words to use instead of thesis

• 40 Useful Words and Phrases for Top-Notch Essays

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

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

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

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

General explaining

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

1. In order to

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

2. In other words

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

3. To put it another way

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

4. That is to say

Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”

5. To that end

Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”

Adding additional information to support a point

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

6. Moreover

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

7. Furthermore

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

8. What’s more

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

9. Likewise

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

10. Similarly

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

11. Another key thing to remember

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

12. As well as

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

13. Not only… but also

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

14. Coupled with

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

15. Firstly, secondly, thirdly…

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

16. Not to mention/to say nothing of

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

Words and phrases for demonstrating contrast

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

17. However

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

18. On the other hand

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

19. Having said that

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

20. By contrast/in comparison

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

21. Then again

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

22. That said

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

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

Adding a proviso or acknowledging reservations

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

24. Despite this

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

25. With this in mind

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

26. Provided that

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

27. In view of/in light of

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

28. Nonetheless

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

29. Nevertheless

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

30. Notwithstanding

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

Giving examples

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

31. For instance

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

32. To give an illustration

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

Signifying importance

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

33. Significantly

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

34. Notably

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

35. Importantly

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

Summarising

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

36. In conclusion

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

37. Above all

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

38. Persuasive

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

39. Compelling

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

40. All things considered

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

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

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

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Words to Use in an Essay: 300 Essay Words

By Hannah Yang

Table of Contents

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.

Transition Words and Phrases

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.

Strong Verbs for Academic Writing

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:

Useful Adjectives and Adverbs for Academic Essays

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!

Good writing = better grades

ProWritingAid will help you improve the style, strength, and clarity of all your assignments.

Hannah Yang

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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Transitional Words and Phrases

One of your primary goals as a writer is to present ideas in a clear and understandable way. To help readers move through your complex ideas, you want to be intentional about how you structure your paper as a whole as well as how you form the individual paragraphs that comprise it. In order to think through the challenges of presenting your ideas articulately, logically, and in ways that seem natural to your readers, check out some of these resources: Developing a Thesis Statement , Paragraphing , and Developing Strategic Transitions: Writing that Establishes Relationships and Connections Between Ideas.

While clear writing is mostly achieved through the deliberate sequencing of your ideas across your entire paper, you can guide readers through the connections you’re making by using transitional words in individual sentences. Transitional words and phrases can create powerful links between your ideas and can help your reader understand your paper’s logic.

In what follows, we’ve included a list of frequently used transitional words and phrases that can help you establish how your various ideas relate to each other. We’ve divided these words and phrases into categories based on the common kinds of relationships writers establish between ideas.

Two recommendations: Use these transitions strategically by making sure that the word or phrase you’re choosing matches the logic of the relationship you’re emphasizing or the connection you’re making. All of these words and phrases have different meanings, nuances, and connotations, so before using a particular transitional word in your paper, be sure you understand its meaning and usage completely, and be sure that it’s the right match for your paper’s logic. Use these transitional words and phrases sparingly because if you use too many of them, your readers might feel like you are overexplaining connections that are already clear.

Categories of Transition Words and Phrases

Causation Chronology Combinations Contrast Example

Importance Location Similarity Clarification Concession

Conclusion Intensification Purpose Summary

Transitions to help establish some of the most common kinds of relationships

Causation– Connecting instigator(s) to consequence(s).

accordingly as a result and so because

consequently for that reason hence on account of

since therefore thus

Chronology– Connecting what issues in regard to when they occur.

after afterwards always at length during earlier following immediately in the meantime

later never next now once simultaneously so far sometimes

soon subsequently then this time until now when whenever while

Combinations Lists– Connecting numerous events. Part/Whole– Connecting numerous elements that make up something bigger.

additionally again also and, or, not as a result besides even more

finally first, firstly further furthermore in addition in the first place in the second place

last, lastly moreover next second, secondly, etc. too

Contrast– Connecting two things by focusing on their differences.

after all although and yet at the same time but

despite however in contrast nevertheless nonetheless notwithstanding

on the contrary on the other hand otherwise though yet

Example– Connecting a general idea to a particular instance of this idea.

as an illustration e.g., (from a Latin abbreviation for “for example”)

for example for instance specifically that is

to demonstrate to illustrate

Importance– Connecting what is critical to what is more inconsequential.

chiefly critically

foundationally most importantly

of less importance primarily

Location– Connecting elements according to where they are placed in relationship to each other.

above adjacent to below beyond

centrally here nearby neighboring on

opposite to peripherally there wherever

Similarity– Connecting to things by suggesting that they are in some way alike.

by the same token in like manner

in similar fashion here in the same way

likewise wherever

Other kinds of transitional words and phrases Clarification

i.e., (from a Latin abbreviation for “that is”) in other words

that is that is to say to clarify to explain

to put it another way to rephrase it

granted it is true

naturally of course

finally lastly

in conclusion in the end

to conclude

Intensification

in fact indeed no

of course surely to repeat

undoubtedly without doubt yes

for this purpose in order that

so that to that end

to this end

in brief in sum

in summary in short

to sum up to summarize

Improving Your Writing Style

This is an accordion element with a series of buttons that open and close related content panels.

Clear, Concise Sentences

Use the active voice

Put the action in the verb

Tidy up wordy phrases

Reduce wordy verbs

Reduce prepositional phrases

Reduce expletive constructions

Avoid using vague nouns

Avoid unneccessarily inflated words

Avoid noun strings

Connecting Ideas Through Transitions

Using Transitional Words and Phrases

39 Different Ways to Say ‘In Conclusion’ in an Essay (Rated)

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

The phrase “In conclusion …” sounds reductive, simple and … well, just basic.

You can find better words to conclude an essay than that!

So below I’ve outlined a list of different ways to say in conclusion in an essay using a range of analysis verbs . Each one comes with an explanation of the best time to use each phrase and an example you could consider.

Read Also: How to Write a Conclusion using the 5C’s Method

List of Ways to Say ‘In Conclusion’ in an Essay

The following are the best tips I have for to say in conclusion in an essay.

1. The Weight of the Evidence Suggests…

My Rating: 10/10

Overview: This is a good concluding phrase for an evaluative essay where you need to compare two different positions on a topic then conclude by saying which one has more evidence behind it than the other.

You could also use this phrase for argumentative essays where you’ve put forward all the evidence for your particular case.

Example: “The weight of the evidence suggests that climate change is a real phenomenon.”

2. A Thoughtful Analysis would Conclude…

My Rating: 9/10

Overview: I would use this phrase in either an argumentative essay or a comparison essay. As an argument, it highlights that you think your position is the most logical.

In a comparison essay, it shows that you have (or have intended to) thoughtfully explore the issue by looking at both sides.

Example: “A thoughtful analysis would conclude that there is substantial evidence highlighting that climate change is real.”

Related Article: 17+ Great Ideas For An Essay About Yourself

3. A Balanced Assessment of the Above Information…

Overview: This phrase can be used to show that you have made a thoughtful analysis of the information you found when researching the essay. You’re telling your teacher with this phrase that you have looked at all sides of the argument before coming to your conclusion.

Example: “A balanced assessment of the above information would be that climate change exists and will have a strong impact on the world for centuries to come.”

4. Across the Board…

My Rating: 5/10

Overview: I would use this phrase in a less formal context such as in a creative discussion but would leave it out of a formal third-person essay. To me, the phrase comes across as too colloquial.

Example: “Across the board, there are scientists around the world who consistently provide evidence for human-induced climate change.”

5. Logically…

My Rating: 7/10

Overview: This phrase can be used at the beginning of any paragraph that states out a series of facts that will be backed by clear step-by-step explanations that the reader should be able to follow to a conclusion.

Example: “Logically, the rise of the automobile would speed up economic expansion in the United States. Automobiles allowed goods to flow faster around the economy.

6. After all is Said and Done…

Overview: This is a colloquial term that is more useful in a speech than written text. If you feel that the phrase ‘In conclusion,’ is too basic, then I’d also avoid this term. However, use in speech is common, so if you’re giving a speech, it may be more acceptable.

Example: “After all is said and done, it’s clear that there is more evidence to suggest that climate change is real than a hoax.”

7. All in All…

Overview: ‘All in all’ is a colloquial term that I would use in speech but not in formal academic writing. Colloquialisms can show that you have poor command of the English language. However, I would consider using this phrase in the conclusion of a debate.

Example: “All in all, our debate team has shown that there is insurmountable evidence that our side of the argument is correct.”

8. All Things Considered…

My Rating: 6/10

Overview: This term is a good way of saying ‘I have considered everything above and now my conclusion is..’ However, it is another term that’s more commonly used in speech than writing. Use it in a high school debate, but when it comes to a formal essay, I would leave it out.

Example: “All things considered, there’s no doubt in my mind that climate change is man-made.”

9. As a Final Note…

My Rating: 3/10

Overview: This phrase gives me the impression that the student doesn’t understand the point of a conclusion. It’s not to simply make a ‘final note’, but to summarize and reiterate. So, I would personally avoid this one.

Example: “As a final note, I would say that I do think the automobile was one of the greatest inventions of the 20 th Century.”

10. As Already Stated…

My Rating: 2/10

Overview: I don’t like this phrase. It gives teachers the impression that you’re going around in circles and haven’t organized your essay properly. I would particularly avoid it in the body of an essay because I always think: “If you already stated it, why are you stating it again?” Of course, the conclusion does re-state things, but it also adds value because it also summarizes them. So, add value by using a phrase such as ‘summarizing’ or ‘weighing up’ in your conclusion instead.

Example: “As already stated, I’m going to repeat myself and annoy my teacher.”

11. At present, the Best Evidence Suggests…

My Rating: 8/10

Overview: In essays where the evidence may change in the future. Most fields of study do involve some evolution over time, so this phrase acknowledges that “right now” the best evidence is one thing, but it may change in the future. It also shows that you’ve looked at the latest information on the topic.

Example: “At present, the best evidence suggests that carbon dioxide emissions from power plants is the greatest influence on climate change.”

12. At the Core of the Issue…

Overview: I personally find this phrase to be useful for most essays. It highlights that you are able to identify the most important or central point from everything you have examined. It is slightly less formal than some other phrases on this list, but I also wouldn’t consider it too colloquial for an undergraduate essay.

Example: “At the core of the issue in this essay is the fact scientists have been unable to convince the broader public of the importance of action on climate change.”

13. Despite the shortcomings of…

Overview: This phrase can be useful in an argumentative essay. It shows that there are some limitations to your argument, but , on balance you still think your position is the best. This will allow you to show critical insight and knowledge while coming to your conclusion.

Often, my students make the mistake of thinking they can only take one side in an argumentative essay. On the contrary, you should be able to highlight the limitations of your point-of-view while also stating that it’s the best.

Example: “Despite the shortcomings of globalization, this essay has found that on balance it has been good for many areas in both the developed and developing world.”

14. Finally…

My Rating: 4/10

Overview: While the phrase ‘Finally,’ does indicate that you’re coming to the end of your discussion, it is usually used at the end of a list of ideas rather than in a conclusion. It also implies that you’re adding a point rather that summing up previous points you have made.

Example: “Finally, this essay has highlighted the importance of communication between policy makers and practitioners in order to ensure good policy is put into effect.”

15. Gathering the above points together…

Overview: While this is not a phrase I personally use very often, I do believe it has the effect of indicating that you are “summing up”, which is what you want out of a conclusion.

Example: “Gathering the above points together, it is clear that the weight of evidence highlights the importance of action on climate change.”

16. Given the above information…

Overview: This phrase shows that you are considering the information in the body of the piece when coming to your conclusion. Therefore, I believe it is appropriate for starting a conclusion.

Example: “Given the above information, it is reasonable to conclude that the World Health Organization is an appropriate vehicle for achieving improved health outcomes in the developing world.”

17. In a nutshell…

Overview: This phrase means to say everything in the fewest possible words. However, it is a colloquial phrase that is best used in speech rather than formal academic writing.

Example: “In a nutshell, there are valid arguments on both sides of the debate about socialism vs capitalism.”

18. In closing…

Overview: This phrase is an appropriate synonym for ‘In conclusion’ and I would be perfectly fine with a student using this phrase in their essay. Make sure you follow-up by explaining your position based upon the weight of evidence presented in the body of your piece

Example: “In closing, there is ample evidence to suggest that liberalism has been the greatest force for progress in the past 100 years.”

19. In essence…

Overview: While the phrase ‘In essence’ does suggest you are about to sum up the core findings of your discussion, it is somewhat colloquial and is best left for speech rather than formal academic writing.

Example: “In essence, this essay has shown that cattle farming is an industry that should be protected as an essential service for our country.”

20. In review…

Overview: We usually review someone else’s work, not our own. For example, you could review a book that you read or a film you watched. So, writing “In review” as a replacement for “In conclusion” comes across a little awkward.

Example: “In review, the above information has made a compelling case for compulsory military service in the United States.”

21. In short…

Overview: Personally, I find that this phrase is used more regularly by undergraduate student. As students get more confident with their writing, they tend to use higher-rated phrases from this list. Nevertheless, I would not take grades away from a student for using this phrase.

Example: “In short, this essay has shown the importance of sustainable agriculture for securing a healthy future for our nation.”

22. In Sum…

Overview: Short for “In summary”, the phrase “In sum” sufficiently shows that you are not coming to the moment where you will sum up the essay. It is an appropriate phrase to use instead of “In conclusion”.

But remember to not just summarize but also discuss the implications of your findings in your conclusion.

Example: “In sum, this essay has shown the importance of managers in ensuring efficient operation of medium-to-large enterprises.”

23. In Summary…

Overview: In summary and in sum are the same terms which can be supplemented for “In conclusion”. You will show that you are about to summarize the points you said in the body of the essay, which is what you want from an essay.

Example: “In summary, reflection is a very important metacognitive skill that all teachers need to master in order to improve their pedagogical skills.”

24. It cannot be conclusively stated that…

Overview: While this phrase is not always be a good fit for your essay, when it is, it does show knowledge and skill in writing. You would use this phrase if you are writing an expository essay where you have decided that there is not enough evidence currently to make a firm conclusion on the issue.

Example: “It cannot be conclusively stated that the Big Bang was when the universe began. However, it is the best theory so far, and none of the other theories explored in this essay have as much evidence behind them.”

25. It is apparent that…

Overview: The term ‘ apparent ’ means that something is ‘clear’ or even ‘obvious’. So, you would use this word in an argumentative essay where you think you have put forward a very compelling argument.

Example: “It is apparent that current migration patterns in the Americas are unsustainable and causing significant harm to the most vulnerable people in our society.”

26. Last but not least…

Overview: The phrase “last but not least” is a colloquial idiom that is best used in speech rather than formal academic writing. Furthermore, when you are saying ‘last’, you mean to say you’re making your last point rather than summing up all your points you already made. So, I’d avoid this one.

Example: “Last but not least, this essay has highlighted the importance of empowering patients to exercise choice over their own medical decisions.”

27. Overall…

My Rating: 7.5/10

Overview: This phrase means ‘taking everything into account’, which sounds a lot like what you would want to do in an essay. I don’t consider it to be a top-tier choice (which is why I rated it 7), but in my opinion it is perfectly acceptable to use in an undergraduate essay.

Example: “Overall, religious liberty continues to be threatened across the world, and faces significant threats in the 21 st Century.”

28. The above points illustrate…

Overview: This phrase is a good start to a conclusion paragraph that talks about the implications of the points you made in your essay. Follow it up with a statement that defends your thesis you are putting forward in the essay.

Example: “The above points illustrate that art has had an overwhelmingly positive impact on humanity since the renaissance.”

29. The evidence presented in this essay suggests that…

Overview: I like this phrase because it highlights that you are about to gather together the evidence from the body of the essay to put forward a final thesis statement .

Example: “The evidence presented in this essay suggests that the democratic system of government is the best for securing maximum individual liberty for citizens of a nation.”

30. This essay began by stating…

Overview: This phrase is one that I teach in my YouTube mini-course as an effective one to use in an essay conclusion. If you presented an interesting fact in your introduction , you can return to that point from the beginning of the essay to provide nice symmetry in your writing.

Example: “This essay began by stating that corruption has been growing in the Western world. However, the facts collected in the body of the essay show that institutional checks and balances can sufficiently minimize this corruption in the long-term.”

31. This essay has argued…

Overview: This term can be used effectively in an argumentative essay to provide a summary of your key points. Follow it up with an outline of all your key points, and then a sentence about the implications of the points you made. See the example below.

Example: “This essay has argued that standardized tests are damaging for students’ mental health. Tests like the SATs should therefore be replaced by project-based testing in schools.”

32. To close…

Overview: This is a very literal way of saying “In conclusion”. While it’s suitable and serves its purpose, it does come across as being a sophomoric term. Consider using one of the higher-rated phrases in this list.

Example: “To close, this essay has highlighted both the pros and cons of relational dialectics theory and argued that it is not the best communication theory for the 21 st Century.”

33. To Conclude…

Overview: Like ‘to close’ and ‘in summary’, the phrase ‘to conclude’ is very similar to ‘in conclusion’. It can therefore be used as a sufficient replacement for that term. However, as with the above terms, it’s just okay and you could probably find a better phrase to use.

Example: “To conclude, this essay has highlighted that there are multiple models of communication but there is no one perfect theory to explain each situation.”

34. To make a long story short…

My Rating: 1/10

Overview: This is not a good phrase to use in an academic essay. It is a colloquialism. It also implies that you have been rambling in your writing and you could have said everything more efficiently. I would personally not use this phrase.

Example: “To make a long story short, I don’t have very good command of academic language.”

35. To Sum up…

Overview: This phrase is the same as ‘In summary’. It shows that you have made all of your points and now you’re about to bring them all together in a ‘summary’. Just remember in your conclusion that you need to do more than summarize but also talk about the implications of your findings. So you’ll need to go beyond just a summary.

Example: “In summary, there is ample evidence that linear models of communication like Lasswell’s model are not as good at explaining 21 st Century communication as circular models like the Osgood-Schramm model .”

36. Ultimately…

Overview: While this phrase does say that you are coming to a final point – also known as a conclusion – it’s also a very strong statement that might not be best to use in all situations. I usually accept this phrase from my undergraduates, but for my postgraduates I’d probably suggest simply removing it.

Example: “Ultimately, new media has been bad for the world because it has led to the spread of mistruths around the internet.”

37. Undoubtedly…

Overview: If you are using it in a debate or argumentative essay, it can be helpful. However, in a regular academic essay, I would avoid it. We call this a ‘booster’, which is a term that emphasizes certainty. Unfortunately, certainty is a difficult thing to claim, so you’re better off ‘hedging’ with phrases like ‘It appears’ or ‘The best evidence suggests’.

Example: “Undoubtedly, I know everything about this topic and am one hundred percent certain even though I’m just an undergraduate student.”

38. Weighing up the facts, this essay finds…

Overview: This statement highlights that you are looking at all of the facts both for and against your points of view. It shows you’re not just blindly following one argument but being careful about seeing things from many perspectives.

Example: “Weighing up the facts, this essay finds that reading books is important for developing critical thinking skills in childhood.”

39. With that said…

Overview: This is another phrase that I would avoid. This is a colloquialism that’s best used in speech rather than writing. It is another term that feels sophomoric and is best to avoid. Instead, use a more formal term such as: ‘Weighing up the above points, this essay finds…’

Example: “With that said, this essay disagrees with the statement that you need to go to college to get a good job.”

Do you Need to Say Anything?

Something I often tell my students is: “Can you just remove that phrase?”

Consider this sentence:

• “In conclusion, the majority of scientists concur that climate change exists.”

Would it be possible to simply say:

• “ In conclusion, The majority of scientists concur that climate change exists.”

So, I’d recommend also just considering removing that phrase altogether! Sometimes the best writing is the shortest, simplest writing that gets to the point without any redundant language at all.

How to Write an Effective Conclusion

Before I go, I’d like to bring your attention to my video on ‘how to write an effective conclusion’. I think it would really help you out given that you’re looking for help on how to write a conclusion. It’s under 5 minutes long and has helped literally thousands of students write better conclusions for their essays:

You can also check out these conclusion examples for some copy-and-paste conclusions for your own essay.

In Conclusion…

Well, I had to begin this conclusion with ‘In conclusion…’ I liked the irony in it, and I couldn’t pass up that chance.

Overall, don’t forget that concluding an essay is a way to powerfully summarize what you’ve had to say and leave the reader with a strong impression that you’ve become an authority on the topic you’re researching. 

So, whether you write it as a conclusion, summary, or any other synonym for conclusion, those other ways to say in conclusion are less important than making sure that the message in your conclusion is incredibly strong.

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Number Games for Kids (Free and Easy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Word Games for Kids (Free and Easy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Outdoor Games for Kids
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 50 Incentives to Give to Students

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Effective Transition Words for Research Papers

What are transition words in academic writing?

A transition is a change from one idea to another idea in writing or speaking and can be achieved using transition terms or phrases. These transitions are usually placed at the beginning of sentences, independent clauses, and paragraphs and thus establish a specific relationship between ideas or groups of ideas. Transitions are used to enhance cohesion in your paper and make its logical development clearer to readers.

Types of Transition Words

Transitions accomplish many different objectives. We can divide all transitions into four basic categories:

• Additive transitions  signal to the reader that you are adding or referencing information
• Adversative transitions  indicate conflict or disagreement between pieces of information
• Causal transitions  point to consequences and show cause-and-effect relationships
• Sequential transitions  clarify the order and sequence of information and the overall structure of the paper

Additive Transitions

These terms signal that new information is being added (between both sentences and paragraphs), introduce or highlight information, refer to something that was just mentioned, add a similar situation, or identify certain information as important.

Adversative Transitions

These terms and phrases distinguish facts, arguments, and other information, whether by contrasting and showing differences; by conceding points or making counterarguments; by dismissing the importance of a fact or argument; or replacing and suggesting alternatives.

Causal Transitions

These terms and phrases signal the reasons, conditions, purposes, circumstances, and cause-and-effect relationships. These transitions often come after an important point in the research paper has been established or to explore hypothetical relationships or circumstances.

Sequential Transitions

These transition terms and phrases organize your paper by numerical sequence; by showing continuation in thought or action; by referring to previously-mentioned information; by indicating digressions; and, finally, by concluding and summing up your paper. Sequential transitions are essential to creating structure and helping the reader understand the logical development through your paper’s methods, results, and analysis.

How to Choose Transitions in Academic Writing

Transitions are commonplace elements in writing, but they are also powerful tools that can be abused or misapplied if one isn’t careful. Here are some ways to ensure you are using transitions effectively.

• Check for overused, awkward, or absent transitions during the paper editing process. Don’t spend too much time trying to find the “perfect” transition while writing the paper.
• When you find a suitable place where a transition could connect ideas, establish relationships, and make it easier for the reader to understand your point, use the list to find a suitable transition term or phrase.
• Similarly, if you have repeated some terms again and again, find a substitute transition from the list and use that instead. This will help vary your writing and enhance the communication of ideas.
• Read the beginning of each paragraph. Did you include a transition? If not, look at the information in that paragraph and the preceding paragraph and ask yourself: “How does this information connect?” Then locate the best transition from the list.
• Check the structure of your paper—are your ideas clearly laid out in order? You should be able to locate sequence terms such as “first,” “second,” “following this,” “another,” “in addition,” “finally,” “in conclusion,” etc. These terms will help outline your paper for the reader.

For more helpful information on academic writing and the journal publication process, visit Wordvice’s  Academic Resources  Page. And be sure to check out Wordvice’s professional English editing services if you are looking for  paper editing and proofreading  after composing your academic document.

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• Transition Words & Phrases | List & Examples

Transition Words & Phrases | List & Examples

Published on May 29, 2020 by Jack Caulfield . Revised on August 23, 2023.

Transition words and phrases (also called linking words, connecting words, or transitional words) are used to link together different ideas in your text. They help the reader to follow your arguments by expressing the relationships between different sentences or parts of a sentence.

The proposed solution to the problem did not work. Therefore , we attempted a second solution. However , this solution was also unsuccessful.

For clear writing, it’s essential to understand the meaning of transition words and use them correctly.

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Table of contents

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.

Example text with and without transition words

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.

Don’t overuse transition words

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

Additive transition words introduce new information or examples. They can be used to expand upon, compare with, or clarify the preceding text.

Adversative transition 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.

Causal transition words

Causal transition words are used to describe cause and effect. They can be used to express purpose, consequence, and condition.

Sequential transition words

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.

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.

Confused use of therefore

“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.

• We asked participants to rate their satisfaction with their work from 1 to 10. Therefore , the average satisfaction among participants was 7.5.

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.”

• We asked participants to rate their satisfaction with their work from 1 to 10. The average satisfaction among participants was 7.5.

Starting a sentence with also , and , or so

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.

• Also , a second round of testing was carried out.

To fix this issue, we can either move the transition word to a different point in the sentence or use a more formal alternative.

• A second round of testing was also carried out.
• Additionally , a second round of testing was carried out.

Transition words creating sentence fragments

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.

• Smith (2015) argues that the period should be reassessed. Although other researchers disagree.

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.”

• Smith (2015) argues that the period should be reassessed, although other researchers disagree.
• Smith (2015) argues that the period should be reassessed. However , other researchers disagree.

And vs. as well as

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.

• Chapter 1 discusses some background information on Woolf, as well as presenting my analysis of To the Lighthouse .

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.”

• Chapter 1 discusses some background information on Woolf and presents my analysis of To the Lighthouse .
• Chapter 1 presents my analysis of To the Lighthouse , as well as discussing some background information on Woolf.

Note that in fixed phrases like “both x and y ,” you must use “and,” not “as well as.”

• Both my results as well as my interpretations are presented below.
• Both my results and my interpretations are presented below.

Use of and/or

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.

• Participants were asked whether they used the bus and/or the train.
• Participants were asked whether they used the bus, the train, or both.

Archaic transition words

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.

• Poverty is best understood as a disease. Hereby , we not only see that it is hereditary, but acknowledge its devastating effects on a person’s health.

These words should usually be replaced with a more explicit phrasing expressing how the current statement relates to the preceding one.

• Poverty is best understood as a disease. Understanding it as such , we not only see that it is hereditary, but also acknowledge its devastating effects on a person’s health.

Using a paraphrasing tool for clear writing

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!

 Academic Writing

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• Taboo words
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Synonyms of thesis

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Thesaurus Definition of thesis

Synonyms & Similar Words

• proposition
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• generalization
• presumption
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Home ➔ How to Write an Essay ➔ Words to Use in an Essay ➔ Sentence Starters

Sentence Starters for Essays

A sentence starter is simply a word or a phrase that will help you to get your sentence going when you feel stuck, and it can be helpful in many different situations. A good sentence starter can help you better transition from one paragraph to another or connect two ideas. If not started correctly, your sentence will likely sound choppy, and your reader might not be able to follow your thoughts.

Below, we will explain when sentence starters for essays are used and what types of them exist. We will then give you plenty of examples of sentence-starter words and phrases that you can use in your writing.

Note: To learn more about word choice in academic writing, you can read our guide: Words to Use in an Essay

Why you need good sentence starters

In academic writing, sentence starters are usually used to connect one idea to another. Sentence starters make your essay coherent as they are often used to transition from one paragraph to another. In other words, they glue your writing together so that it makes sense and is easy to read.

You can also use sentence starters inside paragraphs. This will help you to better transition from one idea to another. It can make your writing flow better and sound more unified if done correctly.

When sentence starters are used

You don’t have to use them in every sentence, but they can be helpful if you feel like your ideas are choppy or you want to connect two thoughts. If overused, sentence starters can make your writing sound repetitive and distracting to the reader.

Here’s a list of cases where you should consider using sentence starters:

• To transition from one paragraph or section of your writing to another
• To introduce a new idea at the start of your essay or paragraph
• To start the final paragraph and conclude the entire essay
• To emphasize something important
• To create a hook and grab your reader’s attention
• To clarify something or give brief background information

These are just some common situations for using sentence starters, and this list is not definitive. If you can’t decide whether or not to use a sentence starter, it’s usually best to err on the side of not using one. If your paragraph flows nicely, don’t overthink it and move on with your essay writing .

What are the different types of sentence starters?

Sentence starters vary based on what you want to achieve in the sentence you’re starting. Here are some of the most common purposes that define what sentence starter you need to apply, along with some examples.

Starters for hooks

If you want to grab your reader’s attention in the first paragraph and make them want to read your essay, you need to use introduction sentence starters that are attention-grabbing and interesting. Some common sentence starters for essay hooks are:

• Did you know that… (for a fact)
• When I was… (for an anecdote)
• Just as… (for an analogy)
• According to… (for a statistic)

Starters to start a thesis statement

The thesis statement is the main idea of your essay. It’s what you want to prove or argue in your essay. You will need to use sentence starters that introduce your essay topic in a clear and concise way. For example:

• This essay will discuss…
• The purpose of this essay is to…
• In this essay, I will argue that…
• In my opinion…
• I think that…

Starters for topic sentences

A topic sentence is the first sentence at the beginning of each body paragraph that introduces the main idea of the paragraph. You will want to use body paragraph starters that state the main idea of the paragraph in a clear and concise way. Some specific examples:

• One reason why…
• The most important thing to remember is that…
• Another important factor to consider is…
• The first thing to note is that…
• It’s important to remember that…
• Besides the previous point,…

Starters for concluding

When you’re concluding your essay , you need to use conclusion sentence starters that emphasize the main points of your argument and leave your reader with a strong impression. Here are some examples:

• In conclusion,…
• To sum up,…
• Overall,…
• To conclude,…
• Finally,…
• In the final analysis,…

Starters for lists

If you’re listing ideas or items, you will want to use sentence starters that introduce each item clearly. Some common list starters are:

• The first…
• The second…
• Thirdly,…
• Next,…
• Lastly,…

Starters for comparing and contrasting

If you’re writing an essay that compares and contrasts two or more things, you will need to use sentence starters that introduce each item you’re discussing and emphasize the similarities and/or differences. For example:

• Similarly,…
• However,…
• In contrast to…
• On the other hand,…
• Compared to…
• Despite the fact that…

Starters for elaborating

If you want to elaborate on an idea, you need to use sentence starters that introduce the detail you’re going to include and how it relates to the main idea. Some common starters for elaborating are:

• For example,…
• In other words,…
• That is to say,…
• To elaborate,…
• Another way to put it would be…
• To put it more simply,…

Starters for giving background information

If you want to give some brief background information in your essay, you need to use sentence starters that introduce the information and explain why it’s relevant. For example:

• As previously mentioned,…
• As everyone knows,…
• In today’s society,…

Starters for giving an example

If you want to give an example in your essay, you need to use sentence starters that introduce the example and explain how it supports your argument. For example:

• For instance,…
• To illustrate,…
• Thus,…
• In this case,…

Starters for introducing a quotation

If you want to include a quotation in your essay, you need to use sentence starters that introduce the quotation and explain its relevance. Some examples:

• As John Doe said,…
• According to Jane Doe,…
• As the old saying goes,…
• In Jane Doe’s words,…
• To put it another way,…

Starters for introducing evidence

If you want to include evidence in your essay, you need to use sentence starters that introduce the evidence and explain its relevance. For example:

• The data shows that…
• This proves that…
• This suggests that…
• The evidence indicates that…

Starters for bridging

If you want to create a bridge sentence between two paragraphs, you need to use sentence starters that introduce the second paragraph and explain how it relates to the first. For example:

• This leads to the question,…
• This raises the issue,…
• Another important point to consider is…
• This brings us to the question of…

Starters to show causation

If you want to show causation in your essay, you need to use sentence starters that introduce the cause and explain its relationship to the effect. For example:

• Because of this,…
• As a result,…
• Consequently,…
• Due to the fact that…
• Therefore,…

Starters to emphasize a point

If you want to emphasize a point in your essay, you need to use sentence starters that draw attention to the point and make it clear why it’s important. Examples of sentence starters to add emphasis:

• Importantly,…
• Significantly,…

Starters to express doubt

If you want to express doubt about an idea in your essay, you need to use sentence starters that make it clear you’re not certain and explain why you have doubts. For example:

• It’s possible that…
• It’s uncertain whether…
• Some people might argue that…
• There is evidence to suggest that…
• Although it is debatable,…
• It might be the case that…

Key takeaways

• Sentence starters are especially important in academic writing because they can help you make complex arguments and express yourself clearly.
• There are many different types of sentence starters, each with its own purpose.
• You need to choose the right sentence starter for the specific task you’re writing about.
• When in doubt, err on the side of caution and choose a simpler sentence starter.

Now that you know the different types of sentence starters and how to use them effectively, you’ll be able to write clear, concise, and well-organized essays.

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“According To”: Phrases You Can Use Instead

“According to” is a useful phrase, but be careful not to overuse it in your writing. Below, you’ll find 11 other ways to say “according to.”

Quick Summary on “According To”

According to is a preposition used to state what someone else has said. It also means “agreeing with, following, or depending on something else.”

• According to the weather forecast, it’ll be snowing all day tomorrow.
• We’re doing everything according to plan.

What Does “According To” Mean?

According to is a phrase that has a few different uses. It means “in conformity with” and also “depending on.” But it’s also commonly used when writers need to credit a quote, fact, statement, data, or any other source of information to someone (or something) else.

This phrase can be found at the beginning or towards the end of sentences.

According to the results of the study, there is an increase in resistance to antibiotics.

There is an increase in resistance to antibiotics, according to the results of the study.

If you’re writing a college essay or any other type of text that relies heavily on other sources, you may find yourself repeating this phrase too often. To vary vocabulary within your writing, you can use the following according to synonyms.

You can ensure you're using these and other phrases correctly with our Grammar Check tool.

11 “According To” Synonyms

Before we go over other ways to say according to , it’s worth mentioning that an excellent alternative is to simply rewrite the text to be more direct. Here’s an example:

According to Dr. Joseph, the fracture will not heal properly if Jacob doesn’t get enough rest. ↓ Dr. Joseph warned that the fracture will not heal properly if Jacob doesn’t get enough rest.

But if you’re in need of other ways to say according to, you can check out the examples below or try our Paraphrase Tool .

1. As stated in/by

According to the contract, both parties will split the profit. ↓ As stated in the contract, both parties will split the profit.

According to the lawyers, both parties will split the profit. ↓ As stated by the lawyers, both parties will split the profit.

2. As explained by

According to the professor, the first two years of college are crucial. ↓ As explained by the professor, the first two years of college are crucial.

3. Based on

According to the data, there has been a decrease in the gazelle’s natural habitat. ↓ Based on the data, there has been a decrease in the gazelle’s natural habitat.

There was nothing to report, according to the student who witnessed the incident. ↓ There was nothing to report, per the student who witnessed the incident.

5. As mentioned in/by

According to the Little Town Times, the holiday parade will take place this upcoming Sunday. ↓ As mentioned in Little Town Times, the holiday parade will take place this upcoming Sunday.

According to Claire Luna, the holiday parade will take place this upcoming Sunday. ↓ As mentioned by Claire Luna, the holiday party will take place this upcoming Sunday.

6. As indicated in/by

According to the trial, the side effects are minimal. ↓ As indicated in the study, the side effects are minimal.

According to the lead scientist, the benefits far outweigh the risk. ↓ As indicated by the lead scientist, the benefits far outweigh the risk.

7. From the point of view of

According to my younger cousins, Christmas is the best holiday. ↓ From the point of view of my younger cousins, Christmas is the best holiday.

8. On the authority of

According to Sergeant Culpepper, the entire team has to stay overnight. ↓ On the authority of Sergeant Culpepper, the entire team has to stay overnight.

9. Pursuant to

The proposal has been submitted according to the instructions. ↓ The proposal has been submitted pursuant to the instructions.

10. As demonstrated by

According to the presentation, remodeling is crucial for the foundation. ↓ As demonstrated by the presentation, remodeling is crucial for the foundation.

11. As maintained by

According to fitness experts, a healthy and wholesome diet is just as important as exercise. ↓ As maintained by fitness experts, a healthy and wholesome diet is just as important as exercise.

According to the Rest, LanguageTool Is the Best

Seeking other ways to say according to is a great way to make sure your writing is effective. After all, a strong and varied vocabulary is one of the pillars of successful writing.

You’ll also want to ensure that your grammar and punctuation are error-free. LanguageTool—a multilingual text editor— can help with this. LanguageTool can correct different types of mistakes, but it can also offer stylistic improvements and help rephrase your sentences to be more formal, fluent, or concise. Start writing flawlessly today !

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50 linking words to use in academic writing

It’s very common for students to use long words they don’t understand very well in their essays and theses because they have a certain idea of what academic writing should be. Many students believe that academic writing is wordy and convoluted, and uses a lot of jargon. This leads many students to fall into a trap of imagining that the longer the word, the more impressive and intelligent their writing will seem.

We often see long sentences and multisyllabic words where shorter sentences and simpler words would do. Some students even use Microsoft Word’s thesaurus function to replace a common word with a more complicated word. This is a risky move, because unless you’re very careful, the new word may not carry quite the same meaning as the original, even if it’s similar.

The result can range from funny to confusing, which defeats the purpose of academic writing: to be as clear and concise as possible, using just the right words to convey your argument. Using uncommon words, instead of making your paper seem smarter, generally detracts from your ideas.

To avoid this, using linking or transition words that signpost your arguments can help to clarify your views and show the reader what to expect from certain paragraphs or sentences. These words give structure to the whole, helping you to organise your ideas and assist the reader in understanding them.

We have prepared some flashcards containing linking words you can use in academic writing.

CLICK HERE to download these FREE flashcards

Below is a handy list of words that are both useful and appropriate to academic language.

Describing similarities

Correspondingly

Not only… but also

In the same way

Showing cause and effect

Consequently

As a result

Hence (never ‘hence why’)

Since (try to avoid ‘as’ when showing cause and effect)

Accordingly

This suggests that

It follows that

For this reason

Comparing and contrasting

Alternatively

On the other hand

On the contrary

Showing limitation or contradiction

Despite/in spite of

While (not whilst!)

Nevertheless

Nonetheless

Emphasis, addition or examples

To illustrate

Further (not ‘furthermore’)

First, second and third (not firstly, secondly and thirdly)

For instance

In addition

To summarise

It can be concluded that

As can be seen

Given the above

As described

The best way to get better at writing academic language is to read academic writing. You’ll pick up all sorts of useful tips from published papers in your area of study.

Updated 31 January 2023 Ellen McRae, PhD, AE (IPEd), MNZSTI Senior Managing Editor

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Use of "I", "we" and the passive voice in a scientific thesis [duplicate]

Possible Duplicate: Style Question: Use of “we” vs. “I” vs. passive voice in a dissertation

When the first person voice is used in scientific writing it is mostly used in the first person plural, as scientific papers almost always have more than one co-author, such as

We propose a new method to study cell differentiation in nematodes.

Often the "we" also includes the reader

We may see in Figure 4.2 that...

However, I am writing a thesis which means I am the only author and I even have to testify in writing that the work is my own and I did not receive any help other than from the indicated sources. Therefore it seems I should use "I", but this seems to be very unusual in scientific writing and even discouraged as one may sound pretentious or self-absorbed. However, the alternative is to use the passive voice, which seems to be even more discouraged as it produces hard to read writing and indeed an entire thesis in the passive voice may be indigestible for any reader.

So far, I used the second form of "we" extensively that includes me and the reader. This form is often natural when describing mathematical derivations as the truth is objective and it suggests that I am taking the reader by the hand and walking her through the process. Still, I'm trying not do overdo this form.

However, eventually I will need to refer to methods that I propose and choices that I have made. Should I just follow scientific convention and use "we" although it is factually inaccurate or indeed write in the scorned-upon "I"?

• writing-style
• mathematics
• passive-voice
• personal-pronouns

• 3 In your particular case, an inclusive we could be used to recognize the nematodes collaboration :) –  Dr. belisarius Commented May 10, 2011 at 13:01
• 3 I find the use of "we" odd if there is only one author. I read a paper by a single author recently and he consistently wrote things like "we propose...", "we then present..." and I kept thinking, wait, who did you work with? –  Flash Commented May 10, 2011 at 14:08
• 2 @Andrew: Seriously? You read academic papers, and you're not at least aware of the convention? You might not endorse it, but you could just accept it as something some people do. –  FumbleFingers Commented May 10, 2011 at 22:05
• 1 @oceanhug: Probably saying nothing you don't already know, but bear in mind this sort of question could become a bit of a 'poll'. And there will be plenty of people who actively dislike using the effectively 'singular we' in any context. Because of associations with the 'academic old guard', the 'regal we', whatever. Or in solidarity with the march towards 'individualism' that marks Western civilisation. You, on the other hand, have a thesis to write. –  FumbleFingers Commented May 10, 2011 at 22:58
• I have seen academic papers by a single author using I . However I agree with FumbleFingers that most of the time you would use we , and that I sounds strange in an academic paper. Personally, if I were to read your thesis and saw we , I wouldn't find it as an implication that you were not the only author of the work. Also, I assume you will have a thesis supervisor, who is also responsible to check (and possibly approve) your work, so you can include him/her in the we . –  nico Commented May 11, 2011 at 6:47

6 Answers 6

I tried to use "I" in the first version of my thesis (in mathematics). When my advisor suggested corrections, the most detailed and strongly-worded of them was to use "we"; later, I asked another young professor whether one could use "I" and she said "Only if you want to sound like an arrogant bastard", and observed that only old people with established reputations can get away with it.

My extremely informal recollection of some articles that are more than, say, forty years old is that the singular is used more often, so what she says may be true but for a different reason than simple pride. The modern culture may disparage apparent displays of ego simply because of the greater prevalence of collaboration, whether or not your paper is a product of it. This is complete speculation, though.

I disagreed with the change at the time but acquiesced anyway, and now, with distance, I realize that it was a good idea. Scattering the paper with "I" draws attention to the author, and especially in mathematical writing, the prose is filled with impersonal subjects (that is, you often don't mean "I" literally, as in "If y = f(x), then we have an equation..."). Using "we" allows it to simply sink into the background, where it belongs. If it's your thesis, you don't have to put any special effort into reminding the reader who is talking, just like in an essay, they used to tell me not to say "in my opinion" before stating it.

EDIT: Oh, I forgot entirely about "the author". I hate that phrase, because it is just as inconsistent with "we" as with "I" and disingenuous to boot. If you have to make a truly personal remark, just say "I", and perhaps set off the entire comment by "Personally..." or something like that.

• 3 Excellent answer. I totally agree on all points, which you express well. Egalitarianism, individualism, or whatever may push for the first person singular, but it's distracting in serious academic texts. Though I don't have a big problem with ' the author ' once (maybe twice). –  FumbleFingers Commented May 10, 2011 at 22:14
• 7 We think you’ve hit the nail on the head with your speculation. –  Konrad Rudolph Commented May 11, 2011 at 14:23
• 1 -1; I strongly disagree. Moreover, the APA (and perhaps other) style manuals disagree. The persistence of using the passive voice to minimize the use of first person pronouns is a historical affectation that most of us have been trained from a young age to slavishly employ. However, it tends to yield awkward prose that is hard to read. If the greatest crime that must be committed is either "egotism" or "lack of clarity", I certainly choose to be egotistic. –  russellpierce Commented Oct 23, 2012 at 16:06
• 6 @RyanReich: You know that a down-vote is not a personal criticism right? –  russellpierce Commented Dec 24, 2012 at 14:45
• 2 @russellpierce. There are enough people around saying "never use passive voice" that they need to be argued against. The passive voice should be used whenever it improves your prose, and this happens moderately often. If you look at some early scientific papers, the incessant use of the first person pronoun can be really distracting, and many of these uses can be avoided using the passive voice. –  Peter Shor Commented Oct 16, 2017 at 16:00

I don't think there's anything wrong with using we in single-author scientific journal papers. It's the tradition, and if you use I in scientific papers it stands out, not necessarily in a good way. On the other hand, a PhD thesis is not a scientific journal paper, but a PhD thesis, and if you want to use I in it I don't see anything wrong with that.

The passive voice should not be used to avoid writing I or we . If the entire thesis is written in the passive voice, it is much harder to read, and the sentences within it 1 have to be reworded awkwardly so that some good transitions between the sentences within a paragraph are lost. On the other hand, if some sentences seem to require the passive voice, by all means those sentences should be written in the passive voice. But the passive voice should only be used where it is justified, that is, where its use improves readability of the thesis.

1 See how much better your sentences would read here.

• Shor: In the end I mostly go with @Ryan Reich's answer, but you and @Rafael Beraldo make additional important points. I'm minded to say that - probably with no concious effort on your part - you only used I once in your second paragraph. And that was only to quote the word. When I compare my sentences here with yours, I think yours look more authoritative, academic, educational, etc. You say you don't see anything wrong with I, but I bet you wouldn't use it in OP's position lol –  FumbleFingers Commented May 10, 2011 at 22:47
• 3 @FumbleFingers: The lack of pronouns I and you in my second paragraph was quite deliberate, and took some effort. –  Peter Shor Commented May 11, 2011 at 1:30
• Shor: Ah. Well, it was worth the effort from my point of view, if that's any recompense for your labours. But I notice you don't deny you'd avoid using I in a thesis yourself, even if you wouldn't think of that as particularly wrong on the part of someone else. –  FumbleFingers Commented May 11, 2011 at 2:40
• @FumbleFingers: I've only written one thesis, and the pronoun we is the one I mainly used in it. –  Peter Shor Commented May 11, 2011 at 10:30
• 1 some authors use I instead of we when only one author: link.springer.com/article/10.1007%2Fs00114-008-0435-3 –  Tomas Commented Apr 13, 2016 at 10:39

By all means write "I". By an amusing coincidence, I have in front of me the article Deformations of Symmetric Products , a proceedings article published by Princeton University Press. The author is the late George R. Kempf, a distinguished algebraic geometer, and on the very first page I read [not we read:-)]: "My proof uses heavily the deformation theory..." . And on the second page "I will use without particular references standard facts from deformation theory". I could give any number of examples: this usage is quite widespread.

• 1 The very example you give supports the opposite view. As a ' distinguished algebraic geometer ', of course Kempf could get away with "I" if he wanted to be self-indulgent. It may become less noticed in future, but in the here and now many (including perhaps those who will assess OP's thesis) both notice and deplore it. –  FumbleFingers Commented May 10, 2011 at 22:22
• 1 @FumbleFingers: I just gave a factual reference to show that "I" is indeed used. Calling the late George Kempf self-indulgent is rather insulting. –  Georges Elencwajg Commented May 11, 2011 at 9:52
• 1 I have no opinion on Kempf. Perhaps I should have used less loaded phrasing. I just meant that what's appropriate / acceptable for distinguished academicians isn't necessarily the best option for a somewhat more humble thesis-writer. Okay, it was OTT to baldly say your example supports the opposite view. But depending how you look at things, it supports either or neither position. –  FumbleFingers Commented May 11, 2011 at 13:44

Many people in academia encourage the use of “we” instead of “I”, although many other people don’t — I can easily remember that Chomsky, at least in Aspects of the Theory of Syntax , do use the first-person singular. Personally, I prefer to use “I”, if I’m the only author. I believe that it sounds much better, not to mention, humbler.

If you have an adviser, then you should really ask him. If you’re writing for a journal, see if they have published articles in which the author use “I” instead of “we”.

• 1 I like @Ryan Reich's answer better, to be honest. But you make the important additional point that much academic output can and should be guided by what's expected in context . Ask your advisor, mentor, editor or whatever if you don't already know that context. Don't do the 'unexpected' without being aware you're doing it, and having some idea how it'll go down. That would hardly be a rigorous academic approach. –  FumbleFingers Commented May 10, 2011 at 22:33
• @FumbleFingers, thank you. For some reason, I find the use of “we” to be conservative. Although science is not a solo task,there is nothing bad in remembering the reader that this is only your interpretation and findings about the subject. This is less obvious when reading seminal books on any area — by saying “I”, the author reminds us that he is human, and not a king ruling. –  rberaldo Commented May 10, 2011 at 22:54
• I think it's a finely-balanced thing, and all your arguments carry weight. The bottom line for OP should be 'ask the man', but we can afford to have our own personal positions. I only wrote one thesis, decades ago, and I bet I never used "I" once. Since then I've been in programming, and I nearly always use "we" in comments (in code that I wrote alone), even though most of that code was never likely to even be read by anyone except me. YMMD –  FumbleFingers Commented May 10, 2011 at 23:19

Remember that in situations like this, it is common for the author to refer to himself as "this author," e.g., "This author proposes a novel solution to the problem of X."

• In general this author is used only for personal opinions. "This author believes that the statistical tools used in most previous articles on this topic are inadequate" , but not "this author collected samples ..." –  Peter Shor Commented Nov 1, 2018 at 11:45

How about using neither? What about using factual voice instead :

"A new method to study cell differentiation in nematodes is proposed.""A new method to study cell differentiation in nematodes will be proposed." or "Figure 4.2 shows that..."

"A new method to study cell differentiation in nematodes will be proposed."

Was Replaced with :

"A new method to study cell differentiation in nematodes is proposed."

in accordance with suggestions (details in comments below).

• 4 That is passive. Nothing wrong with it, but that's what it is. –  Cerberus - Reinstate Monica Commented May 10, 2011 at 12:09
• 1 Nix the "will be" with "has been". I recommend using positive and factual statements, and not futuristic promises. By the time someone reads this, the works has already been done, and has been reported on. –  John Alexiou Commented May 10, 2011 at 16:33
• 2 "Figure 4.2 shows that..." Good: definitely an improvement over the original. "A new method to study cell differentiation in nematodes will be proposed." Terrible: this kind of use of the passive voice to avoid writing we or I makes papers much harder to read. –  Peter Shor Commented May 10, 2011 at 18:19
• #Peter : Thanks , What about "A new method to study cell differentiation in nematodes is proposed."? –  jimjim Commented May 10, 2011 at 22:27
• 2 @ja72: Not will be , not has been , A new method to study ... is proposed. You're proposing it as you write; the fact that the reader reads it later is completely immaterial; if you say has been , you are saying that you (or somebody else) proposed it in a previous paper. –  Peter Shor Commented Nov 1, 2018 at 11:36

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18 Other Ways to Say “However” in an Essay

You’re in the midst of a formal essay, and it looks like you’ve used “however” far too many times. Well, you’ve come to the right place!

Below, we’ve compiled a list of great alternative terms that you can use when “however” starts to feel worn out. So, keep reading to find what you seek!

Other Ways to Say “However”

Nevertheless, alternatively.

• Nonetheless
• All the same
• In spite of
• Notwithstanding
• On the other hand
• In contrast

KEY TAKEAWAYS

• It’s perfectly okay to use “however” in an essay.
• “Nevertheless” is a good alternative to use to keep your paper diverse.
• You can also use “alternatively” to avoid repetition of the word “however.”

Keep reading to see how we use our favorite synonyms for “however” in a couple of useful examples.

After that, we’ll consider whether it’s okay to use “however” in an essay. Is this considered bad practice?

If you’re wondering what to say instead of “however” in an essay, you might want to try “nevertheless.”

Firstly, like the original word, this term is used to introduce contrasting information relating to a previous statement. “Nevertheless” and “however” differ slightly in overall meaning.

However (or nevertheless), you’ll find that they can often be used interchangeably at the start of a sentence.

In other words, “nevertheless” is not a better word than “however” to use in formal or academic writing . But you can use this alternative to avoid repetition in your essay.

Finally, let’s see a couple of faux essay snippets making use of “nevertheless”:

Nevertheless , the ICO has provided several useful resources to guide sellers in their marketing pursuits.

After months of negotiations with unions, strikes broke out, nevertheless .

“Alternatively” is another word to use instead of “however” in academic writing. Like the original phrase, it can be used at the start of a sentence.

Essentially, “alternatively” means “as another possibility.” As such, it can be used to present a counterpoint to a previous statement in a paper.

However is just as effective as “alternatively,” but you can use this synonym to keep your phrasing diverse and your paper more interesting.

Lastly, let’s see a few examples making use of this term:

Small businesses feel that they have no choice but to cease the use of cold-calling altogether or, alternatively , undergo a costly remodeling of their marketing in an attempt to comply.

Alternatively , we may observe adaptation to these new conditions amongst our specimens.

Can I Use “However” in an Essay?

It is perfectly okay to use “however” in an essay . However, we do advise that you use it with caution.

Although it is not a bad word by any means, it is very easy to overuse it. This could be very detrimental to the appearance of your essay to any marker.

Therefore, it’s a good idea to use our list of synonyms to find other ways to say “however” when you have already used it.

Nevertheless, “however” is a perfectly polite word that can be used to introduce contrasting information or to transition to a new sentence. It is very effective, and you’re unlikely to find an academic paper that makes no use of it at all.

We hope you found our list of synonyms helpful. If you think you might need them the next time you’re drafting an essay, why not bookmark this page so you can find it again with ease?

• 19 Gender-Neutral Alternatives to “Dear Sir or Madam”
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Scholarly Writing: Words and Phrases to Avoid in Your Dissertation

25th August 2022

Tagged under: Dissertation Writing Tips   General Dissertation   Scholarly Writing   academic writing  

Initially I had trouble writing my Project scope for my DBA  as I have an undergraduate in English and an MBA which meant I could write essays at a business report level but not a doctorate level. I reached out to Dr Leach at a Thesis Editor and she spoke with me over the phone several times trying to understand what I needed. She also put together a quick turnaround package as my deadline was very close by. Ultimately, she scheduled an appointment with an editor with many years of experience who guided me back onto the right path. My supervisors at university had only helped me a little but the Thesis Editor team have supported me entirely. I am not only grateful but will be working with Thesis Editor for the entirety of my DBA - the next 4 years. Thank you Dr Leach and thank you to the Thesis Editor team for a wonderful experience.

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Word Use, Syntax & Sentence Structure in PhD Theses – Grammar Advice

Posted by Rene Tetzner | Oct 29, 2021 | PhD Success | 0 |

5.4 Word Use, Syntax and Sentence Structure

Although the advice on writing formal scholarly prose provided in this section will prove especially helpful for those who are just developing their scholarly voice (as is the case with many doctoral candidates) and/or those whose first language is not English, even students who consider their English writing skills excellent may well find some of the information useful. Please note that while the focus here is on words and their order in English sentences, a sentence must also be properly punctuated to function effectively, so Section 5.6 on various marks of punctuation and their use should be consulted in conjunction with this section. Some matters of punctuation can be determined by author preferences or university or department guidelines because there is more than one correct approach (using a serial comma or not, for instance: see Section 5.6.1): in such cases one acceptable method should be chosen and used consistently. With other aspects of punctuation, however, there are right and wrong ways of proceeding (a comma splice should always be avoided, for example: again, see Section 5.6.1), and in those cases the correct punctuation should be used in all relevant instances. In all cases, punctuation should enhance and clarify the structure, language and meaning of your sentences whether they are short and simple or long and extremely complex.

5.4.1 Using Words in a Scholarly Fashion without Bias

Word use is not only an enormous and wide-ranging topic, but, like punctuation, the use of individual words can be not only correct or incorrect, but also a matter of authorial choice, which means that the writer of a thesis must choose his or her words with care. Dehumanising language, for instance, should always be avoided when writing about human beings, and words that assert the presence or role of human beings in a study should not be omitted. There is a tendency, however, for study participants to be reduced through a kind of shorthand to the condition they represent in a study: ‘diabetes and nondiabetes’ might be used, for instance, instead of the more humanising ‘participants with and without diabetes’ or ‘participants with and without a diagnosis of diabetes.’ While such shorthand language is sometimes necessary to convey results efficiently, especially in tabular form, it should be avoided as much as possible and certainly not used when first introducing the people involved in a study. Some departments or thesis committees may even frown upon the use of ‘subjects’ instead of ‘individuals’ or ‘people’ because it is too impersonal, and most will want the age of participants and other people to be referred to accurately: young men and women, for instance, should not be called ‘boys’ and ‘girls,’ which, as a general rule, should be used only of children 12 years of age and under. It can therefore be helpful to discuss such language with your supervisor and check university or department guidelines for any restrictions of this kind, and it is also important to keep the particular context in mind and use common sense while considering each term. For example, while referring to a 25-year-old man as a ‘boy’ is inappropriate in most cases, referring to a 40-year-old prostitute as a ‘working girl’ may not be if that is what the prostitute calls herself and you use the term in quotations and/or with appropriate explanation.

Appropriate word use of this kind is a matter of achieving precision and avoiding bias. If, for instance, an author refers to a 30-year-old man as a ‘man,’ but refers to a woman of the same age as a ‘girl,’ or uses the masculine pronoun ‘he’ when writing of doctors and the feminine pronoun ‘she’ when writing of nurses without specifying a context and details that justify this treatment, it may not be a deliberate distinction, but it will come across as both inaccurate and biassed. Bias can occur in terms of race, nationality, sex/gender, class, education, age and so on, and can involve arbitrarily prioritising one group of people over another or stereotyping any particular group of people (see the advice on avoiding bias of various kinds in the Publication Manual of the APA , 2010, pp.73–77). Some readers might extend this to historical times and their people (the idea, for example, that any one time is better than another or the common notion that people now are more intelligent or more imaginative than people were in the past) as well as to animals and other creatures (with the prioritisation of people over animals or the environment, for instance, smacking of anthropocentrism). Avoiding gender bias is particularly important in western (including English-speaking) societies of the twenty-first century, so be sure to reflect on any instances in which you mention men or women alone: if women are the only subjects of the study or if women alone are relevant for a particular statement (only women can actually bear children, for instance), using ‘women’ alone is appropriate, but if both men and women are involved (both men and women can be parents, for example), both should be mentioned or an alternative that implies both (such as ‘parents,’ ‘people’ or ‘participants’) should be used.

5.4.2 The Precise and Appropriate Use of Pronouns

Although uncomplicated in many instances, the gender-specific pronouns ‘he’ and ‘she’ must always be used with care. Their use is straightforward when speaking of a male or female person, but when ‘a person’ (singular) is used more generally or hypothetically, problems can arise because ‘he’ (once used in most situations of this sort: e.g., ‘When a person is learning to write scholarly prose, he requires sound examples’) is no longer acceptable as a neutral pronoun, and although ‘she’ is now used as neutral by some authors, it really just inverts rather than solves the problem. A better choice is the singular pronoun ‘one,’ which is suitably neutral but can sound artificial to some writers and readers, or ‘he or she’ (or ‘s/he’) which covers the necessary ground but can come across as awkward, especially if used frequently. Some writers uncomfortable with using ‘one,’ ‘he or she’ or ‘s/he’ (as well as ‘him or her,’ ‘his or her,’ ‘himself or herself’ and ‘him/herself’) would argue that ‘they’ (along with ‘them,’ ‘their’ and ‘themselves’) is an acceptable non-gender-specific substitute for the singular forms (When a person is learning to write scholarly prose, they require sound examples). However, ‘they,’ ‘them,’ ‘their’ and ‘themselves’ are all plural, so they are not really appropriate or correct as pronouns referring to singular nouns, and using them as though they are can quickly become extremely confusing. So if you use ‘a person,’ ‘an individual’ or similar phrasing, you need a singular pronoun, and both ‘he’ and ‘she’ are required to render the language inclusive: ‘When a person is learning to write scholarly prose, he or she requires sound examples.’ Only if the noun is plural is the plural pronoun appropriate: ‘When students are learning to write scholarly prose, they require sound examples.’ Careful proofreading of your own writing will catch most problems associated with gender-specific language, but for more information on sexist and nonsexist language, see Miller and Swift (1995).

Pronouns can be problematic in a number of other ways as well. On the topic of referring to people appropriately, for instance, a person, participant, student, woman, father, teenager or child is never an ‘it,’ which as a neuter pronoun should be used of inanimate objects (e.g., ‘When the questionnaire is finished, it will be circulated online’) and is appropriate when referring to countries, which, like ships, are generally not referred to with feminine pronouns as they once were (Canada should reconsider its treatment of immigrants). ‘It’ should not be used when referring to people, however (When the student wrote the exam, he was feeling ill). Relative pronouns should be used similarly, with ‘who,’ ‘whom’ and ‘whose,’ not ‘that,’ representing people – ‘the student who wrote the exam’ or ‘the woman who felt depressed,’ not ‘the student that wrote the exam’ or ‘the woman that felt depressed’ – although conversely the possessive form ‘whose’ can be used of inanimate objects as well as of people (‘the house whose door was purple,’ which is often preferred to ‘the house of which the door was purple’). The essential point is that pronouns – ‘it,’ ‘who,’ ‘he,’ ‘she’ and others – should be used with the utmost accuracy so that the relationship between each pronoun and its antecedent is clearly established, leaving no doubt about the meaning of the pronoun. For example, in ‘The boy thought his sister was lost. She was actually at a friend’s house,’ ‘She’ can only refer to the sister, so there is no risk of confusion. However, in ‘The girl lost her cat Tigress. She was actually at a friend’s house,’ the antecedent of ‘She’ is not clear. Since the ‘girl’ is the subject of the first sentence, the reader might expect ‘She’ in the second sentence to refer to the ‘girl’ as well, but it could also refer to the female cat named Tigress, so confusion is created about what is actually being said and thus about the implications of the text. Is the cat safe at a friend’s house, or did the girl lose the cat at a friend’s house and thus in a less familiar and potentially more dangerous landscape? Is there continuing cause for worry or not?

The ambiguity possible even in so simple a sentence hints at the kind of confusion that can result if a long and complex sentence reporting and discussing detailed results and conclusions opens with ‘It’ and contains two more instances of that pronoun as well as a ‘they’ and a ‘them.’ Such a sentence may fail to communicate your meaning clearly to your intended audience, especially if you are also dealing with the challenge of writing in a language not your own and perhaps use one ‘it’ when referring to a plural antecedent and ‘them’ for a singular one by mistake. In most cases, five pronouns are too many for a sentence in any case, but whether you use many pronouns or only one in a sentence, it is vital that the antecedent for each can be identified readily and with certainty. Sometimes the grammar-checking function in Word will catch an incorrectly or oddly used pronoun, but much like the spell-checking function, this is far from reliable. If you detect the potential for ambiguity in your use of pronouns, your meaning would definitely be clearer were you to use nouns or noun phrases instead. Beware in particular of using pronouns to refer to large or abstract ideas which are difficult to define or explain: such concepts are far clearer and more effective in scholarly writing if they are referred to via precise terminology and carefully explained, difficult though that may be, so such an approach will not only improve your writing style, but also your argument in major as well as minor ways.

As a general rule, the pronoun ‘you’ (as well as ‘your’ and ‘yourself’) should be avoided altogether in academic and scientific prose. In quotations such as those from the direct speech of interviews or the informal answers on questionnaires, ‘you’ is fine because it is not expressed in the author’s own voice, but the reader should not be addressed directly in this way in scholarly prose: in most contexts using ‘you’ simply establishes too personal a voice for formal academic or scientific writing. This is rarely a problem for authors, but since I use the second-person voice frequently and informally in this book to adopt a casual tone and facilitate concise expression of the advice I am offering, I thought I best mention the discrepancy (definitely an instance of ‘do as I say’ rather than ‘do as I do’). ‘I’ (as well as ‘me,’ ‘my’ or ‘mine’ and ‘myself’ in the other cases) can usually be used, however, when referring specifically to yourself as the author of the thesis (e.g., ‘I circulated the questionnaire,’ ‘I detected in the results’ and ‘I discovered a striking difference’). In fact, when used specifically and with discretion, ‘I’ is often preferable to potentially awkward third-person circumlocutions such as ‘the present author’ and ‘the present investigator.’ Do check with your supervisor or department before using the first-person voice, however, as its use varies among disciplines, and deliberately avoiding this voice (perhaps to create an impression of objectivity) is still considered standard for scholarly writing in certain fields. If you do decide to use the first-person voice at times, remember that ‘I’ should never be considered interchangeable with ‘we’: a thesis has only one author and ‘we’ is never appropriate when referring to yourself. If you had assistance in conducting certain parts of your research, ‘we’ might be appropriate when you are describing what was done, but you must also make it clear who exactly you are referring to when you use ‘we.’ ‘We’ can also be used successfully (though with care) when referring to researchers or practitioners as a group, such as ‘we geologists’ or ‘we as manuscript specialists,’ especially if the thesis relates to methodology, the accumulated knowledge of a discipline and/or the self-awareness or education of the group concerned.

‘We’ used in a general or fictional sense that implicitly includes the reader or even the whole of humanity is best avoided in scholarly writing, however. Phrases such as ‘we can observe that,’ ‘we see here,’ ‘we now know that’ and ‘we human beings do not’ in which the author implies or assumes that the reader (and others) are part of that ‘we’ may be acceptable for writing in some areas and media, but they are not, generally speaking, a feature of academic and scientific theses, and avoiding them is one of the characteristics of a professional scholarly voice. The use of the fictional ‘we’ can be particularly problematic when it is used to include the reader in assumptions that have not yet been proved with convincing results or established via analysis and an effective argument, and using the ‘we now know’ stance as a substitute for true scholarly argumentation is simply unacceptable and can weaken both your writing and your thesis. It is therefore a good idea to do a search (by using the Find and Replace box in Word’s Home menu, for instance) for all occurrences of ‘we’ and perhaps ‘I’ once you have your thesis drafted, and to consider each instance carefully to be sure that you are using these pronouns accurately, effectively and professionally.

Why PhD Success?

To Graduate Successfully

This article is part of a book called "PhD Success" which focuses on the writing process of a phd thesis, with its aim being to provide sound practices and principles for reporting and formatting in text the methods, results and discussion of even the most innovative and unique research in ways that are clear, correct, professional and persuasive.

The assumption of the book is that the doctoral candidate reading it is both eager to write and more than capable of doing so, but nonetheless requires information and guidance on exactly what he or she should be writing and how best to approach the task. The basic components of a doctoral thesis are outlined and described, as are the elements of complete and accurate scholarly references, and detailed descriptions of writing practices are clarified through the use of numerous examples.

The basic components of a doctoral thesis are outlined and described, as are the elements of complete and accurate scholarly references, and detailed descriptions of writing practices are clarified through the use of numerous examples. PhD Success provides guidance for students familiar with English and the procedures of English universities, but it also acknowledges that many theses in the English language are now written by candidates whose first language is not English, so it carefully explains the scholarly styles, conventions and standards expected of a successful doctoral thesis in the English language.

Individual chapters of this book address reflective and critical writing early in the thesis process; working successfully with thesis supervisors and benefiting from commentary and criticism; drafting and revising effective thesis chapters and developing an academic or scientific argument; writing and formatting a thesis in clear and correct scholarly English; citing, quoting and documenting sources thoroughly and accurately; and preparing for and excelling in thesis meetings and examinations. 

Completing a doctoral thesis successfully requires long and penetrating thought, intellectual rigour and creativity, original research and sound methods (whether established or innovative), precision in recording detail and a wide-ranging thoroughness, as much perseverance and mental toughness as insight and brilliance, and, no matter how many helpful writing guides are consulted, a great deal of hard work over a significant period of time. Writing a thesis can be an enjoyable as well as a challenging experience, however, and even if it is not always so, the personal and professional rewards of achieving such an enormous goal are considerable, as all doctoral candidates no doubt realise, and will last a great deal longer than any problems that may be encountered during the process.

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Medical editing services, psychology proofreading, word use, syntax & sentence structure in phd theses - grammar advice, about the author, rene tetzner.

Rene Tetzner's blog posts dedicated to academic writing. Although the focus is on How To Write a Doctoral Thesis, many other important aspects of research-based writing, editing and publishing are addressed in helpful detail.

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• Mental Health

11 Things to Say When Someone Dies Besides ‘I’m Sorry’

I t’s hard to summon any words when someone dies—let alone the right ones. That’s why so many of us let the sympathy cards do the talking. “As a society, we’re uncomfortable with death and grief. We’re not very open to talking about it,” says Katie Cosgrove, a death doula and grief coach in Buffalo, N.Y. Plus, “I think a lot of people, myself included, feel like words aren’t enough to comfort somebody,” which makes it challenging to figure out how to articulate our condolences.

Though it may be the first thing that springs to mind, “I’m sorry” isn’t always the best way to go. It implies responsibility in some way—and simply isn’t as comforting or empathetic as other ways of showing support. Cosgrove also advises steering clear of the age-old cliché that “time heals all wounds.” “That’s what everybody said to me when my dad passed, and it’s just not true,” she says. “Grief doesn’t ever go away. It shifts and changes, but it doesn’t leave us.”

We asked Cosgrove and other experts who specialize in grief to share what they’ve found works best when talking to someone who lost a loved one.

“I can’t imagine how hard this is for you, and I’m sending you all my strength and love.”

One of the worst things to tell someone who’s grieving is that you know exactly what they're going through. Even if you've also lost a loved one—maybe you’re a widow consoling someone who has newly obtained that title—every loss is unique. Instead, Cosgrove suggests flipping the sentiment over and making it clear that you can’t imagine what it’s like to be in their shoes. “You’re validating their feelings,” she says. “Even if you knew that person really well, you didn’t know them the way your friend or family member knew them,” and it’s impossible to grasp how the loss is really landing for them.

“Please accept my condolences.”

It sounds simple, right? Maybe even generic. Yet the sentiment works well when you’re talking to someone you don’t know well, or when you’re too surprised by the bad news to string any other words together, says Elizabeth Schandelmeier, a grief therapist in Pittsburgh. “It’s preferable to saying ‘I’m sorry,’ because it doesn't put the bereaved person in the position of having to console you by saying it’s OK,” she points out. “Or, if they’re angry in the moment, [it keeps them] from snapping back that you don't need to be sorry because it wasn't your fault.”

“Your husband was a wonderful person. I have this cherished memory of him when [explain a thoughtful memory].”

When people tell Cosgrove they’re going to a wake or a funeral and don't know what to say, she encourages them to share a story. “I can tell you from personal experience that stories about people I've lost and never heard before are like little nuggets of gold,” she says. “It’s a beautiful way to cherish their memory and show that you really loved them.” If you don’t have a story of your own, you could invite your friend to share one of their favorite memories if they feel up to it. There’s sometimes a misconception that talking about the deceased will be too painful—when, in fact, the opposite is often true.

Read More: 10 Ways to Respond to Someone’s Bad News

“Is it OK if I stop by in a few days with lunch? I know the kids are involved in a lot of activities. Do you need any help getting them to games?”

Acts of service can be invaluable, especially in the early days of grief, when someone's energy is zapped. “They’re having to tend to so many things—taking something off their plate not only says, ‘I’m here for you and I'm supporting you,’ but it truly helps reduce the burden on them,” says Whitney Menarcheck, a licensed professional counselor in Pittsburgh who specializes in grief. “That may give them time to focus on the flower arrangements or take a nap.” The more specific your offer, the better; having to think about what kind of help to ask for might dissuade someone from asking at all.

Read More : 7 Things to Say When Someone Gaslights You

“I'm holding space for you in my heart.”

People aren’t always in the habit of telling others that they’re “holding space” for them, Cosgrove acknowledges. Yet she finds it’s a powerful way to convey that, while you can’t make their pain better, you will be present with them as they navigate through it. That’s why this is one of her go-to expressions when talking to the bereaved. “It’s a simple way to let the person know you’re thinking of them, their experience is both unique and universal, and that dealing with loss is incredibly hard,” she says.

“I'll always remember their smile [or laugh].”

This is a powerful way to memorialize someone’s physical presence—and reinforce to their loved ones that they won’t be forgotten. You might describe the mischievous twinkle in their eyes when they told a joke, or the pink streaks they dyed in their hair. “Grief can be very surreal,” Cosgrove says. “We’re scared of losing that person, or forgetting them, so knowing what somebody else out in the world is going to remember is really helpful.”

“I know a lot of people don't know what to do when someone dies by suicide, and that can leave the person who's grieving feeling alone. I'm here for you.”

Menarcheck uses the term “disenfranchised grief” to describe loss that tends to be minimized or misunderstood—like when someone dies by suicide or because of an overdose, or when the bereaved had a complicated relationship with the deceased. She recalls that once, when she checked in with a friend whose ex-husband had died, the woman replied: “Why does everyone think that just because we weren’t married anymore, I don’t care that he’s dead?” That speaks to the importance of always reaching out and letting your friends know you're thinking of them, no matter the circumstances of the loss.

“Do you want my help, or do you want me to just listen?”

Sometimes without even realizing it, we slip into advice mode—trying to help fix the unfixable. That’s not always what someone needs. The most valuable thing you can do might be lending an ear. If your friend asks whether they've already told you a story about the person they’re grieving, “You can say yes, but that you’d love to hear it again,” Schandelmeier says.

“Is it OK if I give you a hug right now?”

Always respect personal space: Not everyone wants to be pulled into an embrace or have their hand patted, even or especially when they’re grieving. If it’s typical for you to hug when you see each other, you’re probably fine—but if you want to throw your arms around a second cousin you last saw two decades ago, it’s best to ask first. “What gives you comfort doesn't always give others comfort,” Menarcheck points out. “If they say no, just be like, ‘Well, I’m thinking of you,’ and don't take it personally.”

Read More: Taylor Swift Is Embracing the 5 Stages of Grief. Should You?

“Hey, I know Sunday mornings were a special routine for you and your dad. Just thinking about you.”

Maybe your friend and her dad went for a walk together every Sunday morning. On the first—or second or third or 13th—Sunday after his death, check in to remind her you’re there for her. The same advice applies to birthdays, anniversaries, and other special occasions. The key is not making any assumptions about how your friend might be feeling, Menarcheck advises. (“You must be so devastated today!”) “It gives the person an opportunity to respond and say, ‘Wow, thanks. I’ve been struggling,’” she notes. “Or they may say, ‘I was just thinking about this really funny thing that happened between me and my dad.” Allow your friend’s response to direct where the conversation goes from there.

“I was watching the Cubs play, and I remember your son really loved them. It made me smile thinking about it.”

No matter how much time has passed since someone died, bring them up when you feel moved to do so. You were shopping and saw a Hawaiian shirt they would have loved? Heard their favorite song on the radio? Say it. “People who die become elephants in the room,” Menarcheck says. “But all we want to do sometimes is talk about them. We want to laugh about them, we want to talk about what drove us nuts about them, and we want them to continue existing through our memories and stories.”

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Words like 'this' and 'that' act as attention tools across languages, research shows

by Max Planck Society

Words like 'this' and 'that' or 'here' and 'there' occur in all languages. In a study published in PNAS , researchers from Yale University and the Max Planck Institute of Psycholinguistics (MPI) in Nijmegen show that such 'demonstrative' words are used to direct listeners' focus of attention and to establish joint attention.

Results from experiments with speakers of 10 different languages and computational modeling reveal that demonstratives are universal tools that link language and social cognition.

All languages have words like 'this' and 'that' to distinguish between referents that are 'near' and 'far.' Languages like English or Hebrew have two of these 'demonstratives.'

Languages like Spanish or Japanese use a three-word system. For instance, in Spanish, 'este' signals something close to the speaker, 'ese' signals something far from the speaker but close to the listener, and 'aquel' signals something far from both.

"The reason why we were interested in demonstratives is because of their connection to social cognition: demonstratives are used to direct the listener's attention to a referent and establish joint attention," says MPI's Paula Rubio-Fernández, senior investigator and co-author of the study.

"Engaging in joint attention is a uniquely human capacity that links language to social cognition in communication. Because demonstratives are universal, emerged early in language evolution and are acquired early in child development , they offer an ideal test case for the interdependence between these two fundamentally human capacities."

There is debate about whether directing the listener's attention—the 'mentalistic' representation—is part of the meaning (semantics) of demonstratives, or whether it arises from general principles of social cognition (pragmatics). The researchers used computational modeling and experiments with speakers of ten different languages from eight different language groups to investigate this question.

In an online task, participants saw pictures of a 'speaker' requesting an object from a 'listener,' who was standing on the other side of a long table. The participants were asked to take the role of the speaker, and select a demonstrative from their native language to request the object ('Now I need …').

In the pictures, the listener was either already looking at the intended object or looking at one of four other objects (closer or further from the target). If directing attention is part of the meaning of demonstratives, all speakers should be sensitive to a listener's initial attention when selecting a demonstrative. However, there should also be variation across languages.

Results showed that participants were not only sensitive to the location of the target but also to the listener's attention. As expected, the meaning of demonstratives varied within and across languages. For example, the 'near' demonstrative (such as English 'this one') sometimes had a spatial meaning ('the one close to me').

But it also had a joint attention meaning ('the one we are both looking at') or a 'mentalistic' meaning ('the one over here'), directing the listener's attention towards the speaker . Interestingly, speakers of languages with a three-word system used the medial word (such as Spanish 'ese') to indicate joint attention.

"Our work sheds light on the interface between social cognition and language. We show that representations of interlocutor attention are embedded into one of the most basic word classes that appear across all languages: demonstratives," concludes Rubio-Fernández.

"Our work also shows through Bayesian computational modeling that this form of attention manipulation cannot be explained via pragmatic reasoning external to the linguistic system, suggesting that mentalistic representations are embedded in a universal component of language."

Journal information: Proceedings of the National Academy of Sciences

Provided by Max Planck Society

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