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• 40 Useful Words and Phrases for Top-Notch Essays

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

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

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

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

General explaining

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

1. In order to

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

2. In other words

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

3. To put it another way

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

4. That is to say

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

5. To that end

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

Adding additional information to support a point

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

6. Moreover

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

7. Furthermore

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

8. What’s more

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

9. Likewise

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

10. Similarly

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

11. Another key thing to remember

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

12. As well as

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

13. Not only… but also

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

14. Coupled with

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

15. Firstly, secondly, thirdly…

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

16. Not to mention/to say nothing of

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

Words and phrases for demonstrating contrast

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

17. However

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

18. On the other hand

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

19. Having said that

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

20. By contrast/in comparison

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

21. Then again

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

22. That said

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

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

Adding a proviso or acknowledging reservations

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

24. Despite this

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

25. With this in mind

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

26. Provided that

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

27. In view of/in light of

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

28. Nonetheless

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

29. Nevertheless

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

30. Notwithstanding

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

Giving examples

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

31. For instance

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

32. To give an illustration

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

Signifying importance

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

33. Significantly

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

34. Notably

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

35. Importantly

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

Summarising

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

36. In conclusion

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

37. Above all

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

38. Persuasive

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

39. Compelling

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

40. All things considered

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

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

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

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Words to Use in an Essay: 300 Essay Words

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 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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100+ Useful Words and Phrases to Write a Great Essay

By: Author Sophia

Posted on Last updated: October 25, 2023

Sharing is caring!

How to Write a Great Essay in English! This lesson provides 100+ useful words, transition words and expressions used in writing an essay. Let’s take a look!

The secret to a successful essay doesn’t just lie in the clever things you talk about and the way you structure your points.

Useful Words and Phrases to Write a Great Essay

Overview of an essay.

Useful Phrases for Proficiency Essays

Developing the argument

• The first aspect to point out is that…
• Let us start by considering the facts.
• The novel portrays, deals with, revolves around…
• Central to the novel is…
• The character of xxx embodies/ epitomizes…

The other side of the argument

• It would also be interesting to see…
• One should, nevertheless, consider the problem from another angle.
• Equally relevant to the issue are the questions of…
• The arguments we have presented… suggest that…/ prove that…/ would indicate that…
• From these arguments one must…/ could…/ might… conclude that…
• All of this points to the conclusion that…
• To conclude…

Ordering elements

• Firstly,…/ Secondly,…/ Finally,… (note the comma after all these introductory words.)
• As a final point…
• On the one hand, …. on the other hand…
• If on the one hand it can be said that… the same is not true for…
• The first argument suggests that… whilst the second suggests that…
• There are at least xxx points to highlight.

Adding elements

• Furthermore, one should not forget that…
• In addition to…
• Moreover…
• It is important to add that…

Accepting other points of view

• Nevertheless, one should accept that…
• However, we also agree that…

Personal opinion

• We/I personally believe that…
• Our/My own point of view is that…
• It is my contention that…
• I am convinced that…
• My own opinion is…

Others’ opinions

• According to some critics… Critics:
• believe that
• suggest that
• are convinced that
• point out that
• emphasize that
• contend that
• go as far as to say that
• argue for this

Introducing examples

• For example…
• For instance…
• To illustrate this point…

Introducing facts

• It is… true that…/ clear that…/ noticeable that…
• One should note here that…

Saying what you think is true

• This leads us to believe that…
• It is very possible that…
• In view of these facts, it is quite likely that…
• Doubtless,…
• One cannot deny that…
• It is (very) clear from these observations that…
• All the same, it is possible that…
• It is difficult to believe that…

Accepting other points to a certain degree

• One can agree up to a certain point with…
• Certainly,… However,…
• It cannot be denied that…

Emphasizing particular points

• The last example highlights the fact that…
• Not only… but also…
• We would even go so far as to say that…

Moderating, agreeing, disagreeing

• By and large…
• Perhaps we should also point out the fact that…
• It would be unfair not to mention the fact that…
• One must admit that…
• We cannot ignore the fact that…
• One cannot possibly accept the fact that…

Consequences

• From these facts, one may conclude that…
• That is why, in our opinion, …
• Which seems to confirm the idea that…
• Thus,…/ Therefore,…
• Some critics suggest…, whereas others…
• Compared to…
• On the one hand, there is the firm belief that… On the other hand, many people are convinced that…

How to Write a Great Essay | Image 1

How to Write a Great Essay | Image 2

Phrases For Balanced Arguments

Introduction

• It is often said that…
• It is undeniable that…
• It is a well-known fact that…
• One of the most striking features of this text is…
• The first thing that needs to be said is…
• First of all, let us try to analyze…
• One argument in support of…
• We must distinguish carefully between…
• The second reason for…
• An important aspect of the text is…
• It is worth stating at this point that…
• On the other hand, we can observe that…
• The other side of the coin is, however, that…
• Another way of looking at this question is to…
• What conclusions can be drawn from all this?
• The most satisfactory conclusion that we can come to is…
• To sum up… we are convinced that…/ …we believe that…/ …we have to accept that…

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Words To Use In Essays: Amplifying Your Academic Writing

Use this comprehensive list of words to use in essays to elevate your writing. Make an impression and score higher grades with this guide!

Words play a fundamental role in the domain of essay writing, as they have the power to shape ideas, influence readers, and convey messages with precision and impact. Choosing the right words to use in essays is not merely a matter of filling pages, but rather a deliberate process aimed at enhancing the quality of the writing and effectively communicating complex ideas. In this article, we will explore the importance of selecting appropriate words for essays and provide valuable insights into the types of words that can elevate the essay to new heights.

Words To Use In Essays

Using a wide range of words can make your essay stronger and more impressive. With the incorporation of carefully chosen words that communicate complex ideas with precision and eloquence, the writer can elevate the quality of their essay and captivate readers.

This list serves as an introduction to a range of impactful words that can be integrated into writing, enabling the writer to express thoughts with depth and clarity.

Significantly

Furthermore

Nonetheless

Nevertheless

Consequently

Accordingly

Subsequently

In contrast

Alternatively

Implications

Substantially

Transition Words And Phrases

Transition words and phrases are essential linguistic tools that connect ideas, sentences, and paragraphs within a text. They work like bridges, facilitating the transitions between different parts of an essay or any other written work. These transitional elements conduct the flow and coherence of the writing, making it easier for readers to follow the author’s train of thought.

Here are some examples of common transition words and phrases:

Furthermore: Additionally; moreover.

However: Nevertheless; on the other hand.

In contrast: On the contrary; conversely.

Therefore: Consequently; as a result.

Similarly: Likewise; in the same way.

Moreover: Furthermore; besides.

In addition: Additionally; also.

Nonetheless: Nevertheless; regardless.

Nevertheless: However; even so.

On the other hand: Conversely; in contrast.

These are just a few examples of the many transition words and phrases available. They help create coherence, improve the organization of ideas, and guide readers through the logical progression of the text. When used effectively, transition words and phrases can significantly guide clarity for writing.

Strong Verbs For Academic Writing

Strong verbs are an essential component of academic writing as they add precision, clarity, and impact to sentences. They convey actions, intentions, and outcomes in a more powerful and concise manner. Here are some examples of strong verbs commonly used in academic writing:

Analyze: Examine in detail to understand the components or structure.

Critique: Assess or evaluate the strengths and weaknesses.

Demonstrate: Show the evidence to support a claim or argument.

Illuminate: Clarify or make something clearer.

Explicate: Explain in detail a thorough interpretation.

Synthesize: Combine or integrate information to create a new understanding.

Propose: Put forward or suggest a theory, idea, or solution.

Refute: Disprove or argue against a claim or viewpoint.

Validate: Confirm or prove the accuracy or validity of something.

Advocate: Support or argue in favor of a particular position or viewpoint.

Adjectives And Adverbs For Academic Essays

Useful adjectives and adverbs are valuable tools in academic writing as they enhance the description, precision, and depth of arguments and analysis. They provide specific details, emphasize key points, and add nuance to writing. Here are some examples of useful adjectives and adverbs commonly used in academic essays:

Comprehensive: Covering all aspects or elements; thorough.

Crucial: Extremely important or essential.

Prominent: Well-known or widely recognized; notable.

Substantial: Considerable in size, extent, or importance.

Valid: Well-founded or logically sound; acceptable or authoritative.

Effectively: In a manner that produces the desired result or outcome.

Significantly: To a considerable extent or degree; notably.

Consequently: As a result or effect of something.

Precisely: Exactly or accurately; with great attention to detail.

Critically: In a careful and analytical manner; with careful evaluation or assessment.

Words To Use In The Essay Introduction

The words used in the essay introduction play a crucial role in capturing the reader’s attention and setting the tone for the rest of the essay. They should be engaging, informative, and persuasive. Here are some examples of words that can be effectively used in the essay introduction:

Intriguing: A word that sparks curiosity and captures the reader’s interest from the beginning.

Compelling: Conveys the idea that the topic is interesting and worth exploring further.

Provocative: Creates a sense of controversy or thought-provoking ideas.

Insightful: Suggests that the essay will produce valuable and thought-provoking insights.

Startling: Indicates that the essay will present surprising or unexpected information or perspectives.

Relevant: Emphasizes the significance of the topic and its connection to broader issues or current events.

Timely: Indicates that the essay addresses a subject of current relevance or importance.

Thoughtful: Implies that the essay will offer well-considered and carefully developed arguments.

Persuasive: Suggests that the essay will present compelling arguments to convince the reader.

Captivating: Indicates that the essay will hold the reader’s attention and be engaging throughout.

Words To Use In The Body Of The Essay

The words used in the body of the essay are essential for effectively conveying ideas, providing evidence, and developing arguments. They should be clear, precise, and demonstrate a strong command of the subject matter. Here are some examples of words that can be used in the body of the essay:

Evidence: When presenting supporting information or data, words such as “data,” “research,” “studies,” “findings,” “examples,” or “statistics” can be used to strengthen arguments.

Analysis: To discuss and interpret the evidence, words like “analyze,” “examine,” “explore,” “interpret,” or “assess” can be employed to demonstrate a critical evaluation of the topic.

Comparison: When drawing comparisons or making contrasts, words like “similarly,” “likewise,” “in contrast,” “on the other hand,” or “conversely” can be used to highlight similarities or differences.

Cause and effect: To explain the relationship between causes and consequences, words such as “because,” “due to,” “leads to,” “results in,” or “causes” can be utilized.

Sequence: When discussing a series of events or steps, words like “first,” “next,” “then,” “finally,” “subsequently,” or “consequently” can be used to indicate the order or progression.

Emphasis: To emphasize a particular point or idea, words such as “notably,” “significantly,” “crucially,” “importantly,” or “remarkably” can be employed.

Clarification: When providing further clarification or elaboration, words like “specifically,” “in other words,” “for instance,” “to illustrate,” or “to clarify” can be used.

Integration: To show the relationship between different ideas or concepts, words such as “moreover,” “furthermore,” “additionally,” “likewise,” or “similarly” can be utilized.

Conclusion: When summarizing or drawing conclusions, words like “in conclusion,” “to summarize,” “overall,” “in summary,” or “to conclude” can be employed to wrap up ideas.

Remember to use these words appropriately and contextually, ensuring they strengthen the coherence and flow of arguments. They should serve as effective transitions and connectors between ideas, enhancing the overall clarity and persuasiveness of the essay.

Words To Use In Essay Conclusion

The words used in the essay conclusion are crucial for effectively summarizing the main points, reinforcing arguments, and leaving a lasting impression on the reader. They should bring a sense of closure to the essay while highlighting the significance of ideas. Here are some examples of words that can be used in the essay conclusion:

Summary: To summarize the main points, these words can be used “in summary,” “to sum up,” “in conclusion,” “to recap,” or “overall.”

Reinforcement: To reinforce arguments and emphasize their importance, words such as “crucial,” “essential,” “significant,” “noteworthy,” or “compelling” can be employed.

Implication: To discuss the broader implications of ideas or findings, words like “consequently,” “therefore,” “thus,” “hence,” or “as a result” can be utilized.

Call to action: If applicable, words that encourage further action or reflection can be used, such as “we must,” “it is essential to,” “let us consider,” or “we should.”

Future perspective: To discuss future possibilities or developments related to the topic, words like “potential,” “future research,” “emerging trends,” or “further investigation” can be employed.

Reflection: To reflect on the significance or impact of arguments, words such as “profound,” “notable,” “thought-provoking,” “transformative,” or “perspective-shifting” can be used.

Final thought: To leave a lasting impression, words or phrases that summarize the main idea or evoke a sense of thoughtfulness can be used, such as “food for thought,” “in light of this,” “to ponder,” or “to consider.”

How To Improve Essay Writing Vocabulary

Improving essay writing vocabulary is essential for effectively expressing ideas, demonstrating a strong command of the language, and engaging readers. Here are some strategies to enhance the essay writing vocabulary:

• Read extensively: Reading a wide range of materials, such as books, articles, and essays, can give various writing styles, topics, and vocabulary. Pay attention to new words and their usage, and try incorporating them into the writing.
• Use a dictionary and thesaurus:  Look up unfamiliar words in a dictionary to understand their meanings and usage. Additionally, utilize a thesaurus to find synonyms and antonyms to expand word choices and avoid repetition.
• Create a word bank: To create a word bank, read extensively, write down unfamiliar or interesting words, and explore their meanings and usage. Organize them by categories or themes for easy reference, and practice incorporating them into writing to expand the vocabulary.
• Contextualize vocabulary: Simply memorizing new words won’t be sufficient; it’s crucial to understand their proper usage and context. Pay attention to how words are used in different contexts, sentence structures, and rhetorical devices. 

How To Add Additional Information To Support A Point

When writing an essay and wanting to add additional information to support a point, you can use various transitional words and phrases. Here are some examples:

Furthermore: Add more information or evidence to support the previous point.

Additionally: Indicates an additional supporting idea or evidence.

Moreover: Emphasizes the importance or significance of the added information.

In addition: Signals the inclusion of another supporting detail.

Furthermore, it is important to note: Introduces an additional aspect or consideration related to the topic.

Not only that, but also: Highlights an additional point that strengthens the argument.

Equally important: Emphasizes the equal significance of the added information.

Another key point: Introduces another important supporting idea.

It is worth noting: Draws attention to a noteworthy detail that supports the point being made.

Additionally, it is essential to consider: Indicates the need to consider another aspect or perspective.

Using these transitional words and phrases will help you seamlessly integrate additional information into your essay, enhancing the clarity and persuasiveness of your arguments.

Words And Phrases That Demonstrate Contrast

When crafting an essay, it is crucial to effectively showcase contrast, enabling the presentation of opposing ideas or the highlighting of differences between concepts. The adept use of suitable words and phrases allows for the clear communication of contrast, bolstering the strength of arguments. Consider the following examples of commonly employed words and phrases to illustrate the contrast in essays:

However: e.g., “The experiment yielded promising results; however, further analysis is needed to draw conclusive findings.”

On the other hand: e.g., “Some argue for stricter gun control laws, while others, on the other hand, advocate for individual rights to bear arms.”

Conversely: e.g., “While the study suggests a positive correlation between exercise and weight loss, conversely, other research indicates that diet plays a more significant role.”

Nevertheless: e.g., “The data shows a decline in crime rates; nevertheless, public safety remains a concern for many citizens.”

In contrast: e.g., “The economic policies of Country A focus on free-market principles. In contrast, Country B implements more interventionist measures.”

Despite: e.g., “Despite the initial setbacks, the team persevered and ultimately achieved success.”

Although: e.g., “Although the participants had varying levels of experience, they all completed the task successfully.”

While: e.g., “While some argue for stricter regulations, others contend that personal responsibility should prevail.”

Words To Use For Giving Examples

When writing an essay and providing examples to illustrate your points, you can use a variety of words and phrases to introduce those examples. Here are some examples:

For instance: Introduces a specific example to support or illustrate your point.

For example: Give an example to clarify or demonstrate your argument.

Such as: Indicates that you are providing a specific example or examples.

To illustrate: Signals that you are using an example to explain or emphasize your point.

One example is: Introduces a specific instance that exemplifies your argument.

In particular: Highlights a specific example that is especially relevant to your point.

As an illustration: Introduces an example that serves as a visual or concrete representation of your point.

A case in point: Highlights a specific example that serves as evidence or proof of your argument.

To demonstrate: Indicates that you are providing an example to show or prove your point.

To exemplify: Signals that you are using an example to illustrate or clarify your argument.

Using these words and phrases will help you effectively incorporate examples into your essay, making your arguments more persuasive and relatable. Remember to give clear and concise examples that directly support your main points.

Words To Signifying Importance

When writing an essay and wanting to signify the importance of a particular point or idea, you can use various words and phrases to convey this emphasis. Here are some examples:

Crucially: Indicates that the point being made is of critical importance.

Significantly: Highlights the importance or significance of the idea or information.

Importantly: Draws attention to the crucial nature of the point being discussed.

Notably: Emphasizes that the information or idea is particularly worthy of attention.

It is vital to note: Indicates that the point being made is essential and should be acknowledged.

It should be emphasized: Draws attention to the need to give special importance or focus to the point being made.

A key consideration is: Highlight that the particular idea or information is a central aspect of the discussion.

It is critical to recognize: Emphasizes that the understanding or acknowledgment of the point is crucial.

Using these words and phrases will help you convey the importance and significance of specific points or ideas in your essay, ensuring that readers recognize their significance and impact on the overall argument.

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Word Choice

What this handout is about.

This handout can help you revise your papers for word-level clarity, eliminate wordiness and avoid clichés, find the words that best express your ideas, and choose words that suit an academic audience.

Introduction

Writing is a series of choices. As you work on a paper, you choose your topic, your approach, your sources, and your thesis; when it’s time to write, you have to choose the words you will use to express your ideas and decide how you will arrange those words into sentences and paragraphs. As you revise your draft, you make more choices. You might ask yourself, “Is this really what I mean?” or “Will readers understand this?” or “Does this sound good?” Finding words that capture your meaning and convey that meaning to your readers is challenging. When your instructors write things like “awkward,” “vague,” or “wordy” on your draft, they are letting you know that they want you to work on word choice. This handout will explain some common issues related to word choice and give you strategies for choosing the best words as you revise your drafts.

As you read further into the handout, keep in mind that it can sometimes take more time to “save” words from your original sentence than to write a brand new sentence to convey the same meaning or idea. Don’t be too attached to what you’ve already written; if you are willing to start a sentence fresh, you may be able to choose words with greater clarity.

For tips on making more substantial revisions, take a look at our handouts on reorganizing drafts and revising drafts .

“Awkward,” “vague,” and “unclear” word choice

So: you write a paper that makes perfect sense to you, but it comes back with “awkward” scribbled throughout the margins. Why, you wonder, are instructors so fond of terms like “awkward”? Most instructors use terms like this to draw your attention to sentences they had trouble understanding and to encourage you to rewrite those sentences more clearly.

Difficulties with word choice aren’t the only cause of awkwardness, vagueness, or other problems with clarity. Sometimes a sentence is hard to follow because there is a grammatical problem with it or because of the syntax (the way the words and phrases are put together). Here’s an example: “Having finished with studying, the pizza was quickly eaten.” This sentence isn’t hard to understand because of the words I chose—everybody knows what studying, pizza, and eating are. The problem here is that readers will naturally assume that first bit of the sentence “(Having finished with studying”) goes with the next noun that follows it—which, in this case, is “the pizza”! It doesn’t make a lot of sense to imply that the pizza was studying. What I was actually trying to express was something more like this: “Having finished with studying, the students quickly ate the pizza.” If you have a sentence that has been marked “awkward,” “vague,” or “unclear,” try to think about it from a reader’s point of view—see if you can tell where it changes direction or leaves out important information.

Sometimes, though, problems with clarity are a matter of word choice. See if you recognize any of these issues:

• Misused words —the word doesn’t actually mean what the writer thinks it does. Example : Cree Indians were a monotonous culture until French and British settlers arrived. Revision: Cree Indians were a homogenous culture.
• Words with unwanted connotations or meanings. Example : I sprayed the ants in their private places. Revision: I sprayed the ants in their hiding places.
• Using a pronoun when readers can’t tell whom/what it refers to. Example : My cousin Jake hugged my brother Trey, even though he didn’t like him very much. Revision: My cousin Jake hugged my brother Trey, even though Jake doesn’t like Trey very much.
• Jargon or technical terms that make readers work unnecessarily hard. Maybe you need to use some of these words because they are important terms in your field, but don’t throw them in just to “sound smart.” Example : The dialectical interface between neo-Platonists and anti-disestablishment Catholics offers an algorithm for deontological thought. Revision : The dialogue between neo-Platonists and certain Catholic thinkers is a model for deontological thought.
• Loaded language. Sometimes we as writers know what we mean by a certain word, but we haven’t ever spelled that out for readers. We rely too heavily on that word, perhaps repeating it often, without clarifying what we are talking about. Example : Society teaches young girls that beauty is their most important quality. In order to prevent eating disorders and other health problems, we must change society. Revision : Contemporary American popular media, like magazines and movies, teach young girls that beauty is their most important quality. In order to prevent eating disorders and other health problems, we must change the images and role models girls are offered.

Sometimes the problem isn’t choosing exactly the right word to express an idea—it’s being “wordy,” or using words that your reader may regard as “extra” or inefficient. Take a look at the following list for some examples. On the left are some phrases that use three, four, or more words where fewer will do; on the right are some shorter substitutes:

Keep an eye out for wordy constructions in your writing and see if you can replace them with more concise words or phrases.

In academic writing, it’s a good idea to limit your use of clichés. Clichés are catchy little phrases so frequently used that they have become trite, corny, or annoying. They are problematic because their overuse has diminished their impact and because they require several words where just one would do.

The main way to avoid clichés is first to recognize them and then to create shorter, fresher equivalents. Ask yourself if there is one word that means the same thing as the cliché. If there isn’t, can you use two or three words to state the idea your own way? Below you will see five common clichés, with some alternatives to their right. As a challenge, see how many alternatives you can create for the final two examples.

Try these yourself:

Writing for an academic audience

When you choose words to express your ideas, you have to think not only about what makes sense and sounds best to you, but what will make sense and sound best to your readers. Thinking about your audience and their expectations will help you make decisions about word choice.

Some writers think that academic audiences expect them to “sound smart” by using big or technical words. But the most important goal of academic writing is not to sound smart—it is to communicate an argument or information clearly and convincingly. It is true that academic writing has a certain style of its own and that you, as a student, are beginning to learn to read and write in that style. You may find yourself using words and grammatical constructions that you didn’t use in your high school writing. The danger is that if you consciously set out to “sound smart” and use words or structures that are very unfamiliar to you, you may produce sentences that your readers can’t understand.

When writing for your professors, think simplicity. Using simple words does not indicate simple thoughts. In an academic argument paper, what makes the thesis and argument sophisticated are the connections presented in simple, clear language.

Keep in mind, though, that simple and clear doesn’t necessarily mean casual. Most instructors will not be pleased if your paper looks like an instant message or an email to a friend. It’s usually best to avoid slang and colloquialisms. Take a look at this example and ask yourself how a professor would probably respond to it if it were the thesis statement of a paper: “Moulin Rouge really bit because the singing sucked and the costume colors were nasty, KWIM?”

Selecting and using key terms

When writing academic papers, it is often helpful to find key terms and use them within your paper as well as in your thesis. This section comments on the crucial difference between repetition and redundancy of terms and works through an example of using key terms in a thesis statement.

Repetition vs. redundancy

These two phenomena are not necessarily the same. Repetition can be a good thing. Sometimes we have to use our key terms several times within a paper, especially in topic sentences. Sometimes there is simply no substitute for the key terms, and selecting a weaker term as a synonym can do more harm than good. Repeating key terms emphasizes important points and signals to the reader that the argument is still being supported. This kind of repetition can give your paper cohesion and is done by conscious choice.

In contrast, if you find yourself frustrated, tiredly repeating the same nouns, verbs, or adjectives, or making the same point over and over, you are probably being redundant. In this case, you are swimming aimlessly around the same points because you have not decided what your argument really is or because you are truly fatigued and clarity escapes you. Refer to the “Strategies” section below for ideas on revising for redundancy.

Building clear thesis statements

Writing clear sentences is important throughout your writing. For the purposes of this handout, let’s focus on the thesis statement—one of the most important sentences in academic argument papers. You can apply these ideas to other sentences in your papers.

A common problem with writing good thesis statements is finding the words that best capture both the important elements and the significance of the essay’s argument. It is not always easy to condense several paragraphs or several pages into concise key terms that, when combined in one sentence, can effectively describe the argument.

However, taking the time to find the right words offers writers a significant edge. Concise and appropriate terms will help both the writer and the reader keep track of what the essay will show and how it will show it. Graders, in particular, like to see clearly stated thesis statements. (For more on thesis statements in general, please refer to our handout .)

Example : You’ve been assigned to write an essay that contrasts the river and shore scenes in Mark Twain’s Huckleberry Finn. You work on it for several days, producing three versions of your thesis:

Version 1 : There are many important river and shore scenes in Huckleberry Finn.

Version 2 : The contrasting river and shore scenes in Huckleberry Finn suggest a return to nature.

Version 3 : Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

Let’s consider the word choice issues in these statements. In Version 1, the word “important”—like “interesting”—is both overused and vague; it suggests that the author has an opinion but gives very little indication about the framework of that opinion. As a result, your reader knows only that you’re going to talk about river and shore scenes, but not what you’re going to say. Version 2 is an improvement: the words “return to nature” give your reader a better idea where the paper is headed. On the other hand, they still do not know how this return to nature is crucial to your understanding of the novel.

Finally, you come up with Version 3, which is a stronger thesis because it offers a sophisticated argument and the key terms used to make this argument are clear. At least three key terms or concepts are evident: the contrast between river and shore scenes, a return to nature, and American democratic ideals.

By itself, a key term is merely a topic—an element of the argument but not the argument itself. The argument, then, becomes clear to the reader through the way in which you combine key terms.

Strategies for successful word choice

• Be careful when using words you are unfamiliar with. Look at how they are used in context and check their dictionary definitions.
• Be careful when using the thesaurus. Each word listed as a synonym for the word you’re looking up may have its own unique connotations or shades of meaning. Use a dictionary to be sure the synonym you are considering really fits what you are trying to say.
• Under the present conditions of our society, marriage practices generally demonstrate a high degree of homogeneity.
• In our culture, people tend to marry others who are like themselves. (Longman, p. 452)
• Before you revise for accurate and strong adjectives, make sure you are first using accurate and strong nouns and verbs. For example, if you were revising the sentence “This is a good book that tells about the Revolutionary War,” think about whether “book” and “tells” are as strong as they could be before you worry about “good.” (A stronger sentence might read “The novel describes the experiences of a soldier during the Revolutionary War.” “Novel” tells us what kind of book it is, and “describes” tells us more about how the book communicates information.)
• Try the slash/option technique, which is like brainstorming as you write. When you get stuck, write out two or more choices for a questionable word or a confusing sentence, e.g., “questionable/inaccurate/vague/inappropriate.” Pick the word that best indicates your meaning or combine different terms to say what you mean.
• Look for repetition. When you find it, decide if it is “good” repetition (using key terms that are crucial and helpful to meaning) or “bad” repetition (redundancy or laziness in reusing words).
• Write your thesis in five different ways. Make five different versions of your thesis sentence. Compose five sentences that express your argument. Try to come up with four alternatives to the thesis sentence you’ve already written. Find five possible ways to communicate your argument in one sentence to your reader. (We’ve just used this technique—which of the last five sentences do you prefer?)Whenever we write a sentence we make choices. Some are less obvious than others, so that it can often feel like we’ve written the sentence the only way we know how. By writing out five different versions of your thesis, you can begin to see your range of choices. The final version may be a combination of phrasings and words from all five versions, or the one version that says it best. By literally spelling out some possibilities for yourself, you will be able to make better decisions.
• Read your paper out loud and at… a… slow… pace. You can do this alone or with a friend, roommate, TA, etc. When read out loud, your written words should make sense to both you and other listeners. If a sentence seems confusing, rewrite it to make the meaning clear.
• Instead of reading the paper itself, put it down and just talk through your argument as concisely as you can. If your listener quickly and easily comprehends your essay’s main point and significance, you should then make sure that your written words are as clear as your oral presentation was. If, on the other hand, your listener keeps asking for clarification, you will need to work on finding the right terms for your essay. If you do this in exchange with a friend or classmate, rest assured that whether you are the talker or the listener, your articulation skills will develop.
• Have someone not familiar with the issue read the paper and point out words or sentences they find confusing. Do not brush off this reader’s confusion by assuming they simply doesn’t know enough about the topic. Instead, rewrite the sentences so that your “outsider” reader can follow along at all times.
• Check out the Writing Center’s handouts on style , passive voice , and proofreading for more tips.

Questions to ask yourself

• Am I sure what each word I use really means? Am I positive, or should I look it up?
• Have I found the best word or just settled for the most obvious, or the easiest, one?
• Am I trying too hard to impress my reader?
• What’s the easiest way to write this sentence? (Sometimes it helps to answer this question by trying it out loud. How would you say it to someone?)
• What are the key terms of my argument?
• Can I outline out my argument using only these key terms? What others do I need? Which do I not need?
• Have I created my own terms, or have I simply borrowed what looked like key ones from the assignment? If I’ve borrowed the terms, can I find better ones in my own vocabulary, the texts, my notes, the dictionary, or the thesaurus to make myself clearer?
• Are my key terms too specific? (Do they cover the entire range of my argument?) Can I think of specific examples from my sources that fall under the key term?
• Are my key terms too vague? (Do they cover more than the range of my argument?)

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Cook, Claire Kehrwald. 1985. Line by Line: How to Improve Your Own Writing . Boston: Houghton Mifflin.

Grossman, Ellie. 1997. The Grammatically Correct Handbook: A Lively and Unorthodox Review of Common English for the Linguistically Challenged . New York: Hyperion.

Houghton Mifflin. 1996. The American Heritage Book of English Usage: A Practical and Authoritative Guide to Contemporary English . Boston: Houghton Mifflin.

O’Conner, Patricia. 2010. Woe Is I: The Grammarphobe’s Guide to Better English in Plain English , 3rd ed. New York: Penguin Publishing Group.

Tarshis, Barry. 1998. How to Be Your Own Best Editor: The Toolkit for Everyone Who Writes . New York: Three Rivers Press.

Williams, Joseph, and Joseph Bizup. 2017. Style: Lessons in Clarity and Grace , 12th ed. Boston: Pearson.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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300+ Words To Use In An Essay

Here is our top list of essay words you can add to your writing.

Any student or academic will tell you writing academic papers requires patience, thorough research, and appropriate words to relay ideas effectively. Below, we have prepared a list of essay words for your essay or academic piece’s introduction, body, and conclusion.

What Are Essay Words?

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Along with a paper’s arguments, format, and structure, essay words are used to adequately explain the subject in a formal but clear manner. Picking the correct phrases and words helps your audience realize your key point and persuade them to follow your thinking.

Plus, applying suitable words to introduce and expound ideas convinces your readers that you’ve done your research correctly. These English essay words are also helpful if you spend time paraphrasing the ideas of other writers and academics. If you need more help, consider using a good essay checker .

Good Vocabulary Words to Use in Essays

Here are some common essay words you can use:

Most academic essays require a formal writing style because using informal writing makes it hard to edit and grade based on a standard the school or university gives. Even personal and narrative essays must stay formal. These are the words to create and enhance your introduction without losing the sense of formality in academic writing.

According to the most recent data, more employees prefer working at home than in the office.

This essay will address the issue of gender inequality in the workforce.

In this essay, we will analyze the various factors that contribute to climate change.

The approach we’ll use in discussing this topic involves a combination of qualitative and quantitative analysis.

Some experts argue that human activities are the major contributors to global warming.

The author asserts that the lack of early education is one of the main drivers of economic inequality.

Let’s assume for a moment that we’ve already optimized all renewable energy sources.

Before we begin analyzing the effects of the problem, we must first know the root of it.

This essay takes a broad look at the implications of global warming on agricultural productivity.

• Challenging

Drug addiction is the most challenging global problem every government must solve.

Mental illness is a topic with many complex issues.

We will consider both sides of the argument before drawing conclusions.

• Significance

What is the significance of following rules?

In the context of this discussion, “productivity” refers to the output of a worker per hour.

Mental health is a sensitive topic affecting people of all ages.

There is a debate about the effectiveness of the new tax policy in reducing income disparity.

This essay will detail the causes and effects of deforestation.

Our task is to determine the causes of the rise in mental health issues among college students.

We will discuss the ethical implications of genetic engineering in this essay.

This essay will elaborate on the role of social movements in bringing about societal change.

In the next section, the researchers will enumerate the benefits of adopting a plant-based diet.

We will evaluate the impact of climate change on biodiversity.

This essay will explore the important aspect of artificial intelligence in modern healthcare.

To understand the subject better, we will first discuss its history.

First and foremost , it’s essential to understand that not all politicians are bad.

We can learn a lot from the book “ The Little Prince ,” such as about the fundamental nature of love.

The essay will highlight the importance of community participation in local governance.

This essay will illuminate the effects of screen time on children’s development.

This essay will introduce the concept of sustainable development and its significance.

The main goal of this essay is to discuss the value of justice in our lives.

There’s a myriad of factors that affect a country’s tourism.

The objective of this essay is to spread awareness about the violence women and children face daily. 

An overview of the current state of renewable energy technologies will be provided in this essay.

We will present an argument in favor of implementing more stringent environmental regulations.

Lack of knowledge in managing finances is a prevalent problem today.

A good speaker delivers their speech without referring to notes.

In this essay, we will review studies related to the impact of social media on teenagers.

Let’s shed some light on the impact of fast fashion on the environment in this essay.

The youth’s mental state today has been disturbed by societal pressures, such as the impossible beauty standards they see on social media. 

Research suggests that adolescent mental health can be severely affected by excessive screen time.

• To that end

To that end , this essay aims to challenge conventional thinking and inspire more inclusive practices in our communities.

This essay will touch on the issue of gender disparity in corporate leadership.

We will unpack the factors contributing to the rapid development of technology.

My essay aims to validate the hypothesis that a healthier diet can significantly reduce the risk of heart disease.

This essay will weigh the pros and cons of genetic modification in agriculture.

We’ll zoom in on the specific impacts of pollution on marine ecosystems in this essay.

Essays need examples to present arguments and illustrate cases. Examples support claims offer evidence, make complex concepts easier for readers, and usually lead to higher grades! Knowing several essay words for giving examples is vital to avoid the repetition of similar words or phrases. 

Akin to the effects of climate change, deforestation also leads to a significant increase in greenhouse gas emissions.

To analogize, the effect of deforestation on our planet is like removing the lungs from a living organism.

It appears from recent studies that regular exercise can improve mental health.

Our justice system’s flaws are apparent, such as in the case of O.J. Simpson , who was acquitted despite murdering his wife.

To clarify, this essay argues that renewable energy is more sustainable than fossil fuels.

This essay conveys the importance of cultivating empathy in a diverse society.

• Corroborate

Recent studies corroborate the theory that mindfulness meditation can reduce stress.

• Demonstrate

Statistics demonstrate a significant correlation between diet and heart disease.

This essay will depict the socio-economic impacts of the ongoing pandemic.

Current research discloses a worrying trend of increasing cyber threats.

The data displays a significant increase in the usage of renewable energy sources.

To elucidate, this essay aims to explore the intricate relationship between mental health and social media use.

The evidence suggests that pollution is a major factor contributing to global warming.

The effects of climate change exemplify the urgent need for environmental preservation.

The graphs below exhibit the significant impact of human activities on climate change.

• For example

For example, a diet rich in fruits and vegetables can significantly lower the risk of heart disease.

• For instance

For instance, aerobic exercises like running and swimming improve cardiovascular health.

• I.e. (Id est)

A healthy lifestyle, i.e., a balanced diet and regular exercise, can prevent numerous diseases.

This essay will illustrate how technology has transformed modern education.

Imagine if we could harness all the power from the sun; we would have an unlimited source of clean energy.

• In other words

In other words, this essay will deconstruct the complexities of artificial intelligence in layman’s terms.

The data indicates a steady decline in the population of bees worldwide.

Like a domino effect, one small change can trigger a series of events in an ecosystem.

This essay will outline the main strategies for maintaining mental wellness amid a pandemic.

This essay seeks to portray the various forms of discrimination prevalent in society.

• Pretend that

Pretend that each tree cut down is a breath of air taken away; perhaps then we’ll understand the severity of deforestation.

The melting polar ice caps are undeniable proof of global warming.

This essay proposes a holistic approach to dealing with the issue of cyberbullying.

Each data point represents a respondent’s opinion in the survey.

Recent studies reveal a direct correlation between screen time and sleep disorders.

The experts say that practicing mindfulness can help reduce anxiety.

The graphs show a significant increase in the global temperature over the past century.

Similar to how a car needs fuel to run, our bodies need a balanced diet for optimal performance.

The current situation with the global pandemic has underscored the importance of mental health.

• Substantiate

The studies substantiate the claim that smoking can lead to a multitude of health issues.

In this context, melting ice caps symbolize the urgent need for climate action.

The data tells us that stress levels have spiked during the pandemic.

The increasing global temperatures are a testament to the impact of human activities on climate change.

• To give an idea

To give an idea, think of the human brain as a super-computer, continuously processing and storing information.

The goal of this essay is to underline the importance of sustainable practices.

The findings verify the hypothesis that meditation can improve mental health.

These words appear throughout the essay but are mainly for the body. You can use these words to effectively show the importance of an argument and emphasize essential paragraphs in your essay.

Above all, it’s essential to maintain a balance between work and personal life for overall well-being.

• Acknowledge

We must acknowledge the crucial role of teachers in shaping the future of our society.

Environmentalists advocate for sustainable practices to mitigate climate change effects.

The research affirms the beneficial impact of regular exercise on mental health.

The government is taking measures to amplify the reach of digital literacy.

Adding evidence from credible sources can bolster your argument in an essay.

The author cites numerous studies to support his theory of human behavior.

• Conclusively

Conclusively, the findings suggest a strong correlation between diet and heart health.

The experiments confirm the effectiveness of the vaccine against the virus.

Some experts contend that implementing a carbon tax reduces greenhouse gas emissions.

These new findings contradict the previously held beliefs about the origins of the universe.

The president will declare a state of emergency in a few days.

Exercise can definitely improve your mood and energy levels.

The speaker emphasizes the need for more mental health services.

Many celebrities endorse the idea of adopting a plant-based diet for environmental reasons.

Children, especially, should be taught the value of resilience from an early age.

These viral scandals expose the corruption within the political system.

The law expressly forbids discrimination based on race or gender.

The situation is extremely concerning and requires immediate attention.

The fact is that climate change is a reality we must confront.

We should focus on adopting renewable sources of energy to mitigate climate change.

• Fundamentally

Fundamentally, equality is a basic human right that everyone deserves.

The data seems to imply a shift in consumer behavior towards sustainable products.

• Importantly

Importantly, regular check-ups are crucial for early detection of diseases.

• in light of

In light of recent research, it’s vital to re-examine the previous findings.

Regular exercise, indeed, has been proven to reduce the risk of chronic illnesses.

• Irrefutable

The damaging effects of plastic pollution on marine life are irrefutable .

We must maintain a commitment to practice sustainability in our daily lives.

• Make certain of

Before the researchers start any experiments, they must make certain of procedures and goals.

Several factors contribute to climate change, namely deforestation, industrial pollution, and urbanization.

It’s necessary to reduce our carbon footprint to protect the planet.

Notably, the use of renewable energy has been making significant progress in recent years.

Obviously, a balanced diet and regular exercise are key to maintaining a healthy lifestyle.

• On the whole

On the whole, implementing green practices can significantly improve our environmental impact.

• Particularly

Air pollution is a concern, particularly in densely populated cities.

The study points out the beneficial effects of meditation in reducing stress.

The organization is primarily focused on promoting gender equality.

The success stories reinforce the importance of perseverance and hard work.

I would like to reiterate the need for consistent efforts in maintaining mental health.

• Significantly

Regular physical activity can significantly decrease the risk of heart disease.

The project was singularly successful due to the dedicated efforts of the team.

• Specifically

The legislation specifically targets unfair practices in the industry.

Ultimately, the decision rests on the collective agreement of the team.

Alice in Wonderland syndrome, or AIWS , is undeniably one of the rarest diseases.

• Undoubtedly

Undoubtedly, regular reading considerably enhances vocabulary and comprehension skills.

• Unquestionably

Unquestionably, education plays a pivotal role in societal development.

These words show the order of events or progress in an essay. They are used to give examples to further expound on a point or introduce another concept. However, be careful that each paragraph should only focus on one idea.

After completing the coursework, the students began preparing for the final exams.

The team celebrated their victory, afterwards, they began to prepare for the next season.

He accepted the job, albeit with some reservations.

As soon as the rain stopped, we left for our hike.

Before the introduction of modern technology, tasks were manually done.

• Concurrently

The two events were happening concurrently, no wonder there was a scheduling conflict.

• Consecutively

She was late for work three days consecutively .

• Consequently

He forgot his wallet, consequently, he couldn’t pay for lunch.

• Continually

The organization is continually striving to improve its services.

She loves the beach. Conversely, he prefers the mountains.

The team is currently working on the new project.

During the conference, several new initiatives were announced.

Earlier in the day, we had discussed the pros and cons.

Eventually, she managed to finish her book.

Firstly, we need to identify the root of the problem.

Following the events yesterday, we decided to meet up today.

He was tired, hence he went to bed early.

Henceforth, all meetings will be held in the new conference room.

Hereafter, we must ensure that all protocols are strictly followed.

• Immediately

He left immediately after the meeting.

• In the interim

In the interim, we’ll continue with our current strategies.

• In the meantime

In the meantime, let’s clean up the workspace.

• Incidentally

Incidentally, I came across this book while cleaning my attic.

With the constant disagreements, the project inevitably failed.

She invariably arrives late for meetings.

We decided to postpone the discussion for later .

Latterly, there has been a surge in the use of online learning platforms.

He will cook dinner. Meanwhile, I will set the table.

• Momentarily

He was momentarily distracted by the noise.

Next, we need to review the project plan.

• Periodically

The software updates periodically to ensure optimal performance.

She is presently attending a conference in New York.

Previously, we discussed the risks involved in the project.

Prior to the event, we need to finalize all arrangements.

• Sequentially

The tasks must be completed sequentially .

• Simultaneously

We cannot handle multiple tasks simultaneously .

She will arrive soon .

• Subsequently

He completed his degree and subsequently found a job in the field.

The power suddenly went out.

He got promoted and thereafter received a substantial raise in salary.

Thereupon, he decided to retire and write a book.

Thus, we conclude our discussion.

Keep stirring until the sugar dissolves.

We will begin when everyone arrives.

Call me whenever you need help.

While she cooked the meal, he set the table.

No matter what type of essay you write, it should remain informative. Words used to add information create flow, expand arguments, and incorporate details that support your points.

She’s asking him about that project the boss wants them to do.

The results were not as bad as anticipated; actually, they were quite good.

This is a great product; in addition, it’s very affordable.

• Additionally

The car is economical; additionally, it’s environmentally friendly.

She tried again after failing the first time.

He worked alongside his colleagues to complete the project.

We will also need to consider the budget.

• Alternatively

If the plan fails, we could alternatively try a different approach.

She likes to read books and watch movies.

He is open to another perspective on the matter.

She will attend the meeting as well .

The project will assuredly be completed on time.

Besides the main dish, we also have a variety of desserts.

She will certainly appreciate the gesture.

The rules were clearly explained to everyone.

This is a problem commonly encountered in this field.

• Complementary

The two studies are complementary, providing a comprehensive understanding of the issue.

• Correspondingly

The workload increased, and correspondingly, the need for more staff became apparent.

The increased workload, coupled with tight deadlines, created a stressful atmosphere.

The team members contributed equally to the project.

The cake was delicious, and the icing made it even more enjoyable.

• Furthermore

He is qualified for the job; furthermore, he has relevant experience.

• In addition

She is a great leader; in addition, she is an excellent communicator.

• In contrast

He is outgoing; in contrast, his brother is quite shy.

She did not like the book; in fact, she found it boring.

• In particular

She loves flowers, roses in particular .

It appears simple; in reality, it’s quite complex.

• In the same way

He treats all his employees fairly, in the same way he would like to be treated.

He enjoys reading; likewise, his sister loves books.

• More importantly

She passed the exam; more importantly, she scored highest in the class.

The house is beautiful; moreover, it’s located in a great neighborhood.

• Not only… but also

He is not only a talented musician, but also a great teacher.

• On the one hand

On the one hand, he enjoys his current job; on the other, he aspires for a higher position.

• On top of that

The food was delicious; on top of that, the service was excellent.

She has impressive qualifications; plus, she has a lot of experience.

He was disheartened after failing the exam; similarly, she was upset after losing the match.

He woke up late, and then rushed to work.

He is a skilled programmer; to add, he has an exceptional understanding of user experience design.

• Together with

He completed the project together with his team.

She is tired, and she is hungry too .

• With this in mind

With this in mind, we should proceed cautiously.

These are words used to include information that confirms or disagrees with a point in your essay. Words that compare and contrast ideas are common in argumentative essays . It’s because this type demands a counterargument to fairly present other experts’ take on the issue.

He went to work although he was feeling unwell.

• Analogous to

The structure of an atom is analogous to our solar system.

• As opposed to

She prefers tea as opposed to coffee.

• By the same token

He is a great teacher; by the same token, he is a superb mentor.

• Comparatively

My new laptop works comparatively faster than the old one.

Upon comparison, his work proved far superior.

• Contrariwise

The day was hot; contrariwise, the night was chilly.

Contrary to his usual behavior, he arrived on time.

Her efforts are directly correlated to her success.

His words were counter to his actions.

Despite the rain, they continued the game.

• Different from

His opinion is different from mine.

Their views on the subject are disparate .

• Dissimilar to

His style of writing is dissimilar to that of his peers.

• Distinct from

Her dress is distinct from the others.

• Divergent from

His findings are divergent from the initial hypothesis.

• Equivalent to

His happiness was equivalent to that of a child.

He failed the test; however, he didn’t stop trying.

• In comparison

In comparison, his work is of a higher standard.

He gave a donation in lieu of flowers.

• In like manner

She dresses in like manner to her sister.

• In opposition to

He voted in opposition to the proposed bill.

• In spite of

In spite of the challenges, she never gave up.

• In the same vein

In the same vein, he continued his argument.

He chose to walk instead of taking the bus.

Just as Rome wasn’t built in a day, success doesn’t come overnight.

Much as I appreciate your help, I must do this on my own.

• Nevertheless

He was tired; nevertheless, he continued to work.

• Notwithstanding

Notwithstanding the difficulties, he completed the task on time.

• On the contrary

He is not lazy; on the contrary, he is a hard worker.

• Opposite of

Joy is the opposite of sorrow.

His life parallels that of his father.

• Rather than

She chose to laugh rather than cry.

• Regardless of

Regardless of the consequences, he went ahead with his plan.

His answer is the same as mine.

• Set side by side

When set side by side, the differences are clear.

Though he was late, he still got the job.

Unlike his brother, he is very outgoing.

It was a match of experience versus youth.

He is tall, whereas his brother is short.

He is rich, yet very humble.

The conclusion is an essential part of the essay. The concluding paragraph or section reiterates important points, leaves the readers with something to think about, and wraps up the essay nicely so it doesn’t end abruptly. 

• Accordingly

He performed well on the job; accordingly, he was promoted.

• After all is said and done

After all is said and done, it’s the kindness that counts.

All in all, the concert was a great success.

• All things considered

All things considered, I think we made the best decision.

The event, altogether, was a memorable one.

• As a final observation

As a final observation, her dedication to the project was commendable.

• As a final point

As a final point, the successes outweighed the failures.

• As a result

He worked hard; as a result, he achieved his goals.

His actions were inappropriate; as such, he was reprimanded.

• By and large

By and large, the feedback has been positive.

The event was, chiefly, a success.

In close, I must say the performance was extraordinary.

The evidence was compelling and led to his conviction.

• Effectively

The team effectively handled the project.

• Everything considered

Everything considered, the trip was beneficial.

Evidently, he was not involved in the crime.

Finally, she announced her decision.

• In a nutshell

In a nutshell, the plan was not effective.

• In conclusion

In conclusion, we need to strive for better communication.

• In drawing things to a close

In drawing things to a close, I’d like to thank everyone for their contributions.

In essence, we need to focus on quality, not quantity.

• In retrospect

In retrospect, our methodology was correct.

In summary, the event was a success.

In the end, hard work always pays off.

• In the final analysis

In the final analysis, the project was a success.

• Last but not the least

Last but not the least, we need to thank our sponsors.

Lastly, don’t forget to enjoy the process.

On balance, the benefits outweigh the drawbacks.

Overall, it was a productive meeting.

Summarily, we need to focus on our key strengths.

The report summarizes the main findings of the study.

Summing up, we made significant progress this year.

• Taking everything into account

Taking everything into account, it was a successful campaign.

He was ill; therefore, he couldn’t attend the meeting.

• To cap it all off

To cap it all off, we had a great time at the party.

To close, we need your continued support.

• To conclude

To conclude, let’s aim for higher targets next year.

To finish, remember that success comes to those who dare.

To sum up, we achieved our objectives.

• Without a doubt

Without a doubt, it was an unforgettable experience.

To wrap up, it was a journey worth taking.

Learning how to use the right essay words is just one of the many writing skills students and those writing in academia must develop. Others include a good knowledge of grammar and an ability to write an essay that’s readable and accurate. It just takes practice. Check out our guide packed with transition words for essays .

Some words that could be used to describe different kinds of essays include argumentative, persuasive, expository, narrative, descriptive, analytical, compare and contrast, cause and effect, reflective, and personal.

When writing an essay, it’s important to choose appropriate and effective words to express your ideas clearly and concisely. Here are some words you can use to enhance your essay writing: 1. First, secondly, third 2. Moreover, furthermore, additionally 3. In addition, also, likewise 4. However, nevertheless, yet 5. Although, despite, regardless

Here are some other words that can be used as alternatives for “you” in an essay: yourself, oneself, one, someone, somebody, anyone, everybody, people, individuals, persons, others, them, they, yourselves, thou, thee.

1. Narrative essays 2. Descriptive essays 3. Expository essays 4. Persuasive essays 5. Argumentative essay

Maria Caballero is a freelance writer who has been writing since high school. She believes that to be a writer doesn't only refer to excellent syntax and semantics but also knowing how to weave words together to communicate to any reader effectively.

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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

33 Transition Words and Phrases

Transitional terms give writers the opportunity to prepare readers for a new idea, connecting the previous sentence to the next one.

Many transitional words are nearly synonymous: words that broadly indicate that “this follows logically from the preceding” include accordingly, therefore, and consequently . Words that mean “in addition to” include moreover, besides, and further . Words that mean “contrary to what was just stated” include however, nevertheless , and nonetheless .

as a result : THEREFORE : CONSEQUENTLY

The executive’s flight was delayed and they accordingly arrived late.

in or by way of addition : FURTHERMORE

The mountain has many marked hiking trails; additionally, there are several unmarked trails that lead to the summit.

at a later or succeeding time : SUBSEQUENTLY, THEREAFTER

Afterward, she got a promotion.

even though : ALTHOUGH

She appeared as a guest star on the show, albeit briefly.

in spite of the fact that : even though —used when making a statement that differs from or contrasts with a statement you have just made

They are good friends, although they don't see each other very often.

in addition to what has been said : MOREOVER, FURTHERMORE

I can't go, and besides, I wouldn't go if I could.

as a result : in view of the foregoing : ACCORDINGLY

The words are often confused and are consequently misused.

in a contrasting or opposite way —used to introduce a statement that contrasts with a previous statement or presents a differing interpretation or possibility

Large objects appear to be closer. Conversely, small objects seem farther away.

used to introduce a statement that is somehow different from what has just been said

These problems are not as bad as they were. Even so, there is much more work to be done.

used as a stronger way to say "though" or "although"

I'm planning to go even though it may rain.

in addition : MOREOVER

I had some money to invest, and, further, I realized that the risk was small.

in addition to what precedes : BESIDES —used to introduce a statement that supports or adds to a previous statement

These findings seem plausible. Furthermore, several studies have confirmed them.

because of a preceding fact or premise : for this reason : THEREFORE

He was a newcomer and hence had no close friends here.

from this point on : starting now

She announced that henceforth she would be running the company.

in spite of that : on the other hand —used when you are saying something that is different from or contrasts with a previous statement

I'd like to go; however, I'd better not.

as something more : BESIDES —used for adding information to a statement

The city has the largest population in the country and in addition is a major shipping port.

all things considered : as a matter of fact —used when making a statement that adds to or strengthens a previous statement

He likes to have things his own way; indeed, he can be very stubborn.

for fear that —often used after an expression denoting fear or apprehension

He was concerned lest anyone think that he was guilty.

in addition : ALSO —often used to introduce a statement that adds to and is related to a previous statement

She is an acclaimed painter who is likewise a sculptor.

at or during the same time : in the meantime

You can set the table. Meanwhile, I'll start making dinner.

BESIDES, FURTHER : in addition to what has been said —used to introduce a statement that supports or adds to a previous statement

It probably wouldn't work. Moreover, it would be very expensive to try it.

in spite of that : HOWEVER

It was a predictable, but nevertheless funny, story.

in spite of what has just been said : NEVERTHELESS

The hike was difficult, but fun nonetheless.

without being prevented by (something) : despite—used to say that something happens or is true even though there is something that might prevent it from happening or being true

Notwithstanding their youth and inexperience, the team won the championship.

if not : or else

Finish your dinner. Otherwise, you won't get any dessert.

more correctly speaking —used to introduce a statement that corrects what you have just said

We can take the car, or rather, the van.

in spite of that —used to say that something happens or is true even though there is something that might prevent it from happening or being true

I tried again and still I failed.

by that : by that means

He signed the contract, thereby forfeiting his right to the property.

for that reason : because of that

This tablet is thin and light and therefore very convenient to carry around.

immediately after that

The committee reviewed the documents and thereupon decided to accept the proposal.

because of this or that : HENCE, CONSEQUENTLY

This detergent is highly concentrated and thus you will need to dilute it.

while on the contrary —used to make a statement that describes how two people, groups, etc., are different

Some of these species have flourished, whereas others have struggled.

NEVERTHELESS, HOWEVER —used to introduce a statement that adds something to a previous statement and usually contrasts with it in some way

It was pouring rain out, yet his clothes didn’t seem very wet.

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Prepositions, ending a sentence with, hypercorrections: are you making these 6 common mistakes, a comprehensive guide to forming compounds, can ‘criteria’ ever be singular, singular nonbinary ‘they’: is it ‘they are’ or ‘they is’, grammar & usage, more words you always have to look up, 'fewer' and 'less', 7 pairs of commonly confused words, more commonly misspelled words, commonly misspelled words, great big list of beautiful and useless words, vol. 4, 9 other words for beautiful, why jaywalking is called jaywalking, pilfer: how to play and win, 9 superb owl words.

'Even if you can write 300 word essay....' Punekar's message to keep safe distance amid Porsche crash row

R oad accidents and road rage incidents have long been the norm in the country. However, after the 19 May Porsche incident, more reports have come to the fore, with people seeking justice.

Following the shocking drunk driving case in Pune on 19 May, the 17-year-old minor speeding his Porsche took the lives of two people on a motorbike in the Kalyani Nagar area; people driving on the road are taking extra precautious measures.

ALSO READ: Porsche case: NCP MLA Sunil Tingre's role under Pune police scanner, CM Shinde breaks silence — 5 points

Especially after an allegedly drunk juvenile was granted bail by the Juvenile Justice Board (JJB) with the condition that he would write an essay on the accident, which took the lives of IT professionals on a bike at around 2:30 am in the Kalyaninagar area, the people are coming up with innovative ideas.

Recently, a Punekari—a resident of Pune—invented a new, satirical protest style. He pasted a printed paper on the back of the glass shield that reads, "Keep safe distance. Even if you can write a' 300-word essay'."

ALSO READ: Pune drunk driving accident kills 2: Teen Porsche driver gets bail on 4 conditions — 'write essay, work with police...'

This has gone viral after it was posted by Mumbai news.

Here are some comments:

Shahab Jafri wrote, "Pune people are intelligent and creative and have always stood up against any kind of injustice. Pune rocks!"

Another commented, "Hard slap on the judiciary"

A social media user wrote, "I want this lol."

NCP MLA Sunil Tingre role:

Meanwhile, with the issue gaining momentum, the Pune police are now probing the role of Sunil Tingre, who allegedly used his clout to alter the investigation in the Porsche accident case, the Hindustan Times reported.

ALSO READ: Pune Porsche crash: Teen's grandfather had threatened family driver, saying, 'If you talk to anyone...'

Also, Dr Ajay Taware, head of the state-run hospital's forensic medicine department, Chief Medical Officer (CMO) Dr Shrihari Halnor and staff member Atul Ghatkamble were arrested for allegedly throwing away the minor's blood samples, taken after the accident on 19 May.

In another update, the father of the 17-year-old Pune teen was sent to jail for 14 days by a city magistrate court till 7 June, reported NDTV.  The JJB on Thursday changed its order after outrage and sent the 17-year-old to a remand home till 5 June. 

With agency inputs.

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“You Are My Friend” Early Androids and Artificial Speech

By Jessica Riskin

Centuries before audio deepfakes and text-to-speech software, inventors in the eighteenth century constructed androids with swelling lungs, flexible lips, and moving tongues to simulate human speech. Jessica Riskin explores the history of such talking heads, from their origins in musical automata to inventors’ quixotic attempts to make machines pronounce words, converse, and declare their love.

May 29, 2024

Design for parts of a speaking machine from a 1791 treatise by Wolfgang von Kempelen. The bellows act as lungs feeding air into the voice box, which is fitted with a vibrating reed whose sounds are shaped by opening and closing valves. Not pictured here is a rubber “mouth” attachment, which connects to “ o ” with a flange that bears holes resembling nostrils — Source .

The word “android”, derived from Greek roots meaning “manlike”, was the coinage of Gabriel Naudé, French physician and librarian, personal doctor to Louis XIII, and later architect of the forty-thousand-volume library of Cardinal Jules Mazarin. Naudé was a rationalist and an enemy of superstition. In 1625 he published a defense of Scholastic philosophers to whom tradition had ascribed works of magic. He included the thirteenth-century Dominican friar, theologian, and philosopher Albertus Magnus (Albert the Great), who, according to legend, had built an artificial man made of bronze. 1

This story seems to have originated long after Albert’s death with Alfonso de Madrigal (also known as El Tostado), a voluminous commentator of the fifteenth century, who adapted and embellished the tales of moving statues and talking brazen heads in medieval lore. 2 El Tostado said that Albert had worked for thirty years to compose a whole man out of metal. The automaton supplied Albert with the answers to all of his most vexing questions and problems and even, in some versions of the tale, obligingly dictated a large part of Albert’s voluminous writings. The machine had met its fate, according to El Tostado, when Albert’s student, Thomas Aquinas, smashed it to bits in frustration, having grown tired of “its great babbling and chattering”. 3

Naudé did not believe in Albert’s talkative statue. He rejected it and other tales of talking automaton heads as “false, absurd and erroneous”. 4 The reason Naudé cited was the statues’ lack of equipment: being altogether without “muscles, lungs, epiglottis, and all that is necessary for a perfect articulation of the voice”, they simply did not have the necessary “parts and instruments” to speak reasonably. 5 Naudé concluded, in light of all the reports, that Albert the Great probably had built an automaton, but never one that could give him intelligible and articulate responses to questions. Instead, Albert’s machine must have been similar to the Egyptian statue of Memnon, much discussed by ancient authors, which murmured agreeably when the sun shone upon it: the heat caused the air inside the statue to “rarefy” so that it was forced out through little pipes, making a murmuring sound. 6

Despite disbelieving in Albert the Great’s talking head, Naudé gave it a powerful new name, referring to it as the “android”. 7 Thus deftly, he smuggled a new term into the language, for according to the 1695 dictionary by the French philosopher and writer Pierre Bayle, “android” had been “an absolutely unknown word, & purely an invention of Naudé, who used it boldly as though it were established.” 8 It was a propitious moment for neologisms: Naudé’s term quickly infiltrated the emerging genre of dictionaries and encyclopedias. Bayle repeated it in the article on “Albert le Grand” in his dictionary. 9 Thence, “android” secured its immortality as the headword of an article — citing Naudé and Bayle — in the first volume of the supplement to the English encyclopedist Ephraim Chambers’ Cyclopaedia . 10 In denying the existence of Albert’s android, Naudé had given life to the android as a category of machine.

“The Talking Head of Albertus Magnus”, plate from J. H. Pepper’s Cyclopædic Science Simplified (1885) — Source .

But the first actual android of the new, experimental-philosphical variety for which the historical record contains rich information — “android” in Naudé’s root sense, a working human-shaped assemblage of “necessary parts” and instruments — went on display on February 3, 1738. The venue was the opening of the annual Saint-Germain fair on Paris’ Left Bank. This android differed crucially from earlier musical automata, the figures on hydraulic organs and musical clocks, in that it really performed the complex task it appeared to perform, in this case, playing a flute, rather than merely making some suggestive motions. The device was, in this sense, a novelty, but it must have looked familiar to many of the fairgoers, being modeled on a well-known statue that stood in the entrance to the Tuileries Gardens and that is now at the Louvre Museum: Antoine Coysevox’s Shepherd Playing the Flute .

Like the statue, the android represented a faun, half man and half goat. The mechanical faun, like the marble one at the Tuileries, held a flute. The second faun, though, became suddenly animate and began to play its instrument, executing twelve tunes in succession. At first, skeptical spectators were persuaded this must be a music box, with an autonomous mechanism inside to produce the sound, while the external figure merely pretended to play. But no, the android actually did play a real flute, blowing air from its lungs (three sets of bellows), and exercising flexible lips, a supple tongue, and soft, padded fingers with a skin of leather. It was even reported that one could bring one’s own flute, and the machine would oblige by playing that one too. 11

The flute-playing android was the work of an ambitious young engineer named Jacques Vaucanson. The last of ten children of a Grenoble glove maker, Vaucanson had been born in the bitterly cold winter of 1709, at the waning of Louis XIV’s long reign, in the midst of a terrible famine and the bloodiest year of a war that France was losing. Emerging from this dark moment, Vaucanson’s life and the Enlightenment would take shape in tandem, and his work would become a point of reference for the world of letters.

As a child, he had liked to build clocks and repair watches. While a school boy, he had begun designing automata. After a brief stint as a novice in Lyon, ending when a church dignitary ordered Vaucanson’s workshop destroyed, he had come to Paris at the age of nineteen to seek his fortune. Thinking he might train as a doctor, he had attended some courses in anatomy and medicine, but had soon decided to apply these studies to a new area of research: re-creating living processes in machinery. The Flutist was the result of five years’ labor. 12 When it was finished, Vaucanson submitted a memoir explaining its mechanism to the Paris Academy of Sciences. This memoir contains the first known experimental and theoretical study of the acoustics of the flute. 13

“Vaucanson”, plate from Alfred des Essarts’ The Great Ancient and Modern Inventors (1864) — Source .

Following an eight-day debut at the Saint-Germain fair, Vaucanson moved his android to the Hôtel de Longueville, a gilded hall in a grand sixteenth-century mansion at the center of the city. There it attracted about seventy-five people a day, each paying a hefty entrance fee of three livres (roughly an average week’s wages for a Parisian worker). Among its audience were the members of the Paris Academy of Sciences, who traveled as a body to the Hôtel de Longueville to witness the android Flutist. 14 Greeting his public in groups of ten or fifteen, Vaucanson explained the Flutist’s mechanism and then set it to play its concert.

The reviews were effusive. “All of Paris is going to admire . . . the most singular and agreeable mechanical phenomenon perhaps ever seen”, wrote one reviewer, emphasizing that the android “really and physically plays the flute”. 15 The music-making statue, another agreed, was “the most marvelous piece of mechanics” that had ever been. 16 The abbé Pierre Desfontaines, a journalist and popular writer, advertising Vaucanson’s show to readers of his literary journal, described the insides of the Flutist as containing “an infinity of wires and steel chains . . . [which] form the movement of the fingers, in the same way as in living man, by the dilation and contraction of the muscles. It is doubtless the knowledge of the anatomy of man . . . that guided the author in his mechanics.” 17 In the article “Androïde” in the monumental Encylopédie , a universal compilation of knowledge edited by the philosopher and writer Denis Diderot and the mathematician and philosopher Jean d’Alembert, Vaucanson’s mechanical Flutist became the paradigm of an android. The article, written by d’Alembert, defines an android as a human figure performing human functions, and virtually the whole piece is devoted to the Flutist. 18

Soon after the Academy of Science members came to the Hôtel de Longueville, Vaucanson returned the visit to read a memoir on the design and function of his Flutist. 19 The android’s mechanism was moved by weights attached to two sets of gears. The bottom set turned an axle with cranks that powered three sets of bellows, leading into three windpipes, giving the Flutist’s lungs three different blowing pressures. The upper set of gears turned a cylinder with cams, triggering a frame of levers that controlled the Flutist’s fingers, windpipe, tongue, and lips. To design a machine that played a flute, Vaucanson had studied human flute players in minute detail. He had devised various ways of transmitting aspects of their playing into the design of his android. For example, to mark out measures he had had a flutist play a tune while another person beat time with a sharp stylus onto the rotating cylinder. 20

The following winter, Vaucanson added two more machines to the show. One was a second android musician, a life-size Provençal shepherd that played twenty minuets and other dance tunes on a pipe grasped in its left hand, while accompanying itself with its right on a drum slung over its shoulder. 21 The pipe had only three holes, which meant that the notes were produced almost entirely by the player’s variations of blowing pressure and tongue stops. Working to reproduce these subtleties in his automaton, Vaucanson found that human pipers employed a much greater range of blowing pressures than they themselves realized. The Piper also yielded another surprising discovery. Vaucanson had assumed that each note would be the product of a given finger position combined with a particular blowing pressure, but he discovered that the blowing pressure for a given note depended upon the preceding note, so that, for example, it required more pressure to produce a D after an E than after a C, obliging him to have twice as many blowing pressures as notes. 22 The higher overtones of the higher note resonate more strongly in the pipe than the lower overtones of the lower note; but pipers themselves were not aware of compensating for this effect, and the physics of overtones was explained only in the 1860s by Hermann von Helmholtz. 23

Detail from an illustration by Gravelot of Vaucanson’s automata: flutist, duck, and piper, ca. 1747–1773. While the bird could flap its wings and cavort duckishly, its main attraction was how it swallowed bits of grain and then excreted them in digested form — Source .

The android musicians did not just make music, a feat that music boxes had achieved for more than two centuries, but they did so using flexible lips, moving tongues, soft fingers, and swelling lungs. They were simulations of the human process of making music, and as the century wore on, the designers of such simulations turned toward the even more complex task of making machines that could mimic human speech.

In 1739, a year after Vaucanson’s duck made its public debut, a surgeon named Claude-Nicolas le Cat, published a description, now lost, of an “automaton man in which one sees executed the principal functions of the animal economy”, circulation, respiration, and “the secretions”. 24 It is not clear what became of this early project, but Le Cat returned to the idea in 1744 when, according to the proceedings of the Académie de Rouen, he read a sensational memoir there. A great crowd was assembled to hear it, and one witness reported, “Monsieur Le Cat told us of his plan for an artificial man . . . . His automaton will have respiration, circulation, quasi-digestion, secretion and chyle, heart, lungs, liver and bladder, and God forgive us, all that follows from it.” 25

Le Cat’s automaton man was to have “all the operations of a living man”, including not only “the circulation of the blood, the movement of the heart, the play of the lungs, the swallowing of food, its digestion, the evacuations, the filling of the blood vessels and their depletion by bleeding”, but also — apparently crossing the Cartesian boundary between mechanical body and rational soul — “even speech and the articulation of words”. 26

This idea, the possibility of simulating articulate speech, had generated a tradition of philosophical discussion over the preceding century. If some continued to find it a quixotic notion, it was in fact literally so: when Don Quixote himself encounters a talking bronze head (connected to a hidden human being), he is fully captivated by it, though his less suggestible squire, Sancho Panza, is unimpressed by its conversation. 27 Cervantes’s contemporary, the Spanish writer on magic, Martín del Río, also found it unreasonable to suppose “that an inanimate thing should produce the human voice and give answers to questions. For this requires life, and breath, and a perfect cooperation of the vital organs, and some discursive ability in the speaker.” 28

1662 print of an engraving by Martin Engelbrecht depicting Don Quixote inspecting the talking, enchanted head — Source .

Several decades later, some if not all the items on del Río’s list seemed possibly achievable in an artificial machine. Athanasius Kircher wrote in 1673, with regard to the legends of Albert the Great’s talking head and the ancient Egyptian speaking statues, that while certain skeptics believed these devices must have been “either non-existent or fraudulent or constructed with the help of the devil”, many others believed it was possible to build such a statue having throat, tongue and other organs of speech that would emit an articulated voice when it was activated by wind. Kircher included a sketch of a design for a talking figure. 29 His student, Gaspar Schott, also a prolific natural philosopher and engineer, adopted the same attitude, even alluding to a question-answering statue that Kircher was building for Queen Christina of Sweden. 30 No doubt the queen’s previous philosophy teacher, Descartes, had interested her in the relations between rational speech and a mechanical body.

Although the idea of simulated speech was not new, around the middle of the eighteenth century, experimental philosophers and mechanicians took a renewed interest in it. They assumed that speech was a bodily function akin to respiration or digestion — they did not explicitly distinguish the rational from the physiological aspects of speaking — and even the skeptics expressed their skepticism in connection with physiological details rather than principled objections. In his effusive review of Vaucanson’s Flutist in 1738, for example, the abbé Desfontaines predicted that articulate speech could never be produced in artificial machinery because the bodily process of speaking would remain impenetrably mysterious: one could never know precisely “what goes on in the larynx and glottis . . . [and] the action of the tongue, its folds, its movements, its varied and imperceptible rubbings, all the modifications of the jaw and the lips.” 31 Speaking was an essentially organic process, Desfontaines reckoned, and could only take place in a living throat.

Desfontaines was not alone in this belief: in this period, skeptics about the possibility of artificial speech generally argued that the human larynx, vocal tract, and mouth were too soft, supple, and malleable to be simulated mechanically. Around 1700, Denys Dodart, personal physician to Louis XIV, presented several memoirs to the Paris Academy of Sciences on the subject of the human voice, in which he argued that the voice and its modulations were caused by constrictions of the glottis, and that these were “inimitable by art”. 32 The writer and academician Bernard le Bovier de Fontenelle, who was then Perpetual Secretary of the Academy, commented that no wind instrument produced its sound by such a mechanism (the variation of a single opening) and that it seemed “altogether outside the realm of imitation . . . . Nature can use materials that are not at all at our disposal, and she knows how to use them in ways that we are not at all permitted to know.” 33

A last skeptic citing material difficulties was the philosopher and writer Antoine Court de Gébelin, who observed that “the trembling that spreads to all the parts of the glottis, the jigging of its muscles, their shock against the hyoid bone that raises and lowers itself, the repercussions that the air undergoes against the sides of the mouth . . . these phenomena” could only take place in living bodies. 34 On the other hand, there were plenty who disagreed. For example, the polemical materialist Julien Offray de La Mettrie took a look at Vaucanson’s Flutist and concluded that a speaking machine “could no longer be regarded as impossible”. 35

“Organs of the Voice”, plate from Antoine Court de Gébelin’s Primitive World (ca. 1773–1782) — Source .

During the last three decades of the century, several people took up the project of artificial speech. All of them assumed that the sounds of spoken language required a structure as similar as possible to the throat and mouth. This assumption, that a talking machine required simulated speaking organs, had not always dominated thinking about artificial speech. In 1648, John Wilkins, the first secretary of the Royal Society of London, had described plans for a speaking statue that would synthesize, rather than simulate, speech by making use of “inarticulate sounds”. He wrote, “We may note the trembling of water to be like the letter L, the quenching of hot things to the letter Z, the sound of strings, to the letter Ng [ sic ], the jirking of a switch to the letter Q, etc.” 36 But in the 1770s and 80s, builders of speaking machines mostly assumed that it would be impossible to create artificial speech without building a talking head: reproducing the speech organs and simulating the process of speaking.

The first to attempt such a machine was the English poet and naturalist Erasmus Darwin (grandfather of Charles Darwin) who in 1771 reported that he had “contrived a wooden mouth with lips of soft leather, and with a valve over the back part of it for nostrils.” Darwin’s talking head had a larynx made of “a silk ribbon . . . stretched between two bits of smooth wood a little hollowed.” It said “mama, papa, map and pam” in “a most plaintive tone”. 37

The next to simulate speech was a Frenchman, the abbé Mical, who presented a pair of talking heads to the Paris Academy of Sciences in 1778. The heads contained “several artificial glottises of different forms [arranged] over taut membranes”. By means of these glottises, the heads performed a dialogue in praise of Louis XVI: “The King gives peace to Europe”, intoned the first head; “Peace crowns the King with Glory”, replied the second; “and Peace makes the Happiness of the People”, added the first; “O King Adorable Father of your People their Happiness shows Europe the Glory of your Throne”, concluded the second head. 38

Illustration by E. A. Tilly depicting the abbé Mical’s pair of talking heads, ca. 1783 — Source .

The Paris gossip and memoirist Louis Petit de Bachaumont noted that the heads were life-size, but covered tastelessly in gold. They mumbled some words and swallowed certain letters; moreover, their voices were hoarse and their diction slow (and their conversation, he might have added, uninspiring).

Yet despite all this, they undeniably had “the gift of speech”. The academicians appointed to examine Mical’s talking heads agreed that their enunciation was “very imperfect” but granted their approval to the work anyhow because it was done in imitation of nature and contained “the same results that we admire in dissecting . . . the organ of the voice.” Bachaumont recorded that the academicians were so impressed with the abbé Mical that, on the occasion of the Montgolfière balloon demonstration at Versailles on September 19, 1783, in which a sheep, a rooster, and a duck became the world’s first aviation passengers, the six delegates from the Académie des sciences invited Mical to accompany their delegation and presented him to the king as the author of the celebrated talking heads. 39

The following year, probably at the instigation of the mathematician Leonhard Euler, the Saint Petersburg Academy of Sciences sponsored a prize competition to determine the nature of the vowels and to construct an instrument like vox humana organ pipes to express them. C. G. Kratzenstein, a member of the Academy, won the prize. He used an artificial glottis (a reed) and organ pipes shaped according to the situation of the tongue, lips, and mouth in the pronunciation of the vowels. 40

Several more people built talking heads before the turn of the century. Among them was a Hungarian engineer named Wolfgang von Kempelen who had been hired at the age of twenty-one by the Empress Maria Theresa to serve at the court of the Holy Roman Empire in Vienna. He had achieved fame in 1769 when, for the amusement of his patroness, Kempelen had built an android Turk that played an expert game of chess (by virtue of the expert human chess player cleverly hidden inside). A couple decades later, Kempelen set out to uncover the secret of articulate speech. In 1791, he published “a description of a speaking machine” in which he reported having attached bellows and resonators to musical instruments that resembled the human voice, such as oboes and clarinets; he had also tried, like Kratzenstein, modifying vox humana organ pipes. 41 Through twenty years of such attempts, he had been sustained, he said, by the conviction that “ speech must be imitable ”. The resulting apparatus had bellows for lungs, a glottis of ivory, a leather vocal tract with a hinged tongue, a rubber oral cavity, a mouth whose resonance could be altered by opening and closing valves, and a nose with two little pipes as nostrils. Two levers on the device connected with whistles and a third with a wire that could be dropped onto the reed. These enabled the machine to pronounce liquids and fricatives: Ss, Zs, and Rs. 42

Plates depicting the components of artificial and natural speech from Wolfgang von Kempelen’s The Mechanism of Speech (1791) — Source .

This machine produced an empirical finding reminiscent of Vaucanson’s discovery that the blowing pressure for a given note depended upon the preceding note. Kempelen reported that he had first tried to produce each sound in a given word or phrase independently but failed because the successive sounds needed to take their shape from one another: “The sounds of speech become distinct only by the proportion that exists among them, and in the linking of whole words and phrases.” Listening to his machine’s blurred speech, Kempelen perceived a further constraint upon the mechanization of language: the reliance of comprehension upon context. 43

Kempelen’s machine was only moderately successful. It reportedly prattled in a childish voice, reciting vowels and consonants. It pronounced words such as “Mama” and “Papa”, and uttered some phrases, such as “you are my friend—I love you with all my heart”, “my wife is my friend”, and “come with me to Paris”, but indistinctly. 44 Today the machine resides at the Deutsches Museum in Munich, Germany. Kempelen and his supporters emphasized that the device was imperfect and explained that it was not so much a speaking machine in itself as a machine that demonstrated the possibility of constructing a speaking machine. 45

After this flurry of activity in the 1770s, 80s, and 90s, there was a decline in interest in speech simulation. A few people over the course of the nineteenth century, including the inventors Charles Wheatstone and Alexander Graham Bell, built their own versions of Kempelen’s and Mical’s speaking machines and of other talking heads from an earlier period. 46 But for the most part, designers of artificial speech turned their attention once again to speech synthesis rather than simulation: reproducing the sounds of human speech by other means rather than trying to reproduce the actual organs and physiological processes of speech. 47

In 1828, Robert Willis — a professor of applied mechanics at Cambridge who had earlier rejected the possibility of the Chessplayer’s intelligence — wrote disparagingly that most people who had investigated the nature of the vowel sounds “appear never to have looked beyond the vocal organs for their origin”, apparently assuming that the vowel sounds could not exist without being produced by the vocal organs. In other words, they had treated the vowels as “physiological functions of the human body” rather than as “a branch of acoustics”. In fact, Willis argued, vowel sounds could perfectly well be produced by other means. 48 Whether or not the vocal organs themselves could be simulated artificially became a separate question from whether the sounds of speech could be reproduced. As late as 1850, the French physiologist Claude Bernard wrote in his notebook: “The larynx is a larynx and the crystalline lens is a crystalline lens, that is to say their mechanical or physical conditions are realized nowhere but in the living organism.” 49

Photograph of Joseph Faber’s “Euphonia” talking machine, ca. 1846 — Source .

Disenchantment with speech simulation was so deep that when a German immigrant to America named Joseph Faber designed quite an impressive talking head in the late 1840s, he could not get anyone to take any notice of it. Faber’s talking head was modeled on Kempelen’s and Mical’s, but was far more elaborate. It had the head and torso of a man once again dressed like a Turk, and inside were bellows, an ivory glottis and tongue, a variable resonance chamber, and a mouth cavity with a rubber palate, lower jaw, and cheeks. The machine could pronounce all the vowels and consonants, and was connected by way of levers to a keyboard of seventeen keys, so that Faber could play it like a piano. He first exhibited the machine in New York City in 1844, where it aroused very little interest. He then took it to Philadelphia where he had no better luck. P. T. Barnum found Faber and his talking head there, renamed the machine the “Euphonia”, and took them on tour to London, but even Barnum could not make a success of it. Finally the Euphonia was exhibited in Paris in the late 1870s, where it was mostly ignored, and soon thereafter all traces of it disappear. 50

The moment for talking heads had passed. In the early part of the twentieth century, designers of artificial speech moved on from mechanical to electrical speech synthesis. 51 The simulation of the organs and process of speaking — of the trembling glottis, the malleable vocal tract, the supple tongue and mouth — was specific to the last decades of the eighteenth century, when philosophers and mechanicians and paying audiences were briefly preoccupied with the idea that articulate language was a bodily function: that Descartes’ divide between mind and body might be bridged in the organs of speech.

Notes Show Notes

• On the legend of Albertus Magnus’s artificial man, see Eugenio Battisti, L’antirinascimento (Milan: Feltrinelli, 1962), 226; and Sarah Higley, “The Legend of the Learned Man’s Android”, in *Retelling Tales: Essays in
• El Tostado notably adapted a story associated with Pope Sylvester. See Joseph R. Jones, “Historical Materials for the Study of the Cabeza Encantada Episode in Don Quijote II.62", Hispanic Review 41, no. 1 (1979): 91–92.
• El Tostado quoted in Gabriel Naudé, Apologie pour tous les grands hommes, qui ont esté accusez de magie (Paris: Eschart, 1669), 382–83. For the android’s dictation of Albert’s writings, see the article “Androïdes” in Ephraim Chambers et al., A Supplement to Mr. Chambers’s Cyclopaedia, or, Universal Dictionary of Arts and Sciences , 2 vols. (London: W. Innys and J. Richardson, 1753).
• Naudé, Apologie , 385–88.
• Ibid., 389–90. Naudé is referring to the statue of Memnon on the Nile River that ancient authors said made sounds with the rising sun. See, for example, Callistratus, “On the Statue of Memnon”, in Elder Philostratus, Younger Philostratus, Callistratus , trans. Arthur Fairbanks (Cambridge, MA: Harvard University Press), 1931. On the speaking statue of Memnon, see also Paul Henry Stanhope, “The Statue of Memnon”, London Quarterly Review (April 1875): 278–84.
• Pierre Bayle, Dictionnaire historique et critique , 4 vols. (Amsterdam: P. Brunel, 1740), 1:131.
• Ibid., 1:130.
• See the article “Androïdes”, in Scott, Supplement .
• Jacques Vaucanson, Mécanisme du fluteur automate , trans. J. T. Desaguliers (Buren, the Netherlands: F. Knuf, 1979), 10–20. “One can substitute another flute entirely in the place of the one he plays”: Luynes, Mémoires, 2:12–13. Similarly, the abbé Desfontaines emphasized that it was “the fingers positioned variously on the holes of the flute that vary the tones . . . . In a word art has done here all that nature does in those who play the flute well. That is what can be seen and heard, beyond a doubt”, in Pierre Desfontaines, “Lettre CLXXX sur le Flûteur automate et l’Aristipe moderne”, Observations sur les écrits modern 12 (March 30, 1738), 339. On audiences’ initial disbelief that the flute player was actually playing his flute, see the reports cited in Alfred Chapuis and Edmond Droz, utomata: A Historical and Technological Study , trans. Alec Reid (Geneva: Editions du Griffon, 1958), 274; Alexander Buchner, Mechanical Musical Instruments , trans. Iris Urwin (London: Batchworth Press, 1959), 85–86; and David Lasocki’s preface to Vaucanson, Mécanisme du fluteur automate , [ii].
• Jean-Antoine-Nicolas de Caritat, Marquis de Condorcet, “Eloge de Vaucanson” (1782), in Œuvres de Condorcet , ed. Arthur O'Connor and Fraçois Arago, 12 vols (Paris: Firmin Didot frères, 1847–49), 2:643–60; André Doyon and Lucien Liaigre, Jacques Vaucanson, mècanicien de génie (Paris: Presses Universitaires de France, 1967), chaps. 1–2.
• AS, Registre des procès-verbaux des séances for April 26 and 30, 1739.
• “Nouvelles à la main au marquis de Langaunay”, letter dated May 12, 1738, BNF, Ms Fr. 13700, no 2; Doyon and Liaigre, Vaucanson , 30–34, 41.
• Mercure de France (April 1738), 739; Doyon and Liaigre, Vaucanson , 51. On the vogue that Vaucanson launched, see also Paul Metzner, Crescendo of the Virtuoso: Spectacle, Skill, and Self-Promotion in Paris during the Age of Revolution (Berkeley: University of California Press, 1998), chapter 5.
• Le pour et contre (1738), 213; Doyon and Liaigre, Vaucanson , 53, 61.
• Desfontaines, “Lettre”, 340. The review of Vaucanson’s treatise on the flute player in the Journal des sçavans also emphasized the role of anatomical and physical research in informing the android’s design. See Journal des sçavans (1739), 441. See also Doyon and Liaigre, Vaucanson , 51.
• See d’Alembert’s 1751 article “Androïde”, in Diderot and d’Alembert, Encyclopédie , 1:448.
• Doyon and Liaigre, Vaucanson , 41.
• See Vaucanson, Mécanisme du fluteur automate , 10–20. This process was the precursor of the procedure by which the first musical recordings were made, during the second and third decades of the twentieth century, when pianists such as Claude Debussy, Sergei Rachmaninoff, George Gershwin, Arthur Rubinstein, and Scott Joplin marked out rolls for player pianos.
• Doyon and Liaigre, Vaucanson , 53, 61.
• Vaucanson, “Letter to the Abbé Desfontaines”, in Mécanisme du fluteur automate , 23– 24.
• Hermann von Helmholtz explained the effects of partials in his Lehre von den Tonempfindungen . I am grateful to Myles Jackson for helping me to figure out the causes underlying Vaucanson’s acoustical discovery.
• This description appeared in conjunction with Le Cat’s Traité de la saignée (1739) as its “experimental part”, in order “to confirm by experience” Le Cat’s theory of bleeding; see Doyon and Liaigre, “Méthodologie”, 298–99.
• Le Cornier de Cideville to Fontenelle, December 15, 1744, in Tougard, Documents , 1:52–54, at 53. See Doyon and Liaigre, “Méthodologie”, 300.
• Registre-Journal des Assemblées et Déliberations de l’Académie des sciences . . . établie on 1744: 3 (manuscript non classé de la Bibliothèque publique de Rouen), cited in Doyon and Liaigre, “Méthodologie”, 300.
• Cervantes, Don Quixote , trans. Samuel Putnam (New York: Viking, 1958), chap. 62. On this episode in the novel, see Jones, “Historical Materials”, 101–2.
• Martin Del Río, Disquisitionum magicarum libri sex (Venice, 1640), 26.
• Kircher, Phonurgia Nova , 161, quoted in Jones, “Historical Materials”, 99.
• Jones, “Historical Materials”, 99.
• Desfontaines, “Lettre”, 341.
• Denys Dodart, “Sur les causes de la voix de l’homme et de ses différens tons”, in Année 1700: Mémoires of Histoire de l’Académie royale des sciences (Amsterdam: Gerard Kuyper, 1700): 244–93; Denys Dodart, “Supplément au Mémoire sur la voix et sur les tons”, in Année 1706: Mémoires of Histoire de l’Académie royale des sciences (Amsterdam: Pierre de Coup, 1706): 136–48; Denys Dodart, “Suite de la première partie du Supplément”, in Année 1706: Mémoires of Histoire de l’Académie royale des sciences *Amsterdam: Pierre de Coup, 1706), 388–410; and Denys Dodart, “Supplément au Mémoire sur la voix et sur les tons”, in Année 1707: Mémoires of Histoire de l’Académie royale des science (Amsterdam: Pierre de Coup, 1707): 66–81. For Fontenelle’s commentary on Dodart’s memoirs, see Fontenelle’s three articles “Sur la formation de la voix” (1700, 1706, and 1707) in the volumes cited above.
• Fontenelle, “Sur la formation de la voix” (1707), 20.
• Antoine Court de Gébelin, Le monde primitif, analysé et comparé avec le monde moderne , 9 vols. (Paris: Chez l’auteur, 1773–82), 2:83–84.
• La Mettrie, L’homme machine , 190.
• John Wilkins, Mathematicall Magick, or, The Wonders That May Be Performed by Mathematicall Geometry (London: Sa. Gellibrand, 1648), 177–78.
• Charles Darwin, The Temple of Nature; or, The Origin of Society (London: For J. Johnson by T. Bensley, 1803): 119–20.
• Têtes parlantes inventées et exécutées par M. l’abbé Mical. (Extrait d’un ouvrage qui a pour titre: Système de prononciation figurée, applicable à toutes les langues et exécuté sur les langues française et anglaise) , VZ-1853, BNF; Rivarol, “Lettre à M. le president de”, 20–24; Rivarol, Discours , 79–82; Bachaumont, Mémoires , 11: 237, 13: 270, 26: 214–216; Séris, Langages et machines , 245; Chapuis and Gélis, Monde , 2:204–206. According to Rivarol, Mical also built “an entire Concert in which the figures, as big as life, made Music from morning till evening”, “Lettre à M. le president de”, 29.
• AS, Registre des procès-verbaux des séances for September 3, 1783; Bachaumont, Mémoires , 26: 214–16.
• Thomas L. Hankins and Robert J. Silverman, Instruments and the Imagination , (Princeton, NJ: Princeton University Press, 1995), 188–89, 198; Jean-Pierre Séris, Langages et machines à l’âge classique (Paris: Hachette, 1995), 247.
• Kempelen, Mécanisme de la parole , 394–464. On Kempelen’s and others’ attempts to simulate human speech in the last third of the eighteenth century, see also Hankins and Silverman, Instruments and the Imagination , chap. 8; and Séris, Langages et machines , 245– 46.
• Kempelen, Mécanisme de la parole , 395–400, 405, 415–59.
• Ibid., 401.
• Ibid., 463.
• Karl Gottlieb Windisch, Inanimate Reason; or, A Circumstantial Account of that Astonishing Piece of Mechanism, De Kempelen’s Chess-Player (London: S. Bladon, 1784), 49.
• On Wheatstone’s and Bell’s reproductions, see James L. Flanagan, “Voices of Men and Machines”, in Journal of the Acoustical Society of America 51 (1972): 1375–87; James L. Flanagan, Speech Analysis, Synthesis, and Perception (Berlin: Springer, 1965), 166–71; M. R. Schroeder, “A Brief History of Synthetic Speech” Speech Communication 13 (1993): 231– 37; and Hankins and Silverman, Instruments and the Imagination , 218–19.
• Hermann von Helmholtz, for example, built a machine using tuning forks and resonance chambers to produce the vowel sounds, described in Helmholtz, On the Sensations of Tone as a Physiological Basis for the Theory of Music , trans. Alexander J. Ellis (New York: Dover, 1954), 399.
• Robert Willis, “On the Vowel Sounds, and on Reed Organ-Pipes.” Transactions of the Cambridge Philosophical Society 3 (1830): 231–68.
• Claude Bernard, Cahier de notes, 1850–1860 , ed. Mirko Dražen Grmek (Paris: Gallimard, 1965), 171. This was probably in response to the assertion of Bernard’s mentor, François Magendie, that “I see in the lung a bellows, in the trachea, a vent, in the glottis a reed . . . . We have for the eye an optical apparatus, for the voice a musical instrument, for the stomach a living retort.” François Magendie, Phénomènes physiques de la vie: Leçons professées au collège de France , 4 vols (Paris: J.-B. Baillière, 1842).
• See David Lindsay, “Talking Head”, in Invention and Technology (Summer 1997): 57–63; and Hankins and Silverman, Instruments and the Imagination , 214–16.
• Cf. Hankins and Silverman, Instruments and the Imagination , 216, where the authors identify a partial and passing return to “more humanoid apparatus” in the “last years of the nineteenth century”.

Public Domain Works

• Internet Archive
• Library of Congress French original, 1738
• Oregon Health and Science University Library
• Internet Archive French translation
• Project Gutenberg

Further Reading

A collection of essays examining efforts to simulate life in machinery, to synthesize life out of material parts, and to understand living beings by comparison with inanimate mechanisms.

An exploration into how the automata of early modern Europe can be seen as models for the new science of living things, tracing questions of science and agency through Descartes, Leibniz, Lamarck, and Darwin, among others.

The eighteenth century saw the creation of a number of remarkable mechanical androids that served as illustrations of the sentimental culture of a civil society rather than expressions of anxiety about the mechanisation of humans by industrial technology.

The Public Domain Review receives a small percentage commission from sales made via the links to Bookshop.org (10%) and Amazon (4.5%). Thanks for supporting the project! For more recommended books, see all our “ Further Reading ” books, and browse our dedicated Bookshop.org stores for US and UK readers.

Jessica Riskin is Frances and Charles Field Professor of History at Stanford University. Her teaching, research and writing focus on the history of modern science, ideas, culture and politics. She is the author most recently of The Restless Clock: A History of the Centuries-Long Argument Over What Makes Living Thing Tick and is currently writing a book about Jean-Baptiste Lamarck, the French naturalist who coined the term “biology” around 1800 and developed the first theory of evolution.

Excerpted and adapted from “The First Android”, a chapter from The Restless Clock by Jessica Riskin. © 2016 by Jessica Riskin. Reprinted with permission of The University of Chicago Press. All rights reserved.

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Why Words Matter in International Law

Western coverage of the Israeli-Hamas conflict and Hamas’ propaganda distorts the meaning of words.

Words matter. George Eliot may have commented that “correct English is the slang of prigs.” But there is a reason—good reason—that we employ certain words and not others, and a reason that we demand accuracy from our students, our lawyers, and our thinkers. Lazy use of big words adds to smug self-righteousness and it is not helpful when talking about serious ideas.

Unlike so many armchair diplomats, I do not have an easy solution—or any solution, really—to the Israel-Palestine conundrum. I don’t know enough, nor do I have the hubris to pontificate on a two-state solution, the legality versus expediency of occupation of territories after the 1967 war, or the prudence of the Oslo Accords.

But it is clear that sloppy language is being used for emotional and political purposes. War is messy and ugly. Israel and the IDF are being very clear about taking the language and obligations of international law seriously; Hamas is hiding behind language to distract from its violations of international law. Alas, many in the West are duped by this language and engaging in the same kind of sloppiness.

The West and UN

In the months since the Hamas terrorist attacks of October 7, 2023, four words have been thrown about with casual imprecision: militant, refugee, apartheid, and genocide.

The BBC infamously kept referring to Hamas as a “militant” group after the October terrorist attacks. A veteran BBC correspondent justified this, explaining that “calling someone a terrorist means you’re taking sides”—well, yes, an honest man can take sides against those who intentionally murder civilians and engage in mass sexual violence before taking hostages. Had Hamas limited its October 7 assault to military bases, it would not have been engaged in an act of terrorism. If the Israeli army starts taking hostages, raping women, girls, and men in Gaza, or killing “as many people as possible” for political purposes, it will be a terrorist organization. Deliberate targeting of civilians for political purposes is terrorism. Militants attack soldiers and organize protests; they don’t engage in genital mutilation and mass murder. In a milquetoast turn, the BBC now valiantly has replaced “militant” by referring to “[groups] proscribed as a terror organisation by the UK Government and others.” 

The United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) shows an odd disconnect. It defines Palestinian refugees as “persons whose normal place of residence was Palestine during the period 1 June 1946 to 15 May 1948, and who lost both home and means of livelihood as a result of the 1948 conflict.” It also claims there are currently 6 million Palestinian refugees. But the conflict took place almost 80 years ago. Every other refugee crisis of World War II has been resolved. The Palestinian refugee crisis is the only one to linger—primarily because UNRWA, as a rent-seeking organization, along with Israel’s autocratic neighbors, has an interest in perpetuating it. The plight of those living and born into “refugee” camps is awful. But these people are no longer refugees, and the problem could have been solved long ago. As an organization that has an interest in perpetuating, rather than solving, the situation, the UN is an obstacle to a long-term solution. It is a handmaiden to permanent resentment and second-class citizenship.

Israel is frequently accused of maintaining an “apartheid” state, comparable to South Africa’s sophisticated system of racial segregation in the twentieth century. In that ugly system, each individual was carefully categorized by race, and the races were kept apart. But in Israel, one-fifth of the population is Arab and enjoys the same political and civil rights as Jews (consider the status of Jews in Arab states). About 8 percent of the Knesset comprises Arab legislators (again, consider Arab legislatures). All of this makes Arabs living in Israel’s so-called “apartheid” system the freest Arabs in the Middle East and North Africa. Of the approximately 475 million Arabs in the region, only about two million have full civil and political rights—and all of them are Israeli citizens. Israel is the only country in the region where an ordinary Arab citizen can be elected, let alone vote in a free election.

At the end of 2023, South Africa brought a case against Israel to the International Court of Justice, claiming that the Israeli operation to destroy Hamas and free the October 7 hostages was an act of “genocide.” South Africa based its case on allegedly “indiscriminate” mass killings by Israel. The 1948 Convention on the Prevention and Punishment of the Crime of Genocide states that genocide amounts to killings “committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such.” The Nazis were rightly accused of Jewish genocide, but rightly not accused of genocide of Russian civilians as they invaded Russia. Regardless of the merits of the atom bomb, the US was rightly not accused of genocide; civilian deaths notwithstanding, the goal was capitulation, not the destruction of the Japanese people. If Israel were indeed interested in genocide, it would not hamstring its military operation against Hamas through compliance with international law. Civilian deaths are a tragedy—and inevitable in war. But Israel’s actions do not exhibit the intention to destroy the Palestinian people. By contrast, Hamas can rightly be described as genocidal, in its stated goal of killing Jews (and not just Israelis).

Let’s stop throwing around empty words that obscure the truth and seek to justify barbarity.

The Letter and Spirit of International Law

Israel generally, along with the IDF specifically, finds itself in a difficult position.

On the one hand, it faces the military exigency of eliminating the existential threat represented by Hamas—one which included a whopping 24 combat battalions (or 30,000 fighters) at the onset of IDF operations (by comparison, this is the equivalent of two US army divisions).

On the other hand, Israel, as a liberal democracy, is taking great pains to ensure that it complies with international law in the conduct of its military operations. In legal terms, this means the IDF is carefully following the three guidelines of international law when it comes to civilian targets:  necessity , distinction , and proportionality (as laid out in Protocol I, Chapter II to the Geneva Conventions of 1929, as amended in 1949).

Necessity, under the international law of armed conflict , requires that “every injury done to the enemy, even though permitted by the rules, [be] excusable only so far as it is absolutely necessary; everything beyond that is criminal.” The principle of distinction calls for strict differentiation between military and civilian targets; however (as in the case of collateral damage or intentional use of human shields), “this does not mean that civilians cannot be legally harmed or killed under the law, only that civilians and civilian property should not be the object or the purpose of the attack.” Finally, the principle of proportionality dictates that “when considering a target the damage to civilians and their property cannot be excessive in relation to the military advantage gained. Proportionality is not a requirement if the target is purely military.”

In practical terms, this has meant a number of restrictions for the IDF. The IDF will strike only targets with legitimate military objectives. It issues warnings to civilians (by leaflet or telephone), and uses “roof knocking” (warning shots of dud missiles to clear out civilians before legitimate military targets are destroyed). The IDF’s international law department must authorize targets. In a 2005 ruling, the Israeli Supreme Court ruled that:

The harm to innocent civilians caused by collateral damage during combat operations must be proportional. … Civilians might be harmed due to their presence inside of a military target, such as civilians working in an army base; civilians might be harmed when they live or work in, or pass by, military targets; at times, due to a mistake, civilians are harmed even if they are far from military targets; at times civilians are forced to serve as “human shields” from attack upon a military target, and they are harmed as a result. In all those situations, and in other similar ones, the rule is that the harm to the innocent civilians must fulfil, inter alia , the requirements of the principle of proportionality.

The proportionality test determines that an attack upon innocent civilians is not permitted if the collateral damage caused to them is not proportionate to the military advantage (in protecting combatants and civilians). In other words, an attack is proportionate if the benefit stemming from the attainment of the proper military objective is proportionate to the damage caused to innocent civilians harmed by it.

Even though the IDF has strict guidelines for mission compliance with international law, mistakes and willful disregard happen. The IDF investigates those, and punishes transgressors .

The Abuse of Language

By contrast, there is no Hamas International Law Department. The October 7 attacks were an exercise in thorough planning and logistical efficiency—one that included deliberate targeting and mutilation of civilians, as well as hostage-taking. Since the start of the IDF operation, Hamas has intentionally used human shields, and callously used civilian casualties to grind down international support for Israel. Hamas is exhibiting willful disregard for international norms.

Hamas has been hiding behind language. After the horrors of October 7, it has been using human shields to inflate deaths (which are further inflated by the Hamas-controlled Ministry of Health). These inflated deaths, which propagandists and ill-informed critics of Israel are sloppily painting as “genocide,” are part of Hamas’s cynical campaign to erode Western support for Israel’s response to terrorism. Alas, many in the Western press and on US campuses are falling for sloppy but emotionally satisfying language.

The plight of Palestinian civilians is terrible. My heart aches for Palestinians and Israelis alike.

But no state can tolerate—on its border—a terrorist organization that seeks that state’s annihilation. Israel faces the terrible existential necessity of defeating Hamas. With the help of the world, Gazans will have to find a longer-term solution, of peaceful coexistence with Israel, as a people freed from the oppressive yoke of a terrorist organization, and relieved of the Israeli blockade (which that terrorist organization’s infernal aims make horribly necessary).

In the meantime, let’s stop throwing around empty words that obscure the truth and seek to justify barbarity.

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Decoding the Significance of the Zimmerman Note in World War i

This essay about the Zimmerman Note in World War I explores its significance as a pivotal document that accelerated the United States’ entry into the war. It discusses how the note, intercepted and revealed by British intelligence, ignited public outrage and galvanized American support for intervention. Beyond its diplomatic implications, the essay delves into the Zimmerman Note’s role in shaping the perception of modern warfare and the emergence of intelligence espionage. It concludes by emphasizing the enduring impact of the note as a cautionary tale, highlighting the power of communication in shaping historical events and geopolitical dynamics.

How it works

In the annals of history, certain documents emerge as turning points, shaping the course of events and altering the destiny of nations. Among these, the Zimmerman Note stands as a pivotal artifact, casting a shadow of intrigue over the landscape of World War I. Penned by German Foreign Minister Arthur Zimmermann in 1917, this cryptic missive bore profound implications, ultimately accelerating the United States’ entry into the war and reshaping the geopolitical landscape of the era.

At its core, the Zimmerman Note was a clandestine communication, a coded telegram dispatched from Berlin to the German ambassador in Mexico.

Its contents proposed a sinister alliance, suggesting that should the United States enter the war against Germany, Mexico should join forces with the Central Powers. In return, Germany pledged generous financial support and assistance in reclaiming lost territories, including Texas, New Mexico, and Arizona.

The repercussions of the Zimmerman Note reverberated far beyond the confines of diplomatic circles. Its interception and subsequent disclosure by British intelligence agents served as a catalyst, igniting a firestorm of outrage and indignation across the United States. Overnight, public sentiment swelled with patriotic fervor, galvanizing support for American intervention in the war. President Woodrow Wilson, faced with mounting pressure and propelled by a sense of moral duty, seized upon this revelation to rally the nation behind the cause of liberty and democracy.

The Zimmerman Note’s impact transcended mere diplomatic intrigue, signaling a paradigm shift in the dynamics of global conflict. By laying bare Germany’s audacious scheme to incite aggression on American soil, it shattered any illusions of neutrality and exposed the harsh realities of modern warfare. In the court of public opinion, it served as damning evidence of Germany’s duplicitous intentions, eroding sympathy for the Central Powers and bolstering Allied resolve.

Moreover, the Zimmerman Note heralded a new era of intelligence warfare, where information became a potent weapon in the arsenal of nations. Its interception underscored the pivotal role of espionage and code-breaking in shaping the outcome of conflicts, setting the stage for the clandestine operations and covert surveillance that would characterize the tumultuous decades to come.

In hindsight, the Zimmerman Note stands as a cautionary tale, a stark reminder of the enduring power of words to shape history’s narrative. In its cryptic prose lay the seeds of upheaval, triggering a chain reaction of events that would reverberate across continents and generations. As we reflect on its legacy, we are reminded of the delicate balance of power and the profound consequences of diplomatic intrigue in an ever-evolving world.

In conclusion, the Zimmerman Note occupies a singular place in the annals of history, symbolizing the intersection of diplomacy, espionage, and the human quest for power. Its decipherment and disclosure marked a watershed moment in World War I, hastening America’s entry into the conflict and reshaping the course of global affairs. Beyond its immediate impact, it serves as a potent reminder of the enduring significance of communication and the pivotal role of information in shaping the destiny of nations.

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Why I quit Goldman Sachs

I became a VP in six years. Then the 'boys only' culture drove me out.

Goldman Sachs has a problem.

Only 29% of the 2022 partner class was women — just slightly more than the previous two classes — and a flood of women leaders have recently taken their talents elsewhere . Dina Powell McCormick, head of sovereign business and sustainability efforts, left last year. Beth Hammack, a longtime partner, exited after she was passed over for the CFO role. Stephanie Cohen , once a likely CEO successor, left in March after 25 years. The Wall Street Journal recently reported that two-thirds of female partners had left or lost the title since 2018. The same was true for only 50% of male partners.

Two years ago, I joined the ranks of the women leaving Goldman. My career propelled me from an intern to a vice president in just six years, but it wasn't a walk in the park. I didn't feel like my innately feminine, sensitive self could cut it at Goldman, so I stashed her aside and stepped into an alternate persona. Under my desk, I would keep a pair of black pumps that I called my "Hollywood heels." When I put them on every morning, I channeled a thick-skinned character who thrived in a man's world.

It worked, but it was draining. Eventually, I decided I'd had enough; I left to write novels and build my own coaching and consulting business. It's been liberating to work in my authentic style, and it's made me realize how much of myself I was keeping small while at Goldman.

The lack of female leadership in the financial industry is nothing new, but many companies have been making strides. Citi has a female CEO and surpassed its 2022 goal to increase the number of women in leadership positions. Morgan Stanley has steadily increased its share of women in senior management. And two women are likely candidates to succeed JPMorgan Chase CEO Jamie Dimon. But at Goldman, the problem has only gotten worse.

In 2023, Goldman paid $215 million to settle a lawsuit filed in 2010 that alleged it had discriminated against thousands of female employees. Earlier this year, CEO David Solomon told the Journal: "Advancing women into our most senior ranks is an area where we have not accomplished our goals." But as I watch senior women continue their exodus from Goldman, I'm not sure the company actually wants to change.

Bringing women in the door isn't Goldman's problem — in its most recent hiring report, 50% of its entry-level analysts were women. The problem is that it can't keep women, especially those in leadership roles, around.

In my first role, I was the only woman on a team of 20 investors. Without role models to reflect different ways to be a leader, I felt like I had to mimic the masculine way to succeed. I wore a pantsuit and muted my personality; I played golf, talked football, and cried in the bathroom stall so I wouldn't be seen shedding tears at my desk. My out-of-the-box ideas were discouraged. I was told to stick to the Excel templates and precisely formatted PowerPoint decks, and to stop using exclamation points in my emails. My schedule was whatever the male leadership pushed: 7 a.m. to 10 p.m. during the week and long hours most weekends.

Many financial firms have a rigid culture, but Goldman's takes it to the next level — and women tend to bear the brunt.

When I took my first week of vacation after being at Goldman for over a year, my manager lectured me for not replying to emails or updating financial models during my personal time off. I told him that I had been hiking off the grid with my mom and hadn't had much cell service. "Next time, choose a vacation spot with better reception," he told me. Jaw clenched, I agreed.

Many financial firms have a rigid culture, but Goldman's takes it to the next level — and women tend to bear the brunt. Take the firm's strict return-to-office policy as an example. While many companies have modernized to embrace hybrid and remote work , Goldman has not. This disproportionately hurts women, as research has found women are more likely to thrive and stay at companies longer when they have hybrid and flexible working environments. In a 2023 survey by International Workplace Group, 72% of women polled said they would look for a new job if their company took away their option for hybrid work. And a recent McKinsey survey found that two of the top priorities for the women in the poll when picking a job were the ability to work remotely and control when they work.

Rather than changing its "be in the office every day and grind it out" culture to better suit women, Goldman puts the onus on us to change ourselves to fit the model.

Jacki Zehner, a former Goldman partner turned CEO of the women's networking platform ShePlace, recently wrote about the company on LinkedIn. The biggest reason women leave, she said, is "not feeling valued."

This resonated with me. Feeling — and being — undervalued means women miss out on promotions. McKinsey calls this the "broken rung": For every 100 men promoted from an entry level role to manager in 2023, only 87 women were promoted, according to their survey of 27,000 workers in the US and Canada. This disparity out of the gate creates a leadership-pipeline problem down the road.

While leadership styles vary from person to person, research suggests that women and men tend to lead differently. In her book, "When Women Lead," the CNBC reporter Julia Boorstin says women are more likely to lead with empathy, vulnerability, gratitude, communal leadership, and a greater sense of purpose. Boorstin's reporting found that women were more likely than men to invest in mentorship and have more diverse teams. The differences translate to financial results: In a recent study, McKinsey found that companies with at least 30% female leaders tended to outperform financially.

Goldman says it understands the importance of female leadership. "When women lead, everything changes," its corporate site says. The company offers a women's network, encourages male allyship, and talks a big game about diversity. But Goldman leadership seems to want the benefits of gender diversity without the hard work of supporting diverse leadership styles. For all the talk, I never noticed it trickle down to how it actually felt to work there. My female coworkers and I talked about it frequently — Goldman was squandering our talents by making us conform to the small box of how finance was supposed to be done. It felt like they were glad to have recruited such bright, multidimensional women but had no interest in empowering our gifts.

When we contemplated what it would take to rise into the senior ranks, we knew we would be compromising too much.

As I moved up at Goldman, I tried to incorporate more of my true self at work, whether that meant letting out my bubbly laugh or writing a "Goldman Sachs joy newsletter" to boost morale. Many colleagues appreciated my style, especially when I worked for a year in the London office. But in New York, I met resistance. When colleagues found my poetry on Instagram, they made negative comments to me about how emotional the poems were. When I brought in cookies for my team, I was told I should have been building financial models instead of baking.

These are small examples, but that's where bias often lives — in the million little ways women are told to tweak themselves to be more like men. The implication is that our way is lesser. I became a VP at 28, but I was burned out — not from the work itself but from the parts of me I had to dim along the way. The internal balancing act pushed me out.

Nearly two dozen of my women friends at the VP and managing-director levels have also left Goldman to join companies — or start companies — where they have more freedom, whether that means hybrid work, greater autonomy, or the ability to be promoted based on the quality of their work, rather than who they knew.

Goldman was a great place for us to start our careers, but when we contemplated what it would take to rise into the senior ranks, we knew we would be compromising too much.

From what I've seen, the C-suite men who reinforce Goldman's culture generally have good intentions. They assume that because their way worked for them, everyone else should follow suit. But when a woman doesn't fit the typical pattern or mold for CEO or partner, she's passed over.

As more women leave Goldman, the business itself suffers. Data shows that companies in the top 10% financially have more women in leadership positions. These companies excel because their women leaders act differently. Sometimes they see things that others miss. Just look at the 2008 financial crash .

If Goldman can manage to grow its ranks of women leaders, more women will follow. Deloitte found that for each woman added to a financial firm's C-suite, there's a positive, quantifiable impact on the number of senior women in levels just below the C-suite. We all need role models to show us what's possible. Women like Asahi Pompey and Yassaman Salas, Goldman partners whose commitment to being themselves radiates like a superpower, and Rebecca Anderton-Davies , a managing director who also shines as an author and yogi, show me there's hope.

Since I left two years ago, Goldman has been good to me. They bought copies of my book and hosted me to speak with interns. But when one intern asked how I "brought my full self to work" — one of Goldman's favorite slogans — I sidestepped the question. The truth was, I didn't bring my full self. Most of the time, I kept my feminine side tucked away, and I was rewarded for it.

Since leaving, I've been able to let my full self shine. I delivered a TEDx talk comparing Wall Street dealmaking to modern dating — something I would not have had the autonomy to do if I were still at Goldman. And rather than matching my schedule to Goldman's rigid model, I'm able to honor the natural ebbs and flows of my productivity. My feminine side is no longer a liability; it's an asset. I lead creativity and breathwork workshops, write women-centered novels, and mentor clients to help them build their dream careers.

I'm grateful to Goldman for launching my career, but it has a lot of room for improvement. And until it turns things around, don't be surprised when talented women keep walking out. We know there are other places we can go.

Lindsay MacMillan is an author, speaker, and coach.

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By Richard Conniff

Mr. Conniff is the author of “ Ending Epidemics: A History of Escape From Contagion .”

The fight to eradicate polio has been long and difficult. It’s been nearly 50 years since vaccines eliminated the disease in the United States. But polio continues to this day disabling or killing children in some harder to reach parts of the world. The good news is that we are now on the cusp of eradicating this terrible disease everywhere and forever.

The Global Polio Eradication Initiative is a consortium of major players in the fight — the Gates Foundation, Rotary International, the World Health Organization, the Centers for Disease Control and Prevention and Gavi, the Vaccine Alliance. The group has the ambitious aim to end transmission of the virus that causes the disease, wild poliovirus, by the end of the year in Afghanistan and Pakistan, the two countries where it is still actively infecting humans. If the initiative succeeds, it will be the culmination of a campaign that has reduced the incidence of paralytic wild poliovirus from an estimated 350,000 cases in 1988 to just 12 known cases last year.

It will also be a result of what may seem like a counterintuitive strategy: Knowledge about the disease flows not just from medical experts in great research centers to people in developing nations, but the other way as well, with workers on the front lines providing crucial information to stop the disease in their own areas and beyond. The lesson here: The medical tools needed to detect and contain any disease work best in the hands of the people most directly affected by it. Having used this strategy to stop polio, people in developing nations are already looking to apply those same tools against other diseases, both familiar and emerging.

Along the remote, mountainous Afghanistan-Pakistan border, the people on the front lines of the polio eradication effort are mostly women, and mostly members of the communities they serve. Each team is responsible for up to 75 houses, going door to door (or sometimes mosque to mosque), providing a dose of oral polio vaccine to every child in every five-day campaign. Because the communities are poor, and because families can lose patience with repeated visits focused only on polio, the workers also bring nutritional supplements, health information and other resources. Their job is to build trust in villages where people are prone to distrust, and to keep parents engaged in the fight. (In 2011, the fake vaccination campaign reportedly staged by the Central Intelligence Agency in its hunt for Osama bin Laden served only to deepen that distrust.)

The intensity of the national programs — with about 400,000 workers in Pakistan and 86,000 in Afghanistan — has recently reduced 12 genetic clusters of the wild poliovirus in the region to just two, and one of the two hasn’t been seen since November. “From a medical perspective, the virus is gasping in these last corridors,” says Dr. Ananda Bandyopadhyay of the Gates Foundation.

The virus could, of course, spread outside these regions, as it did in 2022, when international air travel carried polio to a handful of other countries, including the United States. But frontline workers in Pakistan and Afghanistan serve as a network for tracking its possible escape routes, as families move back and forth across the border.

Sheeba Afghani, a communication specialist for UNICEF’s polio program, said that when local health workers make a home visit, for instance, and find a family member absent, they ask questions, such as: “If the child is not at home, where are they? Are they out of the district? If out of the district, is it in the same city or another city?” These are questions outsiders could never ask. If the family member has crossed the border, the information gets relayed to polio workers at the reported destination, to locate newcomers in their own 75-house networks.

New tools also help track the virus as it moves in these areas. When India was struggling to eliminate polio in 2010, it had fewer than 10 sites routinely monitoring for the virus in sewage and surface water, said Dr. Hamid Jafari, the World Health Organization’s director of polio eradication in the Eastern Mediterranean region. Back then, to spot an outbreak, health officials had to wait for children to turn up with paralysis. Now, Pakistan has monitoring sites in 84 districts.

Over nine months last year, that monitoring alerted the city of Peshawar to 30 separate introductions of the virus. But the Peshawar district’s 4.7 million people did not suffer a single case of polio, said Dr. Jafari. Knowing where to look for the virus and maintaining a high level of vaccination among permanent residents kept them safe.

A big part of this success is due to the use of the Sabin oral vaccine rather than the Salk injectable vaccine. The oral vaccine, containing a weakened live virus, is easier to deliver and has the critical advantage of inducing immunity not just in recipients’ bloodstream, as the Salk vaccine does, but also in their intestines. That means it stops transmission of the virus in the unsanitary conditions that are common in affected areas (and universal in children). Instead, the live vaccine itself spreads and protects children who might otherwise go unvaccinated.

According to the Global Polio Eradication Initiative, the Sabin vaccine has protected more than three billion children in the past 10 years. But using it involves a trade off: In places with very low levels of polio immunity the vaccine-derived virus can evolve as it spreads, and in rare instances it can revert to a paralytic form. Over the five years through 2023, about 3,600 people, mostly unvaccinated children, have suffered vaccine-derived poliovirus. But the number of cases has already begun to decline thanks to a novel version of the oral vaccine, genetically modified to sharply reduce the risk of reverting.

In Pakistan and Afghanistan, the women on the front lines see the end of polio in sight. This fight has given them the opportunity to work outside the home, earn money and make a lifesaving difference to their villages. When the government of Pakistan recently surveyed them about their experience, one big question they asked was: What can we work on next?

Public health workers everywhere already have the answer. Give them the tools, and developing nations will apply the lessons learned in this fight against infectious diseases like tuberculosis, malaria, measles, typhoid fever and others yet unknown. The end result will be a world that’s safer for all of us.

Richard Conniff is the author of “ Ending Epidemics: A History of Escape From Contagion .”

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