported by the evidence.

This phrase is better suited for essays where you’re exploring potential outcomes or reasons, especially when direct evidence is not available. It’s also appropriate in informal contexts where maintaining a conversational tone is important.

4. This reveals

“This reveals” is powerful because it suggests uncovering or discovering something previously hidden. It’s perfect for when you want to highlight insights or findings that are unexpected or particularly enlightening. The phrase holds a bit of drama, making it great for engaging readers.

When your evidence uncovers new information or contradicts common assumptions, “this reveals” is an excellent choice. It’s well-suited for research papers or analytical essays where the goal is to bring new truths to light.

5. This proves

Among our list of synonyms, “this proves” is among the most assertive. It’s used to claim that the evidence conclusively supports your argument. Because of its strong implication, it’s best reserved for formal contexts where you have robust data or clear examples to back up your point.

This phrase is particularly effective in argumentative essays or research papers where establishing factual correctness is essential. It’s about as close as you can get to saying “this is irrefutable.”

6. This establishes

“This establishes” is similar in weight to “this proves” but with a slightly less aggressive tone. It suggests setting up a firm foundation for your argument or theory. This wording is especially useful in formal essays and academic writing where clarity and precision are paramount.

We recommend “this establishes” when you’re building up an argument step by step, and your evidence serves as a crucial piece of the puzzle. It shines in contexts where demonstrating the credibility or reliability of your claim is key.

7. This confirms

“This confirms” signals that your evidence directly supports or validates an existing theory or hypothesis. It’s less about revelation and more about verification, making it a professional choice for reinforcing your points in a formal essay.

It’s best suited for situations where you’re addressing anticipated outcomes or established theories. This alternative brings an air of finality and affirmation, particularly in scientific or analytical papers.

8. This supports

“This supports” is flexible, fitting nicely into both formal and informal contexts. It indicates that your evidence upholds your argument but does so in a way that’s less definitive than “this proves.” It’s akin to providing backup rather than claiming outright victory.

Use “this supports” when your evidence adds weight to your claim but might not be conclusive on its own. It’s particularly useful in essays where you’re piecing together support from various sources to form a cohesive argument.

See these examples:

9. This underscores

“This underscores” emphasizes the importance of a particular piece of evidence or point in your argument. It’s a way to highlight significance without asserting direct causation. This term is ideal for formal writing when you want to stress the weight of your findings.

This alternative is better suited when you need to draw attention to how crucial your evidence is to understanding your overall point. It’s like saying, “pay attention here, this is important.”

10. This exemplifies

“This exemplifies” is a sophisticated way to demonstrate how your evidence serves as a perfect example of your claim. It brings a touch of elegance to your writing, suitable for formal essays where showcasing examples is key to illustrating broader points.

Opt for “this exemplifies” when you have a clear, representative example that neatly encapsulates your argument or theory. It effectively tells your reader, “If you understand this example, you’ll grasp my larger point.”

Final Thoughts

Switching up the way you say “this shows” in your essays can make your writing stronger and more engaging. By using the ten alternatives we’ve discussed, you can clearly express your ideas and keep your reader’s attention. These phrases help you communicate more precisely and make your arguments more compelling.

Slava Velikiy, CEO of Rontar and GainRep, has over 20 years of experience in entrepreneurship, project management, and software development. Passionate about innovation and solving real-world problems, he shares his insights on entrepreneurship, leadership, and technology.

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15 Other Words for “This Shows” in an Essay

Are you worried about including “this shows” again and again in an essay?

After all, the last thing you want to do is sound repetitive and boring.

Fret not! You have found yourself in the right place.

This article will explore other ways to say “this shows” in an essay.

Other Ways to Say “This Shows”

• This demonstrates
• This indicates
• This implies
• This portrays
• This illustrates
• This establishes
• This proves
• This points to
• This highlights

KEY TAKEAWAYS

• “This shows” is a common phrase used in essays to demonstrate how one thing leads to another.
• “This demonstrates” is a great formal synonym that’ll help to spice up your academic writing.
• Try “suggesting” as an alternative that shows how one thing could have created another.

Keep reading to learn different ways to say “this shows.” We’ve covered the two best phrases to help you understand more about how you can improve your essays.

Alternatively, you can read the final section to learn whether it’s correct to write “this shows.” It’s appropriate to check this out before continuing to include it in your essay!

This Demonstrates

If you’re looking for words to use instead of “this shows” in an essay, try “this demonstrates.” It’s a great formal synonym that’ll help to spice things up.

It also comes with two options. You can use it at the start of a sentence as written:

 This is option one. This demonstrates how to continue a thought from the previous sentence.

Or, you can include it as part of the same sentence. To do this, you should switch “this demonstrates” to “demonstrating.” For example:

This is option two, demonstrating that it’s part of the same sentence.

Either way, both are correct. The same applies to “this shows,” where you can use “showing” to include it in the same sentence.

It’s a great way to help the reader follow your process . This should make your essay much easier to read, even if the reader isn’t all that familiar with the topic.

You can also refer to these essay samples:

As you can see, we have also gathered all the necessary data. This demonstrates that we were correct about our original hypothesis.

They have created different rules for what we know. This demonstrates that they’re worried someone might try to interfere with them.

Also, you can write “suggesting” instead of “this shows.” It’s another great professional synonym that’ll help you to keep your writing interesting.

As we’ve already stated, you can use “suggesting” as part of the same sentence:

This is how it works, suggesting you can keep it to one sentence.

Or, you can switch it to “this suggests” to start a new sentence. For instance:

This is how it works. This suggests that you can create two sentences.

Both are correct. They also allow you to switch between them, giving you two options to help mix up your writing and keep the reader engaged .

Here are some essay examples if you still need help:

We have many new ideas ready to go, suggesting that we’re on the road to success. We just need more time.

This is the only way to complete the task, suggesting that things aren’t going to be as easy as we first thought.

Is It Correct to Say “This Shows”?

It is correct to say “this shows.” It’s a great word to use in an essay, and we highly recommend it when you’d like to show how one thing leads to another.

It’s a formal option, which is why it works so well in academic writing.

Also, it allows the reader to follow your thought process, which helps keep things streamlined and clear.

For instance:

Here is an example of how we can achieve this. This shows that we have considered every option so far.

“This shows” always starts a new sentence . You can use it whenever you’d like to connect back to the former sentence directly.

Also, makes sure you use “shows” as the verb form. It comes after “this,” so the only correct form is “shows.” To remind you, you can refer to these examples:

• Correct: This shows that things are supposed to work this way.
• Incorrect: This show that we know what we’re doing.

It’s worth using some extensions if you’re still looking to mix things up as well. Try any of the following:

• This evidence shows
• This picture shows
• This data shows
• This graph shows
• This study shows

Including something between “this” and “shows” allows you to be more specific . It helps direct the reader’s attention to something from the previous sentence.

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Today’s nyt ‘connections’ hints and answers for sunday, june 30.

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Find the links between the words to win today's game of Connections.

Looking for Saturday’s Connections hints and answers? You can find them here:

Hey, folks! I have my fingers crossed that you’re having a fantastic weekend. I’m really enjoying spending time with family and friends at home at the minute, and I hope you’re able to hang out with your loved ones too.

Today’s NYT Connections hints and answers are coming right up.

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Select four words you think go together and press Submit. If you make a guess and you’re incorrect, you’ll lose a life. If you’re close to having a correct group, you might see a message telling you that you’re one word away from getting it right, but you’ll still need to figure out which one to swap.

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Scroll slowly! Just after the hints for each of today’s Connections groups, I’ll reveal what the groups are without immediately telling you which words go into them.

Today’s 16 words are...

And the hints for today’s groups are:

• Yellow group — aphorism or proverb
• Green group — outdoor cooking essentials
• Blue group — large flora
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What Are Today’s Connections Groups?

Need some extra help?

Be warned: we’re starting to get into spoiler territory.

Today’s groups are...

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Spoiler alert! Don’t scroll any further down the page until you’re ready to find out today’s Connections answers.

This is your final warning!

Today’s Connections answers are...

• Yellow group — old saying (ADAGE, CHESTNUT, MAXIM, SAW)
• Green group — grill fuel sources (CHARCOAL, ELECTRIC, GAS, WOOD)
• Blue group — trees (ASH, CHERRY, EBONY, GUM)
• Purple group — hot tub components (FILTER, HEATER, JET, PUMP)

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S11: MWF at 12–12:50 p.m. in Crothers Engineering Hall 217

Gwen Horsley

English 201 will help students develop skills to write effectively for other university courses, careers, and themselves. This course will provide opportunities to further develop research skills, to write vividly, and to share their own stories and ideas. Specifically, in this class, students will (1) focus on the relationships between world environments, land, animals and humankind; (2) read various essays by environmental, conservational, and regional authors; and (3) produce student writings. Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives, and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations, and expletive constructions.

Students will prepare writing assignments based on readings and discussions of essays included in Literature and the Environment and other sources. They will use The St. Martin’s Handbook to review grammar, punctuation, mechanics, and usage as needed.

Required Text: Literature and the Environment: A Reader On Nature and Culture. 2nd ed., edited by Lorraine Anderson, Scott Slovic, and John P. O’Grady.

LING 203.S01 English Grammar

TuTh 12:30-1:45 p.m.

Dr. Nathan Serfling

The South Dakota State University 2023-2024 Undergraduate Catalog describes LING 203 as consisting of “[i]nstruction in the theory and practice of traditional grammar including the study of parts of speech, parsing, and practical problems in usage.”

“Grammar” is a mercurial term, though. Typically, we think of it to mean “correct” sentence structure, and, indeed, that is one of its meanings. But Merriam-Webster reminds us “grammar” also refers to “the principles or rules of an art, science, or technique,” taking it beyond the confines of syntactic structures. Grammar also evolves in practice through application (and social, historical, economic changes, among others). Furthermore, grammar evolves as a concept as scholars and educators in the various fields of English studies debate the definition and nature of grammar, including how well its explicit instruction improves students’ writing. In this course, we will use the differing sensibilities, definitions, and fluctuations regarding grammar to guide our work. We will examine the parts of speech, address syntactic structures and functions, and parse and diagram sentences. We will also explore definitions of and debates about grammar. All of this will occur in units about the rules and structures of grammar; the application of grammar rhetorically and stylistically; and the debates surrounding various aspects of grammar, including, but not limited to, its instruction.

ENGL 210 Introduction to Literature

Jodi andrews.

Readings in fiction, drama and poetry to acquaint students with literature and aesthetic form. Prerequisites: ENGL 101. Notes: Course meets SGR #4 or IGR #3.

ENGL 222 British Literature II

TuTh 9:30-10:45 a.m.

This course serves as a chronological survey of the second half of British literature. Students will read a variety of texts from the Romantic period, the Victorian period, and the twentieth and twenty-first centuries, placing these texts within their historical and literary contexts and identifying the major characteristics of the literary periods and movements that produced them.

ENGL 240.ST1 Juvenile Literature

Randi l. anderson.

A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature.

ENGL 240.ST1 Juvenile Literature: 5-12 Grade

In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the 5th-12th grade level.

Readings for this course include works such as Night, Brown Girl Dreaming, All American Boys, Esperanza Rising, Anne Frank’s Diary: A Graphic Adaptation, Animal Farm, Fahrenheit 451, The Giver, The Hobbit, Little Women, and Lord of the Flies . These readings will be paired with chapters from Reading Children’s Literature: A Critical Introduction to help develop understanding of various genres, themes, and concepts that are both related to juvenile literature, and also present in our readings.

In addition to exploring various genres of writing (poetry, non-fiction, fantasy, historical, non-fiction, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race, rebellion and dissent, power and oppression, gender, knowledge, and the power of language and the written word. Students’ understanding of these works and concepts will be developed through readings, discussion posts, quizzes and exams.

ENGL 240.ST2 Juvenile Literature Elementary-5th Grade

April myrick.

A survey of the history of literature written for children and adolescents, and a consideration of the various genres of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.

ENGL 242.S01 American Literature II

TuTh 11 a.m.-12:15 p.m.

Dr. Paul Baggett

This course surveys a range of U.S. literatures from about 1865 to the present, writings that treat the end of slavery and the development of a segregated America, increasingly urbanized and industrialized U.S. landscapes, waves of immigration, and the fulfilled promise of “America” as imperial nation. The class will explore the diversity of identities represented during that time, and the problems/potentials writers imagined in response to the century’s changes—especially literature’s critical power in a time of nation-building. Required texts for the course are The Norton Anthology of American Literature: 1865 to the Present and Toni Morrison’s A Mercy.

WMST 247.S01: Introduction to Women, Gender and Sexuality Studies

As an introduction to Women, Gender and Sexuality studies, this course considers the experiences of women and provides an overview of the history of feminist thought and activism, particularly within the United States. Students will also consider the concepts of gender and sexuality more broadly to encompass a diversity of gender identifications and sexualities and will explore the degree to which mainstream feminism has—and has not—accommodated this diversity. The course will focus in particular on the ways in which gender and sexuality intersect with race, class, ethnicity, and disability. Topics and concepts covered will include: movements for women’s and LGBTQ+ rights; gender, sexuality and the body; intersectionality; rape culture; domestic and gender violence; reproductive rights; Missing and Murdered Indigenous Women (MMIW); and more.

ENGL 283.S01 Introduction to Creative Writing

MWF 1-1:50 p.m.

Prof. Steven Wingate

Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve creative research projects. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.

English 284: Introduction to Criticism

This course introduces students to selected traditions of literary and cultural theory and to some of the key issues that animate discussion among literary scholars today. These include questions about the production of cultural value, about ideology and hegemony, about the patriarchal and colonial bases of Western culture, and about the status of the cultural object, of the cultural critic, and of cultural theory itself.

To address these and other questions, we will survey the history of literary theory and criticism (a history spanning 2500 years) by focusing upon a number of key periods and -isms: Greek and Roman Classicism, The Middle Ages and Renaissance, The Enlightenment, Romanticism, Realism, Formalism, Historicism, Political Criticism (Marxism, Post-Colonialism, Feminism, et al.), and Psychological Criticism. We also will “test” various theories we discuss by examining how well they account for and help us to understand various works of poetry and fiction.

• 300-400 level

ENGL 330.S01 Shakespeare

TuTh 8-9:15 a.m.

Dr. Michael S. Nagy

This course will focus on William Shakespeare’s poetic and dramatic works and on the cultural and social contexts in which he wrote them. In this way, we will gain a greater appreciation of the fact that literature does not exist in a vacuum, for it both reflects and influences contemporary and subsequent cultures. Text: The Riverside Shakespeare: Complete Works. Ed. Evans, G. Blakemore and J. J. M. Tobin. Boston: Houghton Mifflin, 1997.

ENGL 363 Science Fiction

MWF 11-11:50 a.m.

This course explores one of the most significant literary genres of the past century in fiction and in film. We will focus in particular on the relationship between science fiction works and technological and social developments, with considerable attention paid to the role of artificial intelligence in the human imagination. Why does science fiction seem to predict the future? What do readers and writers of the genre hope to find in it? Through readings and viewings of original work, as well as selected criticism in the field, we will address these and other questions. Our reading and viewing selections will include such artists as Ursula K. LeGuin, Octavia Butler, Stanley Kubrick and Phillip K. Dick. Students will also have ample opportunity to introduce the rest of the class to their own favorite science fiction works.

ENGL 383.S01 Creative Writing I

MWF 2-2:50 p.m.

Amber Jensen

Creative Writing I encourages students to strengthen poetry, creative nonfiction, and/or fiction writing skills through sustained focus on creative projects throughout the course (for example, collections of shorter works focused on a particular form/style/theme, longer prose pieces, hybrid works, etc.). Students will engage in small- and large-group writing workshops as well as individual conferences with the instructor throughout the course to develop a portfolio of creative work. The class allows students to explore multiple genres through the processes of writing and revising their own creative texts and through writing workshop, emphasizing the application of craft concepts across genre, but also allows students to choose one genre of emphasis, which they will explore through analysis of self-select texts, which they will use to deepen their understanding of the genre and to contextualize their own creative work.

ENGL 475.S01 Creative Nonfiction

Mondays 3-5:50 p.m.

In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.

ENGL 485.S01 Writing Center Tutoring

MW 8:30-9:45 a.m.

Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops, and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations and develop a richer sense of writing as a complex and negotiated social process.

ENGL 492.S01 The Vietnam War in Literature and Film

Tuesdays 3-5:50 p.m.

Dr. Jason McEntee

In 1975, the United States officially included its involvement in the Vietnam War, thus marking 2025 as the 50th anniversary of the conclusion (in name only) of one of the most chaotic, confusing, and complex periods in American history. In this course, we will consider how literature and film attempt to chronicle the Vietnam War and, perhaps more important, its aftermath. I have designed this course for those looking to extend their understanding of literature and film to include the ideas of art, experience, commercial products, and cultural documents. Learning how to interpret literature and movies remains the highest priority of the course, including, for movies, the study of such things as genre, mise-en-scene (camera movement, lighting, etc.), editing, sound and so forth.

We will read Dispatches , A Rumor of War , The Things They Carried , A Piece of My Heart , and Bloods , among others. Some of the movies that we will screen are: Apocalypse Now (the original version), Full Metal Jacket , Platoon , Coming Home , Born on the Fourth of July , Dead Presidents , and Hearts and Minds . Because we must do so, we will also look at some of the more fascinatingly outrageous yet culturally significant fantasies about the war, such as The Green Berets and Rambo: First Blood, Part II .

ENGL 492.S02 Classical Mythology

TuTh 3:30-4:45 p.m.

Drs. Michael S. Nagy and Graham Wrightson

Modern society’s fascination with mythology manifests itself in the continued success of novels, films and television programs about mythological or quasi-mythological characters such as Hercules, the Fisher King, and Gandalf the Grey, all of whom are celebrated for their perseverance or their daring deeds in the face of adversity. This preoccupation with mythological figures necessarily extends back to the cultures which first propagated these myths in early folk tales and poems about such figures as Oðin, King Arthur, Rhiannon, Gilgamesh, and Odysseus, to name just a few. English 492, a reading-intensive course cross-listed with History 492, primarily aims to expose students to the rich tradition of mythological literature written in languages as varied as French, Gaelic, Welsh, Old Icelandic, Greek, and Sumerian; to explore the historical, social, political, religious, and literary contexts in which these works flourished (if indeed they did); and to grapple with the deceptively simple question of what makes these myths continue to resonate with modern audiences. Likely topics and themes of this course will include: Theories of myth; Mythological Beginnings: Creation myths and the fall of man; Male and Female Gods in Myth; Foundation myths; Nature Myths; The Heroic Personality; the mythological portrayal of (evil/disruptive) women in myth; and Monsters in myth.

Likely Texts:

• Dalley, Stephanie, trans. Myths from Mesopotamia: Creation, the Flood, Gilgamesh, and Others. Oxford World’s Classics, 2009
• Faulkes, Anthony, trans. Edda. Everyman, 1995
• Gregory, Lady Augusta. Cuchulain of Muirthemne: The Story of the Men of the Red Branch of Ulster. Forgotten Books, 2007
• Jones, Gwyn, Thomas Jones, and Mair Jones. The Mabinogion. Everyman Paperback Classics, 1993
• Larrington, Carolyne, trans. The Poetic Edda . Oxford World’s Classics, 2009
• Matarasso, Pauline M., trans. The Quest of the Holy Grail. Penguin Classics, 1969
• Apollodorus, Hesiod’s Theogony
• Hesiod’s Works and Days
• Ovid’s Metamorphoses, Homeric Hymns
• Virgil’s Aeneid
• Iliad, Odyssey
• Apollonius of Rhodes Argonautica
• Ovid’s Heroides
• Greek tragedies: Orestaia, Oedipus trilogy, Trojan Women, Medea, Hippoolytus, Frogs, Seneca's Thyestes, Dyskolos, Amphitryon
• Clash of the Titans, Hercules, Jason and the Argonauts, Troy (and recent miniseries), Oh Brother, Where Art Thou?

ENGL 492.ST1 Science Writing

Erica summerfield.

This course aims to teach the fundamentals of effective scientific writing and presentation. The course examines opportunities for covering science, the skills required to produce clear and understandable text about technical subjects, and important ethical and practical constraints that govern the reporting of scientific information. Students will learn to present technical and scientific issues to various audiences. Particular emphasis will be placed on conveying the significance of research, outlining the aims, and discussing the results for scientific papers and grant proposals. Students will learn to write effectively, concisely, and clearly while preparing a media post, fact sheet, and scientific manuscript or grant.

Graduate Courses

Engl 575.s01 creative nonfiction.

In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles, and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.

ENGL 592.S01: The Vietnam War in Literature and Film

Engl 704.s01 introduction to graduate studies.

Thursdays 3-5:50 p.m.

Introduction to Graduate Studies is required of all first-year graduate students. The primary purpose of this course is to introduce students to modern and contemporary literary theory and its applications. Students will write short response papers and will engage at least one theoretical approach in their own fifteen- to twenty-page scholarly research project. In addition, this course will further introduce students to the M.A. program in English at South Dakota State University and provide insight into issues related to the profession of English studies.

ENGL 792.ST1 Grant Writing

This online course will familiarize students with the language, rhetorical situation, and components of writing grant proposals. Students will explore various funding sources, learn to read an RFP, and develop an understanding of different professional contexts and the rhetorical and structural elements that suit those distinct contexts. Students will write a sample proposal throughout the course and offer feedback to their peers, who may be writing in different contexts, which will enhance their understanding of the varied applications of course content. Through their work in the course, students will gain confidence in their ability to find, apply for, and receive grant funding to support their communities and organizations.

Refine Your Final Word With 10 Alternatives To “In Conclusion”

• Alternatives To In Conclusion

Wrapping up a presentation or a paper can be deceptively difficult. It seems like it should be easy—after all, your goal is to summarize the ideas you’ve already presented and possibly make a call to action. You don’t have to find new information; you just have to share what you already know.

Here’s where it gets tricky, though. Oftentimes, it turns out that the hardest part about writing a good conclusion is avoiding repetition.

That’s where we can help, at least a little bit. When it comes to using a transition word or phrase to kick off your conclusion, the phrase in conclusion is frequently overused. It’s easy to understand why—it is straightforward. But there are far more interesting and attention-grabbing words and phrases you can use in your papers and speeches to signal that you have reached the end.

One of the simplest  synonyms  of in conclusion is  in summary .  This transition phrase signals that you are going to briefly state the main idea or conclusion of your research. Like  in conclusion , it is formal enough to be used both when writing an academic paper and when giving a presentation.

• In summary,  despite multiple experimental designs, the research remains inconclusive.
• In summary , there is currently unprecedented interest in our new products.

A less formal version of  in summary  is  to sum up . While this phrase expresses the same idea, it's more commonly found in oral presentations rather than written papers in this use.

• To sum up,  we have only begun to discover the possible applications of this finding.

let's review or to review

A conclusion doesn't simply review the main idea or argument of a presentation. In some cases, a conclusion includes a more complete assessment of the evidence presented. For example, in some cases, you might choose to briefly review the chain of logic of an argument to demonstrate how you reached your conclusion. In these instances, the expressions  let's review  or  to review  are good signposts.

The transition phrases  let's review  and  to review  are most often used in spoken presentations, not in written papers. Unlike the other examples we have looked at,  let's review  is a complete sentence on its own.

• Let's review.  First, he tricked the guard. Then, he escaped out the front door.
• To review:  we developed a special kind of soil, and then we planted the seeds in it.

A classy alternative to in conclusion , both in papers and presentations, is in closing . It is a somewhat formal expression, without being flowery. This transition phrase is especially useful for the last or penultimate sentence of a conclusion. It is a good way to signal that you are nearly at the bitter end of your essay or speech. A particularly common way to use in closing is to signal in an argumentative piece that you are about to give your call to action (what you want your audience to do).

• In closing, we should all do more to help save the rainforest.
• In closing, I urge all parties to consider alternative solutions such as the ones I have presented.

in a nutshell

The expression in a nutshell is a cute and informal metaphor used to indicate that you are about to give a short summary. (Imagine you're taking all of the information and shrinking it down so it can fit in a nutshell.) It's appropriate to use in a nutshell both in writing and in speeches, but it should be avoided in contexts where you're expected to use a serious, formal register .

• In a nutshell, the life of this artist was one of great triumph and great sadness.
• In a nutshell, the company spent too much money and failed to turn a profit.

The expression in a nutshell can also be used to signal you've reached the end of a summarized story or argument that you are relating orally, as in "That's the whole story, in a nutshell."

[To make a] long story short

Another informal expression that signals you're about to give a short summary is to make a long story short , sometimes abbreviated to simply long story short. The implication of this expression is that a lengthy saga has been cut down to just the most important facts. (Not uncommonly, long story short is used ironically to indicate that a story has, in fact, been far too long and detailed.)

Because it is so casual, long story short is most often found in presentations rather than written papers. Either the full expression or the shortened version are appropriate, as long as there isn't an expectation that you be formal with your language.

• Long story short, the explorers were never able to find the Northwest Passage.
• To make a long story short, our assessments have found that there is a large crack in the foundation.

If using a transitional expression doesn't appeal to you, and you would rather stick to a straightforward transition word, you have quite a few options. We are going to cover a couple of the transition words you may choose to use to signal you are wrapping up, either when giving a presentation or writing a paper.

The first term we are going to look at is ultimately . Ultimately is an adverb that means "in the end; at last; finally." Typically, you will want to use it in the first or last sentence of your conclusion. Like in closing , it is particularly effective at signaling a call to action.

• Ultimately, each and every single person has a responsibility to care about this issue.
• Ultimately, the army beat a hasty retreat and the war was over.

Another transition word that is good for conclusions is lastly , an adverb meaning "in conclusion; in the last place; finally." Lastly can be used in informational or argumentative essays or speeches. It is a way to signal that you are about to provide the last point in your summary or argument. The word lastly is most often used in the first or last sentence of a conclusion.

• Lastly, I would like to thank the members of the committee and all of you for being such a gracious audience.
• Lastly, it must be noted that the institution has not been able to address these many complaints adequately.

The word overall is particularly good for summing up an idea or argument as part of your conclusion. Meaning "covering or including everything," overall is a bit like a formal synonym for "in a nutshell."

Unlike the other examples we have looked at in this slideshow, it is not unusual for overall to be found at the end of a sentence, rather than only at the beginning.

• Overall, we were very pleased with the results of our experiment.
• The findings of our study indicate that there is a lot of dissatisfaction with internet providers overall.

asking questions

Using traditional language like the options we have outlined so far is not your only choice when it comes to crafting a strong conclusion. If you are writing an argumentative essay or speech, you might also choose to end with one or a short series of open-ended or leading questions. These function as a creative call to action and leave the audience thinking about the arguments you have made.

In many cases, these questions begin with a WH-word , such as who or what. The specifics will vary spending on the argument being made, but here are a few general examples:

• When it comes to keeping our oceans clean, shouldn't we be doing more?
• Who is ultimately responsible for these terrible mistakes?

on a final note

Before we wrap up, we want to leave you with one last alternative for in conclusion . The expression on a final note signals that you are about to give your final point or argument. On a final note is formal enough to be used both in writing and in speeches. In fact, it can be used in a speech as a natural way to transition to your final thank yous.

• On a final note, thank you for your time and attention.
• On a final note, you can find more synonyms for in conclusion here.

The next time you are working on a conclusion and find yourself stuck for inspiration, try out some of these expressions. After all, there is always more than one way to write an ending.

No matter how you wrap up your project, keep in mind there are some rules you don't always have to follow! Let's look at them here.

Ways To Say

Synonym of the day

Exclusive: Influential donors want to pressure Biden to drop out

NEW YORK – To many major donors of President Joe Biden’s reelection campaign, one thing is obvious after Thursday's debate debacle: things need to change – and fast.

A hoarse-sounding Biden who struggled to finish sentences during his debate with former President Donald Trump Thursday night did little to quell fears among the American people already worried about his age. For his most ardent supporters and donors, the 81-year-old president’s performance was “excruciating.”

Betty Cotton of New York, who has donated thousands to Biden’s reelection campaign and serves as a regional finance committee member, said it was hard to watch.

“It was a disaster last night," she said last week. "He should seriously think about stepping down so that we don't lose the election."

And donors are considering putting their money where their mouths are. 

Less than 24 hours since the two men left the debate stage, Democratic donors were feverishly texting each other about facing a free fall ahead of the August convention in Chicago. With the clock ticking, bundlers − the people who give and rake in large sums − were openly wondering if they should be thinking about putting their money elsewhere. Other givers are having backroom discussions about whether they should step up to pressure Biden to step down directly.

“This is really serious and I’d like to explore what the options are,” Cotton said.

Her plan for Friday consisted of getting on a lot of Zooms and airing out the concerns of fellow donors and organizers. She’s been fielding panicked texts and emails since Thursday night, minutes into the debate starting.

One former Obama Administration official, who served on Obama’s reelection committee and has raised funds for Biden, said they woke up to multiple text chains of current donors and former administration officials (both Obama-Biden and Biden-Harris) all “freaking out.” Other text threads expressed being “extremely disappointed.”

One recurring theme of these exchanges was whether Biden would be graceful enough to step aside so that the party could nominate someone at the convention, they said.

Donors sound off possible Democratic contenders

Among the names being floated by donors as alternatives were Michigan Gov. Gretchen Whitmer, California Gov. Gavin Newsom and Transportation Secretary Pete Buttigieg.

Shekar Narasimhan, founder of the AAPI Victory Fund, a political action committee, said his phone was “blowing up all morning.”

A month ago, he’d co-hosted a campaign fundraiser for Biden, which raised more than $1 million.

“I thought the debate performance by President Biden was terrible,” he said. “It has the unfortunate result of reinforcing the opinion that Biden is too old and not capable.”

For Narasimhan, this puts the spotlight on Vice President Kamala Harris.

Harris should no longer be seen just as Biden’s surrogate, but as his principal and as somebody that could step into his shoes if necessary, and carry on the job, he said.

“Change is necessary after last night’s debate,” he said.

Capitol Hill backs Biden publicly ... for now

Biden emerged Friday in North Carolina making clear he has no plans to put an end to his reelection bid.

"Folks, I don't walk as easy as I used to. I don't speak as smoothly as I used to. I don't debate as well as I used to. But I know what I do know: I know how to tell the truth," Biden said as his campaign rally drew to a close.

On Saturday, the president faced donors at planned fundraisers in New York’s Long Island and New Jersey before returning to Camp David.

Asked if Biden was considering not running for reelection after Thursday, a campaign spokesperson said: “absolutely not.”

Biden's reelection campaign said that it raised $14 million on the day of the debate and the morning after.

Top Democratic leaders outside of the Biden campaign on Friday were noticeably reticent. On Capitol Hill, congressional Democrats ducked discussing Biden’s future.

Rep. Nancy Pelosi, a former House speaker, ignored multiple questions by reporters about the president’s performance. The California Democrat did say, "compared to (Trump) who was lying the whole time, we saw integrity on one side and dishonesty on the other."

Asked for a reaction, Democratic House Leader Hakeem Jeffries told reporters: "We’re going to win the House in November."

During a gaggle, longtime Biden ally Rep. James E. Clyburn, D-S.C., said the president should "stay the course."

Those outside the Beltway, however, are channeling Obama's calm when asked about Thursday's debate. They emphasized how voters are clear-eyed about the realities of Biden and Trump.

"I believe everyone’s mind has been made up for four years," Democrat Anton Gunn, a protégé of Clyburn, who worked on the 2008 presidential campaign.

He said voters have known these two candidates for years and will keep a steady head when it comes time to vote in November.

"You are either for the convicted felon and incessant liar, Donald Trump, or against him," said Gunn, who worked in the Obama White House. "This debate will not change those facts."

Donors wait to see how Biden will respond

However, the political spin did not help assuage the fears of organizers and donors.

Francesca Hagadus, a longtime Democratic political organizer, from Pleasantville, New York, said she would like to see Biden stepping aside but is worried about the potential chaos it could create.

She couldn't sit through the debate, "I had to turn it off."

Another former Obama administration official said the only person who would have any say in influencing Biden's decision would be the first lady. Not Obama.

"If anything, Biden held a grudge that Obama was one of the people that convinced him not to run in 2016 and he regretted that," they said.

"Jill Biden will be under tremendous pressure to talk to him but he is incredibly stubborn. I think it's going to come down to Jill," they said. "If she chooses to."

Swapna Venugopal Ramaswamy is a White House correspondent for USA TODAY.   You can follow her on X, formerly Twitter, @SwapnaVenugopal

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‘A Quiet Place: Day One’ Review: Silent Beginnings

The chills are more effective than the thrills in this prequel to the “A Quiet Place” franchise.

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By Elisabeth Vincentelli

The cat. It’s all about the cat.

No matter what else happens in “A Quiet Place: Day One,” no matter how sensational Lupita Nyong’o is — and she is — her character’s feline buddy is going to take over the story and, likely, the discourse around it.

Mind you, there also was a cat, Jones, in “Alien,” a movie that’s a major influence on the “Quiet Place” universe — one in which aliens land on Earth and massacre everybody for no reason besides sheer killing instinct. John Krasinski’s “A Quiet Place” (2018) and “A Quiet Place Part II” (2021) laid down the basic parameters, mainly that the creatures’ extremely developed hearing makes up for their blindness, and they hate bodies of water.

But Jones was peripheral to “Alien,” the masterpiece that kicked off a franchise revolving around body invasion. Our fearless new hero is very much embedded in the theme running through all three “Quiet Place” movies: the importance of family, whether biological or chosen.

In Michael Sarnoski’s prequel, Frodo (played by both Nico and Schnitzel) is the support cat of Samira (Nyong’o), a New York City poet living in crippling cancer-induced pain in a hospice. She takes Frodo everywhere, including an outing to a puppet show, where the audience members include a man (Djimon Hounsou) whom viewers of the second movie will instantly recognize. When the invasion begins, he is quick to impart the importance of making as little noise as possible to avoid alerting the attackers.

Somehow borne on meteorites (don’t ask), the aliens immediately get down to their gruesome business. The movie allows us a few good looks at the toothy monsters, who made me think of hellish Giacometti sculptures. But otherwise Sarnoski (who made the endearing Nicolas Cage drama “Pig” ) does not add all that much crucial new information to their basic character sheet — “Day One” is refreshingly free of origin story explaining.

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Synonyms of thing

• as in person
• as in entity
• as in object
• as in product
• as in event
• as in purpose
• as in matter
• as in stuff
• as in specialty
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Thesaurus Definition of thing

Synonyms & Similar Words

• human being
• personality

Antonyms & Near Antonyms

• individuality
• achievement
• accomplishment
• performance
• undertaking
• thingamajig
• accompaniment

thingamabob

• thingumajig
• whatchamacallit
• merchandise
• development
• consequence
• side effect
• by - product
• side reaction
• aftereffect
• circumstance
• coincidence
• turning point
• happenstance
• happenchance
• co - occurrence
• name of the game
• destination
• consideration
• predicament
• responsibility
• ball of wax
• flash point
• crossroad(s)
• personal property
• personal effects
• paraphernalia
• appointments
• furnishings
• real estate
• strong suit
• inclination
• predilection
• predisposition

Phrases Containing thing

Articles related to thing.

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Thesaurus Entries Near thing

Cite this entry.

“Thing.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/thing. Accessed 1 Jul. 2024.

More from Merriam-Webster on thing

Nglish: Translation of thing for Spanish Speakers

Britannica English: Translation of thing for Arabic Speakers

Britannica.com: Encyclopedia article about thing

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