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.
Save £500 when you enrol by 30th September!
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.
Let’s start by looking at language for general explanations of complex points.
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.”
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.”
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.”
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.”
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.”
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.
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…”
Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”
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.”
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.”
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.”
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.”
Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”
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.”
Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”
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.
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.”
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.
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.”
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.”
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.”
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.”
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.”
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.”
Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.
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.”
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.”
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.”
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…”
Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”
Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”
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.”
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.
Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”
Example: “To give an illustration of what I mean, let’s look at the case of…”
When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.
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.”
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.”
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.”
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.
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.”
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…”
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.”
Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”
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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20+ words to avoid writing in your essay.
Posted on March 13, 2018 by Jessica Velasco
2 Comments
Essays, assignments, admissions…
These words implicate the pain of students from all over the world, don’t you agree? They yet sound like a creepy snake whispering, “You shall not passsss!”
Most students hate writing essays. It’s difficult, time- and energy consuming, and challenging to complete them. A thesis, arguments, references, and conclusion are fundamental to every essay. But what makes yours stellar is words you use to convince readers. Words are your powerful weapon to prove critical thinking and knowledge of the topic. Words help you stand out in a crowd of other students writing about the same topics.
But here’s the problem:
Not all words are useful. Some are clunky and redundant , while others make your writing mumbling. Some you use for word count rather than meaning, and they make essays sound complicated yet empty.
For concise and meaningful writing, do your best to avoid these words and phrases in your admission essays.
In essays, avoid abbreviations such as “ don’t ,” “ can’t ,” and “ won’t .” Academic works suppose using full words, so write them rather than contractions.
Set phrases enrich a language, but leave them for personal stories, blog posts, or fiction books. An admission essay is a task to check your skills of formal writing, not your ability to entertain or wow professors with flourished vocabulary. Stay clear and concise.
These run-on expressions demonstrate nothing but your inability to work with arguments, details, and examples. They scream, “I do not know what else to say!” Avoid them in your essays.
Phrases a la “ it’s an open secret ,” “ we all know ,” or “ sleep like a baby ” are clichés used so often that have lost relevance far long ago. They are a poor attempt to strike as clever, but such words sound false in sober fact.
The problem with these words is colloquiality and vagueness, inappropriate for academic language. It’s okay to use them in everyday talk; but when in essays, they sound too elementary and make admission officers think of your poor vocabulary. Do your best to master paraphrasing and synonymization for writing more sophisticated words in academic papers.
Remember the audience. Even though admission officers might read Buzzfeed articles in spare time, they will hardly appreciate such writing style in your formal essay. Leave slang where it’s appropriate.
Asking them, you assume that readers know the answer. But why then do they need this information? What’s its value? Rhetorical questions don’t expect explanations, which is inappropriate for academic writing. What seems evident to you might not be so for a reader, that is why you should provide clear statements in essays.
Parenthetic words bring no surplus value to your writings. They may serve as transitional phrases in informal works but become redundant when used in academic essays. Professors will consider it a trick to complete a word count rather than add value to your work.
Quoting and referencing are a must-have for academic essays, but this rule is about starting your work with a quote from a famous person. First, this trick is so overused that drives professors nuts; and second, they want to hear from you, not Hemingway, Musk, or Obama. It’s your essay, so its tone of voice and personality should be yours.
All they are weak modifiers or redundant – ly adverbs with no meaning. When you need to write a 2,000-word essay, you might fight against the temptation to insert them; but the result will be poor because such words are irrelevant and bring no surplus value to the statements you use in essays. “ Very unique ,” “ really interesting ,” and “ quite enough ” have nothing to do with efficient academic writings.
Most educators ask students to avoid passive voice because this grammar construction 1) weakens wiring and 2) “ lacks explicit reference to who the actor is .” Use active voice to make all statements clear to readers.
When writing essays, let words be your allies. Use those powerful words to communicate your message to admission officers and overtake other students. Be concise, enhance your vocabulary, consider active verbs and clear sentence structure, and do not plagiarize ideas and texts from peers or online sources. Convey your skills and highlight strengths in your academic writings.
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Category: College Essay Tags: college admission , College Essay , Essay , Guest Blog , Guest Post , Lesley Vos
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what about if they essay is about a book?
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When it comes to college essays, sometimes the words you choose not to write make just as much of an impact as the words you do choose to write.
Readers get bored with seeing the same old clichés and run-on expressions over and over again. And adding in fluffy language or confusing idioms can leave them feeling lost in your words.
So how do you know exactly which words and phrases you should avoid in your writing assignments?
To start, you can seek inspiration from college essays that worked for other students. But ultimately it's nice to have a list of what not to do to help you avoid potential mistakes along the way.
1. contractions.
Contractions may seem informal or lazy to the reader. Take the time to write the full phrase out.
NO: It's been a journey.
YES: It has been a journey.
Idioms can be confusing and are often overused. Clearly state what you mean in your own words.
NO: I thought the fancy-looking house was going to be awesome, but all that glitters is not gold .
YES: Even though I thought the new house was going to be incredible with its fancy appliances and enormous windows, I was proven wrong as the appliances all broke within the first week and the windows all leaked.
Also, phrases that introduce idioms are overused. Avoid using phrases like: You know what they say ... But we all know ... As we've heard over and over again ...
Clichés are so... cliché. Everyone is using them, and the words have lost their power. Choose specific and illustrative examples to use so your essay isn't lumped into a pile with all the essays that use worn-out clichés.
NO: I knew I had to give 110% if I was going to win the race.
YES: I knew I needed to train harder than I ever had before—before school, after school, every weekend—if I was going to win the race.
Phrases like “ Every cloud has a silver lining ” and “ Better late than never ” have no place in a creative and original college essay. This is your chance to paint a complete picture of yourself and your personality. Use descriptive language to let the reader hear your voice in your writing instead of an overused, out-of-date expression.
I hope u r 2 smart to write something like this in a college essay. Abbreviations are not at all acceptable in formal writing such as a college essay.
Also, slang needs to be avoided. Use common language that people of all ages will understand. Remember your audience; you're writing for your professor, not your friends. And tone should reflect that.
NO: The party was lit , and everything was Gucci .
YES: The party was lively, the music was loud and fun, and everyone was having an amazing night.
Use words that show you're capable of a deeper, more thorough understanding of topics. Avoid words that are vague or simple when there is a better way to demonstrate your meaning.
NO: The thing I read showed that the environment is bad .
YES: The article I studied concluded that the environment had been devastated by the recent occurrences of hurricanes and flooding.
If you find yourself using words like thing, stuff, bad, good, shows, and gives , challenge yourself to replace these words with stronger, more descriptive language.
A run-on expression is a phrase, usually at the end of a list, that indicates you could add more examples ( and so on, and so forth, etc. ).
If something needs to be added to your list of examples, add specific examples. Don't add expressions such as etc. and and so on . These are vague and add nothing of substance to your essay.
NO: I love many sports: basketball, baseball, etc.
YES: I love many sports: basketball, baseball, soccer, tennis, and lacrosse.
Increasing your word count by adding filler words will make your essay actually, very, very, very weak.
If you can get rid of a word and it makes no difference to your writing, get rid of it. Or better yet, rephrase it to demonstrate what you truly are trying to convey.
NO: I totally believe that we should actually make the laws much, much more strict very soon.
YES: I believe we should urgently make the laws more strict.
Not everything you write about needs to be about the best or the worst . When you exaggerate in writing, it can come off as being insincere. Words like always and perfect also fall into this category.
NO: My team was the best team ever because we always played well and our shots were always perfect .
YES: My team was gifted at the game and played well. We could make some amazing shots.
Sometimes writers don't even realize they are adding words that aren't needed. Compare these two examples:
NO: She has got four little puppies.
YES: She has four little puppies.
NO: This lotion helps to smooth the skin.
YES: This lotion helps smooth the skin.
Eliminating unnecessary words makes writing more clear and coherent. This is also an easy way to cut down when you're trying meet a word count requirement .
When your college essay draft is complete, make sure to proofread it thoroughly. And have a teacher or talented writer proof it again for you.
Avoid any spelling and grammatical errors, but also avoid fragments and run-on sentences. When it doubt, use an online sentence fragment checker or a grammar checker such as Grammarly to triple-check your work.
When writing, choose your words carefully. Pick the words that will make the greatest impact on your message and keep the reader's attention. Avoid the words and phrases that will make your essay weak and boring.
With careful consideration of your word choices, your essays will stand out for all of the right reasons. You'll be submitting advanced writing assignments that will help you ace your coursework!
Don’t overlook the title and section headers when putting together your next writing assignment. Follow these pointers for keeping your writing organized and effective.
Need a topic for your upcoming argumentative essay? We've got 100 helpful prompts to help you get kickstarted on your next writing assignment.
Your personal statement is arguably the most important part of your college application. Follow these guidelines for an exceptional admissions essay.
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When writing an academic essay, thesis, or dissertation, your professor or advisor usually gives you a rubric with detailed expectations to guide you during the process. While the rubric will identify the major requirements for the paper, it will probably not tell you what words or phrases you need to avoid. Whether you want to earn a stellar grade on your next paper or you're hoping to get published in an academic journal, keep reading to discover words and phrases you need to avoid in your academic writing.
I encounter the phrase a great deal of in most academic papers that I edit. Avoid using this vague phrase, because your academic writing should be specific and informative. Instead of saying a great deal of, provide exact measurements or specific quantities.
Similar to the previous phrase (a great deal of), a lot is too vague and informal for an academic paper. Use precise quantities instead of this overly general phrase.
Avoid using the word always in your academic writing, because it can generalize a statement and convey an absolute that might not be accurate. If you want to state something about all the participants in your study, use specific language to clarify that the statement applies to a consistent action among the participants in your study.
It is almost a cliché to tell you to avoid clichés, but it is an essential piece of writing advice. Clichés are unoriginal and will weaken your writing. In academic writing, using clichés will erode your credibility and take away from all the research and hard work you have put into your project.
What qualifies as a cliché? According to Dictionary.com , A cliché is an expression, idea, or action that has been overused to the point of seeming worn out, stale, ineffective, or meaningless. Your words should be original, carry meaning, and resonate with your readers, and this is especially important for academic writing. Most clichés have been used so frequently in so many different contexts that they have lost their meaning. To eliminate clichés, scan your paper for any phrases that you could type into an internet browser and find millions of search results from all different topic areas. If you are unsure if your favorite phrases are overused clichés, consult this Cliché List for a comprehensive list.
Academic writing should be formal and professional, so refrain from using contractions. Dictionary.com offers the following advice regarding contractions: Contractions such as isn't, couldn't, can't, weren't, he'll, they're occur chiefly, although not exclusively, in informal speech and writing. They are common in personal letters, business letters, journalism, and fiction; they are rare in scientific and scholarly writing. Contractions occur in formal writing mainly as representations of speech. When you proofread your paper, change any contractions back to the original formal words.
Double negatives will confuse your readers and dilute the power of your words. For example, consider the following sentence:
"He was not unwilling to participate in the study."
The word not and the prefix un- are both negatives, so they cancel each other out and change the meaning of the sentence. If you want to convey that someone reluctantly participated in the study, express that clearly and explicitly.
The abbreviation etc. is short for the Latin word et cetera , which means and others; and so forth; and so on. Dictionary.com specifies that etc. is used to indicate that more of the same sort or class might have been mentioned, but for brevity have been omitted. I discourage writers from using etc. in academic writing, because if you are writing an academic paper, you are writing to share information or scholarly research, and you are not conveying any new information with the abbreviation etc. Instead of writing etc., explicitly state the words or list that you are alluding to with your use of etc. If you absolutely must use etc. , make sure you only use it if readers can easily identify what etc. represents, and only use etc. at the end of lists that are within parentheses.
These two phrases are often used interchangeably, but you should avoid both of them in your academic writing. Avoid the second phrase in all of your writing: For all intensive purposes is an eggcorn (a word or phrase that is mistakenly used for another word or phrase because it sounds similar). For all intents and purposes is generally a filler phrase that does not provide any new information, so you can usually omit it without replacing it.
An idiom is an expression whose meaning is not predictable from the usual meanings of its constituent elements. Idioms include phrases such as he kicked the bucket, and they are particularly problematic in academic writing, because non-native English speakers might not understand your intended meaning. Below are three of the idioms I encounter most frequently when editing academic papers:
Do not use ampersands in place of the word and in sentences. Most style guides dictate that you use an ampersand for parenthetical in-text citations, but you need to spell out the word and in your paper. An ampersand within the text of your paper is too informal for an academic paper.
You do not need to include the phrase I think when explaining your point of view. This is your paper, and it should contain your original thoughts or findings, so it is redundant to include the phrase I think. Doing so will weaken your writing and your overall argument.
Similar to the word " always, " avoid using the word never in your academic writing. Always and never will overgeneralize your statements. If you absolutely must use never in your academic writing, make sure that you specify that it applies only to the participants in your study and should not be applied to the general population.
Avoid using subjective terms such a normal in your academic papers. Instead, use scientific or academic terms such as control group or standard. Remember that what you consider normal might be abnormal to someone else, but a control group or standard should be objective and definable.
Passive voice is one of the most frequent issues that I correct when editing academic papers. Some students think passive voice provides a more formal tone, but it actually creates more confusion for your readers while also adding to your word count. As the UNC Writing Center explained , The primary reason why your instructors frown on the passive voice is that they often have to guess what you mean. Most style guidelines (APA, MLA, Chicago) also specify that writers should avoid passive sentences. Whether you're writing your first draft or proofreading for what feels like the hundredth time, you can change passive sentences by making sure that the subject of your sentence is performing the action.
One way to look out for passive voice is to pay attention anytime you use by or was. These two words do not always indicate passive voice, but if you pay attention, they can help you spot passive voice. For example, the following sentence uses passive voice:
"The study was conducted in 2021."
If your style guideline allows you to use personal pronouns, specify a subject and reword the sentence to say:
"We conducted the study in 2021."
If your style guideline dictates that you avoid personal pronouns, you can make the sentence active by saying:
"The researchers conducted the study in 2021."
There are exceptions to most writing tips, but not this one: You should never use profanity in your academic writing. Profanity is informal, and many people might find it offensive, crude, or rude. Even if you enjoy creating controversy or getting a rise out of your readers, avoid profane words that might offend professors or other readers.
Academic writing can feel overwhelming, but hopefully this list of words and phrases to avoid in academic writing will help you as you navigate your next big assignment. Although there are exceptions to some items on this list, you will grow as a writer if you learn to avoid these words and phrases. If you consult your professor or advisor's rubric, adhere to style guidelines, and avoid the words or phrases on this list, you might even have fun the next time you have to stay up all night to finish an academic paper.
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.
Every writer wants his essay to be a brilliant piece of writing not only free from grammatical and spelling errors but also free from redundant and boring words. Writing an essay is a complex process that requires brainstorming and editing. This article will give useful tips on how to write a good essay, and avoid the unnecessary boring words that spoil the positive impression of the writing.
Once your paper is ready, check it once more to make sure you do not have too many repetitions. Repetitive words should be replaced with synonyms. Thus you can achieve a stronger vocabulary part that will definitely add points to your writing. Besides, avoid plain words that are characteristic of daily speech rather than academic writing. Try to use more sophisticated vocabulary.
Some lexical units are considered to be the words to avoid in an essay or any other academic work. Whether you are a student who has to submit a project or an entrepreneur obliged to prepare a business document, you need to be aware of the words that should not be used in writing. Certainly, there are some exceptions. For example, you may use colloquial words or jargon in your text if it is allowed by the instructions. Though such situations occur rarely, it is better to know the words that should not be used in writing. For example, avoid such words in essay writing:
In addition, there is a list of the banned phrases that make our essay sound unprofessional. Try to avoid these phrases:
Remember these phrases and words and omit them in your writing! Use more sophisticated and impressive words to compose the good essay and score the highest grade!
To make sure that your work is coherent and clear, you need to pay attention to the words to avoid in academic writing.
Use your own tone and style when producing essays. Be specific and construct clear sentences. Avoid plagiarism! Can you use “you” in an essay? There are certainly the types of papers where you may use this pronoun, but it is better to clarify the issue with your professor before starting writing.
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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.
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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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Academic writing is comparatively formal. To improve the tone of your paper, avoid the following expressions, which are seen as out of place in academic writing:
informal expressions | ||
vague expressions | ||
exaggerations | ||
opinionated or subjective expressions | ||
clichés | ||
fillers | ||
contractions | ||
the first or second person | ||
jargon | ||
gendered language | or when referring to people of all genders |
Academic writing is more formal than other kinds of writing. Some words or expressions that may be acceptable in emails, blog posts, or text messages are too informal for academic contexts and may come across as unsophisticated. Here are some informal and colloquial words to avoid in academic writing.
America | the United States, the US, the USA | The study focused on the United States. |
bad | poor, negative | The results were poor. |
big, humongous, huge | large, sizeable, significant | A significant amount of evidence supports this theory. |
has got | has, must | The senator said that the government act. |
get, got | receive | The writer received a prize for her work. |
give | provide, offer, present | Table 5.2 provides evidence to support this conclusion. |
good | optimal, strong, prime (or replace with a more descriptive adjective) | The findings were optimal. |
kind of, sort of | somewhat, to some degree, in the category of | The scholar somewhat agreed. |
till | until, to, through | The study will run from March until May. |
show | demonstrate, reveal, illustrate | The interviews revealed a shared concern over safety. |
Academic writing should be as precise as possible. Unambiguous language strengthens papers, while vague wording leaves too much to a reader’s interpretation. Whenever possible, prefer exact values—percentages, measurements, statistics—to broader terms. Here are some imprecise words to avoid in academic writing.
a bit | Specify the exact amount. | The experiment required 10 mg of catalyst. |
a couple of/some | Specify the exact amount or replace with . | were surveyed. |
a lot of, lots of | Specify the exact amount or replace with , , or . | The announcement received significant attention. |
a ton | Specify the exact amount or replace with , , or . | The government spent $5 million on the project. |
and so on | Either finish the thought, eliminate the phrase, or replace with a more specific phrase like or . | Civil engineers must consider load, terrain, weather and many other factors when designing a bridge. |
anything, something | Specify the item(s). | The writer could be referencing anything. The writer could be referencing |
nice | Specify the quality. | It was a colourful painting. |
most | Specify the amount or replace with or . | scientists support the measure. |
stuff, thing | Specify the item(s), or replace with or . | The report included lots of stuff. The report included . |
Academic writing should allow for reasonable doubt. While academic writers can be confident, they must acknowledge that their ideas and theories may be disproven. Avoid language that suggests absolute authority or knowledge.
Superlatives, such as largest and best , should be used only if they refer to provable facts (for example, describing a company as the largest in Europe) or if the writer is quoting another source (for example, saying that Rolling Stone ranked a certain recording as the best single of 2018).
always | Specify the amount or replace with the word . | The results were always the same. The results were . |
definitely, absolutely | Eliminate or replace with , or . | The findings provide significant support for the proposed legislation. |
every | Specify the amount or add a phrase to convey reasonable doubt, such as or . | Every species of this genus is found in the Brazilian Amazon. |
never | Specify the amount or replace with the word . | Surveyed respondents never chose the fourth option.
surveyed respondents chose the fourth option |
none | Specify the amount or add a phrase to convey reasonable doubt, such as , , or . | . |
proves, proof | This finding supports the hypothesis. |
In academic writing, arguments must be supported by evidence. Avoid words that imply conclusions based on the writer’s personal opinions; use objective language to support the main argument. Here are some subjective words to avoid in academic writing.
beautiful, wonderful, awful, ugly, hideous | Specify the quality as objectively as possible. | The composition was full of clashing movements. The building was artfully designed. |
better | Replace with a more objective word or phrase. | The candidate had a more comprehensive plan to address climate change than his opponent. |
clearly, naturally, of course, obviously, undoubtedly | Eliminate or replace with a more objective word. | The programmer wrote the application in Java. After the war, economic policy changed. |
perfect, ideal, best | Replace with a more specific qualifier or the words or . | The applicant was a strong candidate. |
should | Explain the rationale behind the recommendation. | Activists should study the protest. Activists the protest. |
Clichés are overused expressions, while colloquialisms are those patterns of expression typical of informal speech. Besides making a paper appear too informal or conversational, they suggest that the writer doesn’t have a clear idea of what she’s trying to say. Replacing such phrases with more precise language will help improve the tone of your writing. Here are some clichés that are best avoided in academic writing.
a happy medium | The two sides reached compromise. | |
a stumbling block | The proposal encountered an obstacle when the opposing party mounted a negative press campaign. | |
above board | Unlike previous proposals, the resolution was legitimate. | |
at the end of the day, when all is said and done | or | , the new law did not impact the rural population. |
get through | Replace with a more specific verb or use or . | The researcher had to read multiple texts. |
in this day and age, in recent years | Specify the time period or use , , or . | , social media use has become prevalent amongst millennials. |
think outside the box | Specify the idea or replace with words like and . | The economist was known to outside the box propose innovative ideas. |
Some words or phrases are superfluous in academic writing, and sentences tend to be stronger when they are removed. These filler words are best avoided in academic writing.
literally | Eliminate entirely unless you mean ‘in a literal manner.’ | The scientist had explored every option.
The politician’s remarks were not intended to be interpreted . |
really, too | Eliminate or specify the quality. | The results were revealing. |
serves to, helps to | Eliminate entirely. | This quote illustrates the author’s primary argument. |
so | Eliminate entirely or replace with a more specific word. | The poem is interesting because it uses an unusual rhyme pattern. |
very, extremely | Eliminate the word or replace with . | Her testimony was useful. Her testimony was . |
Contractions are the result of combining two words into one word, with the omitted letters shown with an apostrophe. For example, don’t is a contraction of do not . Contractions give writing an air of informality, and careful writers avoid them in academic writing.
can’t, won’t, don’t, didn’t | The two substances did not react. | |
shouldn’t, wouldn’t | He would not support the vote. | |
it’s | a common misunderstanding. | |
I’d, I’ve, we’ve, she’s | incapable of deceit. |
First or second person.
The first person (I/we/my/our) is not always deemed acceptable in academic papers. Consult the style guide used in your field; while you may be able to use the first person in some sections, such as the Acknowledgements, you may need to amend this in the Methods and Results sections.
The second person (you/your) is almost never used in academic writing, though it may be appropriate in creative writing or personal communication. Remember that the second person also includes commands, such as add 10 ml to the solution . In most cases, the best way to avoid the second person is to restructure the sentence.
First person: I/we/my/our | Replace with a third-person actor ( ) or rewrite the sentence passively. | I performed a regression analysis. A regression analysis . performed a regression analysis. |
Second person: you/your | Restructure the sentence or replace with a neutral term like or . | You might think that this result is unlikely. . The result . under the circumstances. the result unlikely. |
One aspect of academic writing that can prove particularly problematic is jargon. Academic writing is full of terms of art, and while these are often unavoidable, you should consider your audience when writing your text. It’s important to choose appropriate subject-specific terminology, of course, but remember that your ultimate goal is for as many readers as possible to read and understand your paper. To further that goal, introduce complex or industry-specific terms with clear definitions.
Aneuploidy | The presence of an abnormal number of chromosomes in a cell. | In this study, researchers reviewed the causes of aneuploidy, namely, the presence of an abnormal number of chromosomes in a cell. |
Demurrer | A written response in which the defendant seeks dismissal of an allegation due to insufficient grounds. | The party against whom a complaint has been filed may object by demurrer—a legal document in which the defendant requests dismissal of an allegation due to insufficient grounds. |
Replace gendered language with gender-neutral alternatives to avoid perpetuating gender bias.
man, mankind | The wheel is one of humanity’s earliest inventions. | |
professional designations that end in or such as or , – , such as , or – such as | Replace with gender-neutral words. | , , , , |
, in reference to women, such as | Replace with gender-neutral terms. | The reporter warned viewers of the approach of a vicious cold snap. |
The drive to reduce bias and improve inclusion has led to the formulation of guidelines by many academic publishers. For detailed guidance on the types of language that we should avoid in academic writing, see our guide to inclusive language .
For much more detail on problematic terms and preferred alternatives, see the APA’s inclusive language guide , the AMA’s guide to advancing equity in writing , and the OXFAM guidance on inclusive language .
If you’re not sure whether your writing avoids these problematic words and phrases, submit your paper for proofreading today. Get an instant quote on our pricing page .
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By Hannah Yang
Words to use in the essay introduction, words to use in the body of the essay, words to use in your essay conclusion, how to improve your essay writing vocabulary.
It’s not easy to write an academic essay .
Many students struggle to word their arguments in a logical and concise way.
To make matters worse, academic essays need to adhere to a certain level of formality, so we can’t always use the same word choices in essay writing that we would use in daily life.
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.
The introduction is one of the hardest parts of an essay to write.
You have only one chance to make a first impression, and you want to hook your reader. If the introduction isn’t effective, the reader might not even bother to read the rest of the essay.
That’s why it’s important to be thoughtful and deliberate with the words you choose at the beginning of your essay.
Many students use a quote in the introductory paragraph to establish credibility and set the tone for the rest of the essay.
When you’re referencing another author or speaker, try using some of these phrases:
To use the words of X
According to X
As X states
Example: To use the words of Hillary Clinton, “You cannot have maternal health without reproductive health.”
Near the end of the introduction, you should state the thesis to explain the central point of your paper.
If you’re not sure how to introduce your thesis, try using some of these phrases:
In this essay, I will…
The purpose of this essay…
This essay discusses…
In this paper, I put forward the claim that…
There are three main arguments for…
Example: In this essay, I will explain why dress codes in public schools are detrimental to students.
After you’ve stated your thesis, it’s time to start presenting the arguments you’ll use to back up that central idea.
When you’re introducing the first of a series of arguments, you can use the following words:
First and foremost
First of all
To begin with
Example: First , consider the effects that this new social security policy would have on low-income taxpayers.
All these words and phrases will help you create a more successful introduction and convince your audience to read on.
The body of your essay is where you’ll explain your core arguments and present your evidence.
It’s important to choose words and phrases for the body of your essay that will help the reader understand your position and convince them you’ve done your research.
Let’s look at some different types of words and phrases that you can use in the body of your essay, as well as some examples of what these words look like in a sentence.
Transitioning from one argument to another is crucial for a good essay.
It’s important to guide your reader from one idea to the next so they don’t get lost or feel like you’re jumping around at random.
Transition phrases and linking words show your reader you’re about to move from one argument to the next, smoothing out their reading experience. They also make your writing look more professional.
The simplest transition involves moving from one idea to a separate one that supports the same overall argument. Try using these phrases when you want to introduce a second correlating idea:
Additionally
In addition
Furthermore
Another key thing to remember
In the same way
Correspondingly
Example: Additionally , public parks increase property value because home buyers prefer houses that are located close to green, open spaces.
Another type of transition involves restating. It’s often useful to restate complex ideas in simpler terms to help the reader digest them. When you’re restating an idea, you can use the following words:
In other words
To put it another way
That is to say
To put it more simply
Example: “The research showed that 53% of students surveyed expressed a mild or strong preference for more on-campus housing. In other words , over half the students wanted more dormitory options.”
Often, you’ll need to provide examples to illustrate your point more clearly for the reader. When you’re about to give an example of something you just said, you can use the following words:
For instance
To give an illustration of
To exemplify
To demonstrate
As evidence
Example: Humans have long tried to exert control over our natural environment. For instance , engineers reversed the Chicago River in 1900, causing it to permanently flow backward.
Sometimes, you’ll need to explain the impact or consequence of something you’ve just said.
When you’re drawing a conclusion from evidence you’ve presented, try using the following words:
As a result
Accordingly
As you can see
This suggests that
It follows that
It can be seen that
For this reason
For all of those reasons
Consequently
Example: “There wasn’t enough government funding to support the rest of the physics experiment. Thus , the team was forced to shut down their experiment in 1996.”
When introducing an idea that bolsters one you’ve already stated, or adds another important aspect to that same argument, you can use the following words:
What’s more
Not only…but also
Not to mention
To say nothing of
Another key point
Example: The volcanic eruption disrupted hundreds of thousands of people. Moreover , it impacted the local flora and fauna as well, causing nearly a hundred species to go extinct.
Often, you'll want to present two sides of the same argument. When you need to compare and contrast ideas, you can use the following words:
On the one hand / on the other hand
Alternatively
In contrast to
On the contrary
By contrast
In comparison
Example: On the one hand , the Black Death was undoubtedly a tragedy because it killed millions of Europeans. On the other hand , it created better living conditions for the peasants who survived.
Finally, when you’re introducing a new angle that contradicts your previous idea, you can use the following phrases:
Having said that
Differing from
In spite of
With this in mind
Provided that
Nevertheless
Nonetheless
Notwithstanding
Example: Shakespearean plays are classic works of literature that have stood the test of time. Having said that , I would argue that Shakespeare isn’t the most accessible form of literature to teach students in the twenty-first century.
Good essays include multiple types of logic. You can use a combination of the transitions above to create a strong, clear structure throughout the body of your essay.
Verbs are especially important for writing clear essays. Often, you can convey a nuanced meaning simply by choosing the right verb.
You should use strong verbs that are precise and dynamic. Whenever possible, you should use an unambiguous verb, rather than a generic verb.
For example, alter and fluctuate are stronger verbs than change , because they give the reader more descriptive detail.
Here are some useful verbs that will help make your essay shine.
Verbs that show change:
Accommodate
Verbs that relate to causing or impacting something:
Verbs that show increase:
Verbs that show decrease:
Deteriorate
Verbs that relate to parts of a whole:
Comprises of
Is composed of
Constitutes
Encompasses
Incorporates
Verbs that show a negative stance:
Misconstrue
Verbs that show a positive stance:
Substantiate
Verbs that relate to drawing conclusions from evidence:
Corroborate
Demonstrate
Verbs that relate to thinking and analysis:
Contemplate
Hypothesize
Investigate
Verbs that relate to showing information in a visual format:
You should use adjectives and adverbs more sparingly than verbs when writing essays, since they sometimes add unnecessary fluff to sentences.
However, choosing the right adjectives and adverbs can help add detail and sophistication to your essay.
Sometimes you'll need to use an adjective to show that a finding or argument is useful and should be taken seriously. Here are some adjectives that create positive emphasis:
Significant
Other times, you'll need to use an adjective to show that a finding or argument is harmful or ineffective. Here are some adjectives that create a negative emphasis:
Controversial
Insignificant
Questionable
Unnecessary
Unrealistic
Finally, you might need to use an adverb to lend nuance to a sentence, or to express a specific degree of certainty. Here are some examples of adverbs that are often used in essays:
Comprehensively
Exhaustively
Extensively
Respectively
Surprisingly
Using these words will help you successfully convey the key points you want to express. Once you’ve nailed the body of your essay, it’s time to move on to the conclusion.
The conclusion of your paper is important for synthesizing the arguments you’ve laid out and restating your thesis.
In your concluding paragraph, try using some of these essay words:
In conclusion
To summarize
In a nutshell
Given the above
As described
All things considered
Example: In conclusion , it’s imperative that we take action to address climate change before we lose our coral reefs forever.
In addition to simply summarizing the key points from the body of your essay, you should also add some final takeaways. Give the reader your final opinion and a bit of a food for thought.
To place emphasis on a certain point or a key fact, use these essay words:
Unquestionably
Undoubtedly
Particularly
Importantly
Conclusively
It should be noted
On the whole
Example: Ada Lovelace is unquestionably a powerful role model for young girls around the world, and more of our public school curricula should include her as a historical figure.
These concluding phrases will help you finish writing your essay in a strong, confident way.
There are many useful essay words out there that we didn't include in this article, because they are specific to certain topics.
If you're writing about biology, for example, you will need to use different terminology than if you're writing about literature.
So how do you improve your vocabulary skills?
The vocabulary you use in your academic writing is a toolkit you can build up over time, as long as you take the time to learn new words.
One way to increase your vocabulary is by looking up words you don’t know when you’re reading.
Try reading more books and academic articles in the field you’re writing about and jotting down all the new words you find. You can use these words to bolster your own essays.
You can also consult a dictionary or a thesaurus. When you’re using a word you’re not confident about, researching its meaning and common synonyms can help you make sure it belongs in your essay.
Don't be afraid of using simpler words. Good essay writing boils down to choosing the best word to convey what you need to say, not the fanciest word possible.
Finally, you can use ProWritingAid’s synonym tool or essay checker to find more precise and sophisticated vocabulary. Click on weak words in your essay to find stronger alternatives.
There you have it: our compilation of the best words and phrases to use in your next essay . Good luck!
ProWritingAid will help you improve the style, strength, and clarity of all your assignments.
Hannah Yang is a speculative fiction writer who writes about all things strange and surreal. Her work has appeared in Analog Science Fiction, Apex Magazine, The Dark, and elsewhere, and two of her stories have been finalists for the Locus Award. Her favorite hobbies include watercolor painting, playing guitar, and rock climbing. You can follow her work on hannahyang.com, or subscribe to her newsletter for publication updates.
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Using too many transition words can make your writing sound unnatural. Writing tools like Aithor can help you find places where transitions might make your essay flow better, suggesting good transition words based on your essay's content. List of Transitions. Let's look at different types of transition words and phrases you can use in your ...
major words, including the second part of hyphenated major words (e.g., "Self-Report," not "Self-report") words of four letters or more (e.g., "With," "Between," "From") Lowercase only minor words that are three letters or fewer in a title or heading (except the first word in a title or subtitle or the first word after a ...
credit other people's words and ideas via citations and references to avoid plagiarism; and; describe other people with dignity and respect using inclusive, bias-free language. APA Style is primarily used in the behavioral sciences, which are subjects related to people, such as psychology, education, and nursing.
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Explanatory essays need to present facts, not opinions. They use evidence and logic to explain things. For example, if you're writing about climate change, your explanatory thesis might say: "Climate change is influenced by both natural events and human activities, and it affects the planet's ecosystems in many ways."
But every time you are also to look into the guidelines offered by your local headmen. The correct paperwork is pleasant to read. Moreover, it underlines the author's professionalism and preciseness. If you need to get acquainted with thesis format essay, try Aithor. It is a professional instrument, generating texts according to input parameters.
Select the language you'd like to translate your text into. The language of your original text will be detected automatically. The text you've entered will be instantly translated into the language that you selected. Click Insert to paste the translated text directly where you are writing, or select Copy to copy the text to the clipboard.
If you want to come across as trustworthy or empathetic, don't use the phrase "It is what it is," says Columbia University associate professor John McWhorter.
"When it sees the word 'the,' it has this one encoding of what 'the' means, but it does not know about 'T,' 'H,' 'E.'" This is because the transformers are not able to take ...
What you sometimes see is the onset of a kind of feedback loop, Hawkley told me: A person desperately wants not to be lonely, but fear and anxiety have convinced them their loneliness reflects a ...
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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.
Use "approximately" instead. absolute best. "Absolute" is redundant—just use "best." absolute worst. For the same reason as above, just use "worst." absolutely. Eliminate unnecessary adverbs in academic writing. absurd. Don't say something is absurd; show that it is by using logical argumentation.
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.".
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".
7-11) "Thing," "stuff," "good," "bad," "big". The problem with these words is colloquiality and vagueness, inappropriate for academic language. It's okay to use them in everyday talk; but when in essays, they sound too elementary and make admission officers think of your poor vocabulary. Do your best to master paraphrasing ...
10. Grammatical Errors, Fragments, and Run-on Sentences. When your college essay draft is complete, make sure to proofread it thoroughly. And have a teacher or talented writer proof it again for you. Avoid any spelling and grammatical errors, but also avoid fragments and run-on sentences.
Double negatives. Double negatives will confuse your readers and dilute the power of your words. For example, consider the following sentence: "He was not unwilling to participate in the study." The word not and the prefix un- are both negatives, so they cancel each other out and change the meaning of the sentence.
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 ...
For example, you may use colloquial words or jargon in your text if it is allowed by the instructions. Though such situations occur rarely, it is better to know the words that should not be used in writing. For example, avoid such words in essay writing: Think (you can replace it with argue, brainstorm, consider, suppose, find, analyze);
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.
Here are some imprecise words to avoid in academic writing. Vague word (s) Replacement (s) Example. a bit. Specify the exact amount. The experiment required a bit 10 mg of catalyst. a couple of/some. Specify the exact amount or replace with many, several, a number of.
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.
Swag: Slang is not "lit" in a college admissions essay. Lachrymose (or other SAT words you don't really know): Don't use big SAT vocab to impress your reader. If you've never used the word before in conversation, don't write it. It will make your writing sound stilted, overly-formal, and pedantic.