vocabulary words for the essay

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• 40 Useful Words and Phrases for Top-Notch Essays

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

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

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

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

General explaining

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

1. In order to

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

2. In other words

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

3. To put it another way

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

4. That is to say

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

5. To that end

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

Adding additional information to support a point

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

6. Moreover

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

7. Furthermore

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

8. What’s more

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

9. Likewise

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

10. Similarly

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

11. Another key thing to remember

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

12. As well as

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

13. Not only… but also

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

14. Coupled with

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

15. Firstly, secondly, thirdly…

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

16. Not to mention/to say nothing of

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

Words and phrases for demonstrating contrast

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

17. However

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

18. On the other hand

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

19. Having said that

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

20. By contrast/in comparison

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

21. Then again

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

22. That said

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

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

Adding a proviso or acknowledging reservations

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

24. Despite this

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

25. With this in mind

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

26. Provided that

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

27. In view of/in light of

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

28. Nonetheless

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

29. Nevertheless

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

30. Notwithstanding

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

Giving examples

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

31. For instance

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

32. To give an illustration

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

Signifying importance

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

33. Significantly

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

34. Notably

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

35. Importantly

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

Summarising

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

36. In conclusion

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

37. Above all

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

38. Persuasive

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

39. Compelling

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

40. All things considered

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

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

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

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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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60 Useful Words and Phrases for Outstanding Essay Writing

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!

Additional Information ( more examples)

+20 examples of important transition words, additional information.

There are many linking words which can lead us into additional information and while it is useful to vary your vocabulary beyond ‘ and ,’ these words are not mere replacements for ‘ and .’ They have nuanced differences, thus, by these particular meanings, we can offer a more delicate illustration of the relationships between our ideas.

• ‘Furthermore’ is used to add information that expands upon the previous point. It precedes information that expands upon that already given. It usually occurs at the beginning of an independent clause.
• ‘Moreover’ and ‘More so’ are both similar to ‘furthermore’ while giving special emphasis to the greater importance of the following clause.
• “Despite cutting back on other staff, her father gave her a position, furthermore , he gave her an enviable office while still not having a role for her.”
• Writers also sequence additional information. ‘Firstly,’ ‘secondly’ and ‘thirdly’ are obvious options used to achieve this, however, there are others. For example, we can look into the past with ‘previously,’ ‘until the present’ or ‘preceded by.’
• “Present growth in the company was *preceded by several quarters of stagnation”*
• ‘Meanwhile’ and ‘simultaneously’ talk about things which are happening at the same time as another, while ‘concurrently’ does this while emphasising that the two ideas have played out in conjunction with one another.
• Usually, ‘incidentally’ is used to add relevant information while downplaying its significance compared with that of other ideas.
• “The priority of the zoo had been to protect species’ from extinction. The panda breeding program was enjoying some rare success, while simultaneously , other programs to increase the numbers of endangered species were being trialled. Meanwhile , the zoo was being visited by an influx of tourists who were, incidentally , able to enjoy seeing the young animals.”
• ‘Subsequently’ and ‘afterward’ lead into information after the fact.

Compare and Contrast

When writers need to illustrate similarity they can employ words such as ‘in like manner,’ ‘comparatively,’ and ‘correspondingly.’ Whereas , when they wish to highlight difference they have phrases like ‘on the contrary,’ ‘however,’ ‘notwithstanding,’ ‘nevertheless’ and ‘on the other hand.’

Notwithstanding the vehement opposition to online education programs being made available to inmates, considerable improvements were made to the re-employment prospects of many offenders who benefited from the trial. On the contrary, prisoners who were not able to access education while incarcerated were found to be more likely to reoffend and return to prison.

Clarification

When it comes time to clarify an argument or point, some of the transitional phrases which are used are, ‘to reiterate,’ ‘specifically,’ or ‘inasmuch as.’

Consequence and Conclusion

When we have lead our reader through our flow of logic, there might be nothing more rewarding than driving our point home by showing consequence or concluding our arguments. There are a lot of strong phrases such as ‘accordingly,’ ‘hence,’ ‘thus’ and ‘thereupon’ which can do this.

I hope you will feel encouraged, by this article, to continue to further your understanding of how transitional words can work to guide your reader through your flow of logic. When used well, they add power and order to your argument and can add to the result you see from your work.

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Your chance of acceptance, your chancing factors, extracurriculars, what are the best words to use in a college essay.

Hi! I'm working on my college essays and I want to make them stand out. What are some powerful and unique words that I can use to improve my writing and grab the attention of admissions officers? Thanks in advance!

Hi there! While it's important to have strong vocabulary in your college essays, it's even more crucial to focus on effectively conveying your ideas and experiences. Rather than relying on a list of "powerful and unique words," here are some strategies to help your writing stand out:

1. Be authentic: Use language that is natural to you, and avoid trying to impress readers with fancy words you wouldn't typically use. Admissions officers want to get to know you and your voice, so let your genuine personality shine through.

2. Use concrete, specific examples: Instead of using generic or cliché phrases, provide specific examples to illustrate your points. For example, instead of saying "I learned valuable lessons from my volunteer work," describe a particular interaction or experience and the impact it had on you.

3. Vary sentence structure: To keep your essay engaging and maintain reader interest, use a mix of long and short sentences, as well as varying sentence structures (such as using dependent and independent clauses).

4. Concision: Make sure every word serves a purpose. While some longer, more descriptive words might enhance your essay, extraneous words can detract from your message. Aim to keep your writing concise, focusing on the most important points.

5. Show, don't tell: Rather than just stating your qualities or accomplishments, use descriptive language and concrete examples to demonstrate these qualities in action.

6. Use active voice: Whenever possible, opt for active voice over passive voice, as it creates more engaging and assertive sentences. For instance, instead of "The ball was thrown by me," write "I threw the ball."

While enhancing your vocabulary can benefit your writing, keep in mind that a powerful college essay comes from the content and storytelling rather than just the words themselves. Focus on developing your ideas and providing specific examples to create an engaging essay that effectively showcases your unique story. Good luck with your essays!

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The 50 Best Vocab Words for the ACT Essay

When taking the ACT essay section, students have 45 minutes to write a well-reasoned argumentative essay about a given prompt. The new ACT Essay prompts tend to be about “debate” topics — two sides of an issue are presented, with no obviously “right” side. Oftentimes, these subjects carry implications for broader issues such as freedom or morality. Test-takers are expected to convey some stance on the issue and support their argument with relevant facts and analysis.

In addition to some of the more obvious categories, like grammar and structure, students’ essays are also evaluated on their mastery of the English language. One way to demonstrate such mastery is through the correct usage of advanced vocabulary words. Below are 50 above-average vocabulary words sorted by the contexts in which they could most easily be worked into an ACT essay.

(Key: N = Noun, V= Verb, Adj. = Adjective)

Context 1: Factual Support For ACT Essay

These words can easily be used when stating facts and describing examples to support one’s argument. On ACT essays, common examples are trends or patterns of human behavior, current or past events, and large-scale laws or regulations.

1. Antecedent – a precursor, or preceding event for something – N

2. Bastion – an institution/place/person that strongly maintains particular principles, attitudes, or activities – N

3. Bellwether – something that indicates a trend – N

4. Burgeon – to begin to grow or increase rapidly – V

5. Catalyst – an agent that provokes or triggers change – N

6. Defunct – no longer in existence or functioning – Adj.

7. Entrenched – characterized by something that is firmly established and difficult to change – Adj.

8. Foster – to encourage the development of something – V

9. Galvanize – to shock or excite someone into taking action – V

10. Impetus – something that makes a process or activity happen or happen faster – N

11. Inadvertent – accidental or unintentional – Adj.

12. Incessant – never ending; continuing without pause – Adj.

13. Inflame – to provoke or intensify strong feelings in someone – V

14. Instill – to gradually but firmly establish an idea or attitude into a person’s mind – V

15. Lucrative – having a large reward, monetary or otherwise – Adj.

16. Myriad – countless or extremely large in number – Adj.

17. Precipitate – to cause something to happen suddenly or unexpectedly – V

18. Proponent – a person who advocates for something – N

19. Resurgence – an increase or revival after a period of limited activity – N

20. Revitalize – to give something new life and vitality – V

21. Ubiquitous – characterized by being everywhere; widespread – Adj.

22. Watershed – an event or period that marks a turning point – N

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Context 2: Analysis

These words can often be used when describing common patterns between examples or casting some form of opinion or judgement.

23. Anomaly  – deviation from the norm – N

24. Automaton – a mindless follower; someone who acts in a mechanical fashion – N

25. Belie – to fail to give a true impression of something – V

26. Cupidity – excessive greed – Adj.

27. Debacle – a powerful failure; a fiasco – N

28. Demagogue – a political leader or person who looks for support by appealing to prejudices instead of using rational arguments – N

29. Deter – to discourage someone from doing something by making them doubt or fear the consequences – V

30. Discredit – to harm the reputation or respect for someone – V

31. Draconian – characterized by strict laws, rules and punishments – Adj.

32. Duplicitous – deliberately deceitful in speech/behavior – Adj.

33. Egregious – conspicuously bad; extremely evil; monstrous and outrageous – Adj.

34. Exacerbate – to make a situation worse – V

35. Ignominious – deserving or causing public disgrace or shame – Adj.

36. Insidious – proceeding in a subtle way but with harmful effects – Adj.

37. Myopic – short-sighted; not considering the long run – Adj.

38. Pernicious – dangerous and harmful – Adj.

39. Renegade – a person who betrays an organization, country, or set of principles – N

40. Stigmatize – to describe or regard as worthy of disgrace or disapproval – V

41. Superfluous – unnecessary – Adj.

42. Venal – corrupt; susceptible to bribery – Adj.

43. Virulent – extremely severe or harmful in its effects – Adj.

44. Zealot – a person who is fanatical and uncompromising in pursuit of their religious, political, or other ideals – N

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C ontext 3: Thesis and Argument

These words are appropriate for taking a stance on controversial topics, placing greater weight on one or the other end of the spectrum, usually touching on abstract concepts, and/or related to human nature or societal issues.

45. Autonomy – independence or self governance; the right to make decisions for oneself – N

46. Conundrum – a difficult problem with no easy solution – N

47. Dichotomy – a division or contrast between two things that are presented as opposites or entirely different – N

48. Disparity – a great difference between things – N

49. Divisive – causing disagreement or hostility between people – Adj.

50. Egalitarian – favoring social equality and equal rights – Adj.

Although it’s true that vocabulary is one of the lesser criteria by which students’ ACT essays are graded, the small boost it may give to a student’s score could be the difference between a good score and a great score. For those who are already confident in their ability to create and support a well-reasoned argument but still want to go the extra mile, having a few general-purpose, impressive-sounding vocabulary words up one’s sleeve is a great way to tack on even more points.

How Does Your ACT Score Impact Your College Chances?

Selective colleges use a metric called the Academic Index (AI) to represent the strength of applicants’ grades and test scores. If your AI is too low, a school may not even review the rest of your application. 

We’ve made it easy to understand the impact of your ACT score by creating a free Admissions Chances Calculator . This calculator will let you know how your score stacks up against other applicants’, and give you tips on improving the rest of your profile, including grades and extracurriculars.

You can also search for schools based on preferences like location, major, cost, and more. Give it a try to get a jumpstart on your college strategy. 

To learn more about the ACT test, check out these CollegeVine posts:

What Is a Good ACT Score?

When Should I Take the SAT or ACT?

13 Tips for ACT Test Day

Which Section of the SAT and ACT Is Most Important?

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Our chancing engine factors in extracurricular activities, demographic, and other holistic details.

Our chancing engine factors in extracurricular activities, demographic, and other holistic details. We’ll let you know what your chances are at your dream schools — and how to improve your chances!

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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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• Vocabulary for Discussing Student Writing

The following “Elements of the Academic Essay” provide a possible vocabulary for commenting on student writing. Instructors in the Harvard College Writing Program tend to use some version of this vocabulary when talking about and commenting on student writing, so it’s likely that your students will be familiar with some of the terms and concepts below. Using these terms consistently when you comment on student writing will help your students see patterns in their own writing that might otherwise remain elusive to them. 

What the essay is about:

1. Thesis: your main insight or idea about a text or topic, and the main proposition that your essay demonstrates. It should be true but arguable; be limited enough in scope to be argued with available evidence; and get to the heart of the text or topic being analyzed (not be peripheral). It should be stated early and it should govern the whole essay. 

  Why it matters:

2. Question, Problem, or What’s at Stake: the context or situation that you establish for your argument at the start of your essay, making clear why someone might want to read an essay on this topic or need to hear your particular thesis argued (why your thesis isn't just obvious to all, why other theses might be less persuasive). In the introduction, it’s the moment where you establish “what’s at stake” in the essay, setting up a genuine problem, question, difficulty, over-simplification, misapprehension, dilemma, or violated expectation that an intelligent reader would really have.  

What the thesis is based on:

3. Evidence: the data — facts, examples, or details — that you refer to, quote, or summarize to support your thesis. There needs to be enough evidence to be persuasive; the right kind of evidence to support the thesis; a thorough consideration of evidence (with no obvious pieces of evidence overlooked); and sufficiently concrete evidence for the reader to trust. 

What you do with the evidence:

4. Analysis: the work of interpretation, of saying what the evidence means. Analysis is what you do with data when you go beyond observing or summarizing it: taking it apart, grappling with its details, drawing out the significance or implication not apparent to a superficial view. Analysis is what makes the writer feel present, as a thinking individual, in the essay. 

Evidence and analysis add up to. . .

5. Argument: the series of ideas that the essay lays out which, taken together, support the essay’s thesis. A successful argument will do more than reiterate the thesis, but rather make clear how each idea develops from the one before it (see “Structure,” #7 below). The argument should show you not only analyzing the evidence, but also reflecting on the ideas in other important ways: defining your terms (see #8 below) or assumptions; considering counter-argument — possible alternative arguments, or objections or problems, that a skeptical or resistant reader might raise; offering a qualification or limitation to the case you’ve made; incorporating any complications that arise, a way in which the case isn’t quite so simple as you’ve made it seem; drawing out an implication , often in the conclusion.

Where the evidence comes from:

6. Sources: texts (or persons), referred to, summarized, or quoted, that help a writer demonstrate the truth of his or her argument. In some arguments, there will be one central primary source. In others, sources can offer (a) factual information or data, (b) opinions or interpretation on your topic, (c) comparable versions of the things you are discussing, or (d) applicable general concepts.

How to organize the argument:

7. Structure: the sequence of an argument’s main sections or sub-topics, and the turning points between them. The sections should follow a logical order which is apparent to the reader. But it should also be a progressive order — they should have a direction of development or complication, not be simply a list of examples or series of restatements of the thesis ("Macbeth is ambitious: he's ambitious here; and he's ambitious here; and he's ambitious here, too; thus, Macbeth is ambitious"). In some arguments, especially longer ones, structure may be briefly announced or hinted at after the thesis, in a road-map or plan sentence.  

The argument is articulated in part through:

8. Key terms: the recurring terms or basic oppositions that an argument rests upon. An essay's key terms should be clear in their meaning and appear throughout; they should be appropriate for the subject (not unfair or too simple — a false or constraining opposition); and they should not be clichés or abstractions (e.g., "the evils of society"). These terms can imply certain assumptions — unstated beliefs about life, history, literature, reasoning, etc. The assumptions should bear logical inspection, and if arguable they should be explicitly acknowledged. 

You keep the reader clear along the way through:

9. Transitions and signposts: words that tie together the parts of an argument, by indicating how a new section, paragraph, or sentence follows from the one immediately previous (transitional words and phrases); and by offering “signposts” that recollect an earlier idea or section or the thesis itself, referring back to it either by explicit statement or by echoing earlier key words or resonant phrases. 

10. Orienting: brief bits of information, explanation, and summary that orient readers who aren’t expert in the subject, enabling them to follow the argument, such as: necessary introductory information about the text, author, or event; a brief summary of a text or passage about to be analyzed; pieces of information given along the way about passages, people, or events mentioned. 

Addressing your readers involves:

11. Stance: the implied relationship of you, the writer, to your readers and subject. Stance is defined by such features as style and tone (e.g., familiar or formal); the presence or absence of specialized language and knowledge; the amount of time spent orienting a general, non-expert reader; the use of scholarly conventions of format and style. Your stance should be established within the first few paragraphs of your essay, and should stay consistent.

12. Style: choices made at the word and sentence level that determine how an idea is stated. Besides adhering to the grammatical conventions of standard English, an essay's style needs to be clear and readable (not confusing, verbose, cryptic, etc.), expressive of the writer's intelligence and energetic interest in the subject (not bureaucratic or clichéd), and appropriate for its subject and audience. 

And last (or first):

13. Title: should both interest and inform, by giving the subject and focus of the essay as well as by helping readers see why this essay might be interesting to read.  

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115 Advanced English Words (Advanced Vocabulary List)

Below, you’ll find a list of 115 advanced words in English. I included examples so you can see the words in action.

Learning vocabulary is my hobby. It’s amazing how many meanings the word has, where it comes from, and what it represents in a cultural context . The more words you know, the more things and experiences you can name, which helps a lot if you want to become a writer.

“I have hated words and I have loved them, and I hope I have made them right.”― Markus Zusak

115 Advanced Words in English

I suggest you read them out loud and try to create your examples – this will dramatically increase retention and chances that you’ll use the word in conversation.

1. Construe (verb)

a) interpret (a word or action) in a particular way.

Example: From her arguments, I construe she wants to turn the world into a place of chaos.

2. Peruse (verb)

a) read (something), typically thoroughly or carefully. b) examine carefully or at length.

Example: He carefully perused the dusty bookshelves of the forgotten library.

3. Condone (verb)

a) accept (behavior that is considered morally wrong or offensive). b) approve or sanction (something), especially with reluctance.

Example: For the last time, she condoned their egregious mistake.

4. Latent (adjective)

(of a quality or state) existing but not yet developed or manifest; hidden or concealed.

Example: There was a latent threat in his words.

5. Acrimonious (adjective)

(typically of speech or discussion) angry and bitter.

Example: She rejected his offer with an acrimonious sneer.

6. Indubitable (adjective)

impossible to doubt; unquestionable.

Example: His version of the account was indubitable.

7. Propitious (adjective)

giving or indicating a good chance of success; favorable.

Example: He received a propitious message.

8. Tremulous (adjective)

a) shaking or quivering slightly b) timid; nervous.

Example: She was tremulous with fear.

9. Masquerade (noun/verb)

a) noun – a false show or pretense. b) verb – pretend to be someone one is not.

Example: The whole grand reception was a masquerade.

10. Salient (adjective)

most noticeable or important.

Example: The nose was the most salient feature of his face .

11. Embroil (verb)

involve (someone) deeply in an argument, conflict, or difficult situation.

Example: She was embroiled in the scheme and there was no way out.

12. Languish (verb)

(of a person, animal, or plant) lose or lack vitality; grow weak.

Example: They just languished there in the sun.

13. Aspersion (noun)

an attack on the reputation or integrity of someone or something.

Example: They hurled aspersions as she came along.

14. Sedulous (adjective)

(of a person or action) showing dedication and diligence.

Example: He was the most sedulous worker we ever had.

15. Pertinacious (adjective)

holding firmly to an opinion or a course of action.

Example: This guy is so pertinacious. He’ll never let it go.

16. Encumber (verb)

restrict or impede (someone or something) in such a way that free action or movement is difficult.

Example: The thought of homework encumbered her mind for the rest of the day.

17. Effusion (noun)

a) an instance of giving off something such as a liquid or gas. b) an act of talking or writing in an unrestrained or heartfelt way.

Example: There was an effusion of boisterous laughter as she cracked a joke.

18. Waffle (verb)

speak or write at length vaguely or trivially.

Example: Stop waffling about it or I’ll pull your tongue out!

19. Intrepid (adjective)

fearless; adventurous (often used for rhetorical or humorous effect).

Example: He was the most intrepid warrior in the kingdom.

20. Mores (noun)

the essential or characteristic customs and conventions of a society or community.

Example: By not observing the mores, she put herself in trouble.

21. Disheveled (adjective)

untidy, disarranged

Example: The disheveled room had dirty socks and empty beer bottles on the floor.

22. Sumptuous (adjective)

splendid and expensive-looking

Example: They were regaled with sumptuous gifts and splendid food.

23. Reciprocate (verb)

respond to (a gesture or action) by making a corresponding one.

Example: The Moroccan trader gave him some tea, so he felt he had to reciprocate by buying something.

24. Infallible (adjective)

incapable of making mistakes or being wrong.

Example: When it comes to matters of money, he’s infallible.

25. Dissident (noun/adjective)

a) a person who opposes the official policy, especially that of an authoritarian state. b) in opposition to official policy.

Example: The government forces clashed with dissidents on Friday.

26. Dispatch (verb/noun)

a) send off to a destination or for a purpose. b) the sending of someone or something to a destination or for a purpose.

Example: Troops were dispatched to quash the riot.

27. Intransigence (noun)

refusal to change one’s views or to agree about something.

Example: Her character was that of endless intransigence and pigheadedness.

28. Pastoral (adjective/noun)

a) (of land) used for the keeping or grazing of sheep or cattle. b) a work of literature portraying an idealized version of country life.

Example: The light pastoral depicted children strolling through meadows among the cattle.

29. Concede (verb)

a) admit or agree that something is true after first denying or resisting it. b) surrender or yield (a possession, right, or privilege).

Example: After repeated requests from the bureaucrats, he finally conceded.

30. Manifold (adjective)

many and various

Example: There are manifold forms of life in the universe.

31. Punitive (adjective)

inflicting or intended as punishment.

Example: Punitive actions were taken against the delinquents.

32. Nonplus (noun/verb)

a) surprise and confuse (someone) so much that they are unsure how to react. b) a state of being very surprised and confused.

Example: They were nonplused by the stupidity of his remark.

33. Salacious (adjective)

a) having or conveying an undue or indecent interest in sexual matters.

Example: The salacious dog had to be restrained.

34. Behoove (verb)

a) it is a duty or responsibility for someone to do something. b) it is appropriate or suitable; it befits.

Example: It behooves us to act like decent people in this situation.

35. Vulpine (adjective)

a) relating to a fox or foxes. b) crafty; cunning.

Example: Her vulpine ways made him confused and thirsty for answers.

36. Premise (noun)

a) a previous statement or proposition from which another is inferred or follows as a conclusion.

Example: I will allow selling the property on the premise that you’ll pay the agreed price in cash.

37. Demise (noun)

a) a person’s death.

Example: The sudden fall led to his demise.

38. Megalomania (noun)

a) obsession with the exercise of power. b) delusion about one’s power or importance (typically as a symptom of manic or paranoid disorder).

Example: Megalomania was the worst, among his many negative qualities.

39. Asinine (adjective)

Example: Bringing a knife to a gunfight? You’re asinine.

40. Surfeit (noun/verb)

a) an excessive amount of something. b) cause (someone) to desire no more of something as a result of having consumed or done it to excess.

Example: They were surfeited with the chocolate pancakes.

41. Reputable (adjective)

having a good reputation.

Example: I’ll give you a recommendation for a reputable psychologist.

42. Oblique (adjective)

a) neither parallel nor at right angles to a specified or implied line; slanting. b) not expressed or done directly.

Example: His oblique explanations didn’t bring any light to the matter.

43. Jeopardize (verb)

put (someone or something) into a situation in which there is a danger of loss, harm, or failure.

Example: By divulging secret information, he jeopardized the whole operation.

44. Impudence (noun)

the quality of being impudent; impertinence.

Example: Her impudence was the main reason she wasn’t promoted.

45. Desolate (adjective/verb)

a) (of a place) uninhabited and giving an impression of bleak emptiness. b) make (a place) appear bleakly empty.

Example: Two weary cloaked travelers passed through this gloomy and desolate land.

46. Ballast (noun/verb)

a) heavy material, such as gravel, sand, or iron, placed in the bilge of a ship to ensure its stability. b) give stability to (a ship) by putting a heavy substance in its bilge.

Example: Drop the ballast or we’re going under!

47. Disperse (verb/adjective)

a) distribute or spread over a wide area. b) denoting a phase dispersed in another phase, as in a colloid.

Example: They dispersed the bug-killer over the field.

48. Faze (verb)

disturb or disconcert (someone).

Example: He wasn’t fazed by their threats.

49. Compunction (noun)

a feeling of guilt or moral scruple that prevents or follows the doing of something bad.

Example: She showed no compunction for the grisly crime she committed.

50. Complacency (noun)

a feeling of smug or uncritical satisfaction with oneself or one’s achievements.

Example: Dwelling in complacency is how you lose the endgame.

51. Caliber (noun)

a) the quality of someone’s character or the level of their ability. b) the internal diameter or bore of a gun barrel.

Example: They needed a person of high caliber to complete this assignment.

52. Entreat (verb)

ask someone earnestly or anxiously to do something.

Example: She wouldn’t listen to entreating children surrounding her.

53. Dissection (noun)

a) the action of dissecting a body or plant to study its internal parts. b) a very detailed analysis of a text or idea.

Example: He dissected the paragraph with such precision that even the distinguished professors were amazed.

54. Antiquated (adjective)

old-fashioned or outdated.

Example: Stop using antiquated phrases.

55. Anguish (noun/verb)

a) severe mental or physical pain or suffering. b) be extremely distressed about something.

Example: To his anguish, she said they would never meet again.

56. Effeminate (adjective)

(of a man) having characteristics regarded as typical of a woman; unmanly.

Example: His effeminate nature was unattractive to most women.

57. Enmity (noun)

a state or feeling of active opposition or hostility.

Example: After the unfortunate event, a bitter feeling of enmity emerged between the two camps.

58. Epoch (noun)

a) a particular period in history or a person’s life. b) the beginning of a period in the history of someone or something.

Example: It was in the epoch of Socrates and Plato that ideas of the afterlife first took hold over the European psyche.

59. Intrinsic (adjective)

belonging naturally; essential.

Example: His talent for public speaking was an intrinsic part of his personality.

60. Quotidian (adjective)

of or occurring every day; daily.

Example: After struggling with the quotidian tasks, she was finally able to go to sleep.

61. Hazardous (adjective)

risky; dangerous.

Example: They started on their hazardous mission to Mars.

62. Peregrination (noun)

a journey, especially a long or meandering one.

Example: After many peregrinations, she finally settled in Jordan.

63. Attenuate (verb)

a) reduce the force, effect, or value of. b) reduce in thickness; make thin.

Example: Medical cannabis attenuated the pain of the cancer patient.

64. Unravel (verb)

untangle something.

Example: He was able to unravel the intricacies of the ancient language.

65. Behemoth (noun)

a) a huge or monstrous creature b) something enormous, especially a large and powerful organization.

Example: This tank was a behemoth, crushing everything in its way.

66. Impeccable (adjective)

by the highest standards; faultless.

Example: His reputation was impeccable among his peers.

67. Jaded (adjective)

a) bored or lacking enthusiasm, typically after having had too much of something. b) physically tired; exhausted.

Example: The privileged kids were jaded with another birthday party.

68. Figurative (adjective)

departing from a literal use of words; metaphorical.

Example: He was a master of pithy, figurative expressions.

69. Relic (noun)

a) an object surviving from an earlier time, especially one of historical interest. b) a part of a deceased holy person’s body or belongings kept as an object of reverence.

Example: Holy Grail is one of the most famous relics of all time.

70. Wreak (verb)

a) cause (a large amount of damage or harm). b) inflict (vengeance).

Example: They wreaked vengeance on those who crossed them.

71. Utopia (noun)

an imagined place or state of things in which everything is perfect.

Example: A harmonious republic was a utopia – impossible to conceive in the current political situation.

72. Vegetate (verb)

live or spend a period in a dull, inactive, unchallenging way.

Example: They vegetated in the neighborhood for years before they finally moved out.

73. Infringe (verb)

a) actively break the terms of (a law, agreement, etc.). b) act to limit or undermine (something); encroach on.

Example: He infringed on their agreement by opting out just after twenty days into the contract.

74. Subtlety (noun)

a) the quality or state of being subtle. b) a subtle distinction, feature, or argument.

Example: His paintings contained many subtleties and eclectic elements.

75. Epitaph (noun)

a phrase or form of words written in memory of a person who has died, especially as an inscription on a tombstone.

Example: “Always in our hearts,” said his tombstone.

76. Grisly (adjective)

causing horror or disgust.

Example: This grisly murder was depicted in graphic detail by the newspaper.

77. Libido (noun)

a) sexual desire. b) the energy of the sexual drive as a component of the life instinct.

Example: Even the sleeping pills were not able to restrain her libido. She was a true nymphomaniac!

78. Epitome (noun)

a) a person or thing that is a perfect example of a particular quality or type. b) a summary of a written work; an abstract

Example: The president was an epitome of imbecility.

79. Topple (verb)

a) overbalance or cause to overbalance and fall. b) remove (a government or person in authority) from power; overthrow.

Example: After drinking ten shots in a row, he tried to dance, but quickly toppled on the dance floor.

80. Morose (adjective)

a) sullen and ill-tempered.

Example: His morose mood was a turn-off for everyone he met.

81. Impalpable (adjective)

a) unable to be felt by touch. b) not easily comprehended.

Example: There was an impalpable sense of dread hanging in the air. Then they heard something behind the wall.

82. Gratuitous (adjective)

a) done without good reason; uncalled for. b) given or done free of charge.

Example: His gratuitous remark met with scorn from his companions.

83. Opaque (adjective)

not able to be seen through; not transparent.

Example: He couldn’t see anything through the opaque glass of the jail cell.

84. Postmortem (noun)

an examination of a dead body to determine the cause of death.

Example: The postmortem proved the hunch of the inspector to be true: the victim was strangled.

85. Eclectic (adjective/noun)

a) deriving ideas, styles, or tastes from a broad and diverse range of sources. b) a person who derives ideas, style, or taste from a broad and diverse range of sources.

Example: His eclectic interests made him a peerless raconteur.

86. Delve (verb)

reach inside a receptacle and search for something.

Example: She delved deeply into the details of the business deal.

87. Studious (adjective)

a) spending a lot of time studying or reading. b) done deliberately or with a purpose in mind.

Example: His studious ejaculations obscured their view of reality.

88. Impel (verb)

a) drive, force, or urge (someone) to do something. b) drive forward; propel.

Example: He impelled the soldiers to face the enemy.

89. Mannered (adjective)

a) behaving in a specified way. b) (of behavior, art, or a literary style) marked by idiosyncratic or exaggerated mannerisms; artificial.

Example: She answered in a mannered, slightly cocky way.

90. Peevish (adjective)

having or showing an irritable disposition.

Example: Don’t be so peevish! I just said: “You’re an asshole”.

91. Stickler (noun)

a person who insists on a certain quality or type of behavior

Example: She’s such a stickler for keeping the floor free of dirty socks.

92. Adulterate (verb)

render (something) poorer in quality by adding another substance.

Example: The adulterated vodka gave them a huge hangover.

93. Deplete (verb)

a) use up the supply or resources of. b) diminish in number or quantity.

Example: All our resources are being depleted.

94. Nadir (noun)

the lowest or most unsuccessful point in a situation.

Example: Even the best of us reach a nadir at some point in our lives.

95. Prelude (noun)

a) an action or event serving as an introduction to something more important. b) an introductory piece of music , most commonly an orchestral opening to an act of an opera, the first movement of a suite, or a piece preceding a fugue.

Example: Bathing in coconut milk was just a prelude to a long and complicated cosmetic procedure.

96. Curtail (verb)

reduce in extent or quantity; restrict on.

Example: He curtailed his late trips into the night.

97. Tacit (adjective)

understood or implied without being stated.

Example: Her nod was a sign of a tacit agreement.

98. Abstruse (adjective)

difficult to understand; obscure.

Example: His philosophy was abstruse.

99. Placate (verb)

make (someone) less angry or hostile.

Example: She placated the poor bastard by buying him another drink.

100. Fathomless (adjective)

unable to be measured or understood; extremely deep.

Example: The fathomless expanding cosmos.

101. Iconoclastic (adjective)

criticizing or attacking cherished beliefs or institutions.

Example: He said that Mother Theresa was evil. He likes this iconoclastic approach.

102. Antithesis (noun)

a person or thing that is the direct opposite of someone or something else.

Example: She’s an antithesis of a good musician.

103. Magniloquent (adjective)

using high-flown or bombastic language.

Example: His magniloquent speech didn’t impress anyone.

104. Deference (noun)

polite submission and respect. Example: He conceded with the request out of deference to the old man.

105. Unwitting (adjective)

a) (of a person) not aware of the full facts. b) not done on purpose; unintentional.

Example: His unwitting involvement in the crime ultimately put him in jail.

106. Mutinous (adjective)

a) (of a soldier or sailor) refusing to obey the orders of a person in authority. b) willful or disobedient.

Example: The mutinous sailors threw the captain over the board.

107. Craven (adjective/noun)

a) contemptibly lacking in courage; cowardly. b) a cowardly person.

Example: The craven fool wouldn’t get out of hiding to save his wife.

108. Luminary (noun)

a person who inspires or influences others, especially one prominent in a particular sphere.

Example: The luminaries slowly stepped on stage to converse about celestial bodies.

109. Homage (noun)

special honor or respect that is shown publicly.

Example: She played an exquisite song in homage to her master.

110. Cupidity (noun)

greed for money or possessions. Example: Cupidity left him with a lot of money, but no friends.

111. Syllogism (noun)

an instance of a form of reasoning in which a conclusion is drawn from two given or assumed propositions (premises)

Example: He amazed the audience and other debaters by employing brilliant syllogisms.

112. Facetious (adjective)

treating serious issues with deliberately inappropriate humor; flippant.

Example: Don’t be facetious! It’s a serious matter!

113. Martinet (noun)

a person who demands complete obedience; a strict disciplinarian.

Example: In the army, we soldiered under a hell of a martinet.

114. Irksome (adjective)

irritating; annoying. Example: His continuous questions were irksome.

115. Defalcate (verb)

embezzle (funds with which one has been entrusted).

Example: The embezzled the Jones family for one million dollars.

This is a part of the language and vocabulary series, which includes:

• 12 Ways to Expand Your Vocabulary
• 40 Best Essays of All Time (With Links)
• 50 Sophisticated Words in English (With Examples From Movies)
• 80 Most Beautiful Words in The World (Defined)
• 100 English Words With Deep Meanings

Parting words

In wrapping up, diving into the depths of the English language reveals a treasure trove of advanced words, each a testament to its rich tapestry and evolution. Embracing these linguistic gems not only elevates our expression but also deepens our appreciation for the language’s intricate beauty. Expand your vocabulary , and you unlock new realms of communication and understanding.

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Rafal Reyzer

Hey there, welcome to my blog! I'm a full-time entrepreneur building two companies, a digital marketer, and a content creator with 10+ years of experience. I started RafalReyzer.com to provide you with great tools and strategies you can use to become a proficient digital marketer and achieve freedom through online creativity. My site is a one-stop shop for digital marketers, and content enthusiasts who want to be independent, earn more money, and create beautiful things. Explore my journey here , and don't miss out on my AI Marketing Mastery online course.

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200+ Vocabulary Words to Know for the Digital SAT 

Table of Contents

Mastering the digital SAT Reading and Writing section requires strong vocabulary skills, but enhancing your lexicon can feel like a daunting task. Because it’s hard to know where to even begin, you may be tempted to overlook this aspect of test prep entirely. 

But think about how frustrating it can be when encountering a challenging text (a certainty when taking the digital SAT): it can feel like playing a game of Mad Libs, with each unfamiliar word seeming no different than a blank that you must fill. And with every blank, you drift farther and farther away from basic comprehension of the text—how can you possibly analyze a text if you don’t even understand it? Therefore, the best course of action is to make a pointed effort to develop your vocabulary, one word at a time. 

Why Studying Vocabulary is Important for the Digital SAT

Words in context questions.

Vocabulary is specifically tested within Words in Context questions on the digital SAT. This is the first type of question you’ll see when you start the Reading and Writing module. There are two types of Words in Context questions. The first type has a blank within a passage and requires you to select the best word to complete the sentence. The second type underlines a specific word in the passage and requires you to select a suitable replacement. The challenge of Words in Context questions is twofold: you not only need to identify the word that best fits the text, but you must also know what the words mean in the first place. Thus, by having a solid foundation of vocabulary words, you will have a much easier time answering these kinds of questions (the inverse is true as well— not knowing what an answer choice means automatically puts you at a disadvantage). 

To illustrate the point, let’s take a look at the following example from one of Test Innovators’ practice exercises: 

Without looking at the answer choices, you can probably determine that you need a word that means “confirm” or “support.” H owever, if you aren’t familiar with even two of the answer choices, it doesn’t matter that you can logically fill in the blank with your own word—you still need to know what the supplied answer choices mean.

Transitions Questions

Transitions are another question type for which studying vocabulary is directly beneficial. For these questions, you’re asked to fill in the blank with the choice that “completes the text with the most logical transition.” Unlike Words in Context questions, Transition questions tend to draw from a finite pool of conjunctive adverbs and phrases, so once you understand how they function, your task of selecting the best transition for a text should become a lot easier. 

  To learn more about how to tackle this question type, check out our guide to digital SAT Transitions questions .

Other Questions on the Reading and Writing Section

While the other question types don’t explicitly test vocabulary, challenging words can show up in passages and answer choices. The stronger your vocabulary, the easier it will be to tackle all the Reading and Writing questions.

The following question is a Text Structure and Purpose question you might see on the digital SAT: 

There are many words within this passage that may give you pause: “ebullition,” “effervesced,” “Arcadian,” “copiously,” and so on. It would be very difficult to parse the text to identify how the underlined sentence relates to the whole if you do not know what these words mean. 

Although it’s important to read the entire text, let’s focus specifically on the sentence before the underlined part: it’s essentially saying that Donatello prefers to stay silent as he rarely feels the need to use his words to express himself. We can then move on to the underlined portion to see that it further elaborates on this idea—Donatello usually relies on nonverbal communication such as gesturing, body language, and facial expressions, which can express more than his words alone. After translating this, it should be clear that the best answer is Choice B because the underlined portion of the text is clarifying the previous claim about Donatello’s communication habits. 

Granted, Nathaniel Hawthorne was a verbose fellow who was notorious for his complicated and colorful vocabulary. But authors like Hawthorne are quite likely to be featured in the reading passages, as excerpts from “the greats” offer rich material for analysis through a literary lens.   

How to Study Vocabulary for the Digital SAT

Quizlet: flashcards but better.

So, in preparation for questions that rely on advanced vocabulary, what can you do? 

Start studying, of course! Flashcards are a tried-and-true method for building vocabulary.

Test Innovators has free digital flashcard sets on Quizlet for anyone to use, with lists specifically curated to reflect the words that have been used on the digital SAT practice tests. The Quizlet sets are periodically updated as we learn more about the digital SAT, so it’s a good idea to regularly visit Test Innovators’ Quizlet page for updates (the especially wise student will bookmark this page on their browser as well)! Test Innovators has flashcard sets that go beyond basic vocabulary too, from transition words to grammar terms and even math concepts.  

For the general vocabulary set, each study term will include its corresponding part of speech abbreviation (“n.” for noun, “adj.” for adjective, and so on). Do not ignore this part! The part of speech tells you exactly how to use a given word. For example, if you see that “immaculate” is an adjective, you know that you would use it to modify a noun/pronoun—it’s not, for instance, a verb, so you can’t “immaculate” a floor, but you can mop (verb) a floor to make it immaculate (adjective). 

In a perfect world, we could provide you with a definitive list of all the tricky words that will appear on the digital SAT. But, of course, we have no way of knowing for sure what will emerge from the murky depths of the vocab pool, so our best bet is to examine the words that have been featured on the Bluebook practice tests. According to feedback we’ve received from students who have taken the official test and based on what we’ve seen historically, the vocabulary words are likely to be recycled (at least to some extent), so it’s reasonable to expect that you may see these words when it’s your turn to take the test.  

Quizlet is a convenient tool for on-the-go practice, since you can download the app right to your phone and practice your flashcards in short bursts of time. Whether you’re waiting for your ride, twiddling your thumbs on the bus, or perhaps loafing on the couch until dinner’s ready, a few minutes of idle time is a great opportunity to pull up Quizlet and bolster your vocabulary. See if you can integrate your newly-acquired vocabulary into your everyday conversations! 

 200+ Words to Know for the Digital SAT

Digital SAT Vocabulary: Words In Context

Expression of Ideas: Transitions

Grammar Terms

Other Ways to Build Your Vocabulary

Ultimately, you’re going to need to take some initiative to truly master new vocabulary. Quizlet is a useful resource, but apart from memorizing definitions and respective parts of speech, you should look up example sentences to see how the word is used in practice. One way to go about this is to look up the word in an online dictionary like Merriam-Webster (which, by the way, was recently recognized as Associated Press Stylebook’s official dictionary of choice due to their frequent updates) and refer to the “Example Sentences” section for the entry. 

On a final note, if you feel that you need to improve your overall vocabulary, the solution is simple: read more! Explore a variety of different reading materials, from contemporary fiction to news articles to poetry. And when you come across an unknown word (which you inevitably will), look it up and consider adding it to your own personal Quizlet set. When creating your flashcards, you can even add in the sentence from the text that uses the unfamiliar word. Learning is an active process, so challenge yourself to go a step beyond mere memorization. 

While having a strong vocabulary is only half the battle when taking the digital SAT, it’s still a worthwhile investment to develop your vocabulary skills. Aside from increasing your chances of zipping through Words in Context questions without breaking a sweat, developing an advanced vocabulary will continue to benefit you long after you’ve taken the test.

Ready to put your new vocab skills to the test?

We have targeted practice exercise sets, as well as 10 full-length practice tests. Get started today with a free sample test.

Amanda Eakin

Amanda is a member of the content team at Test Innovators and specializes in creating reading and writing content for our practice tests. She holds a Bachelor of Science degree in Education, Integrated Language Arts (grades 7-12), and Creative Writing. Before joining Test Innovators, Amanda was an English teacher for several years before transitioning to a learning and development role at a Fortune 500 company. She has come full circle by returning to the education world and is thrilled to help Test Innovators produce high-quality educational content.

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Listen & Learn: Loanwords in English

Pre-listening vocabulary

• trade: the exchange of items and money between countries
• colonization: a process where one country takes control over another country’s land and people
• conquer: to colonize an area through violent force
• refined: elegant; sophisticated ; associated with wealth and status
• connotation: an idea communicated by a word that is different from its literal definition
• acquire: to get something
• phonetically: according to the way a word sounds

Listening activity

Podcast: Play in new window | Download (Duration: 1:40 — 2.3MB)

Subscribe: Apple Podcasts | More

Gapfill exercise

Comprehension questions.

See answers below

• In 1066, England was conquered by the Duke of a. Normandy b. Norfolk c. Norway
• Historically, French loanwords that entered the English vocabulary were considered a. vulgar b. common c. refined
• “Le shopping” is an example of a. a loanword that English acquired when the British Empire colonized North America b. a loanword that English borrowed from French c. a loanword that French borrowed from English

Discussion/essay questions

• A few English loanwords are ballet (from French), algebra (from Arabic), and tsunami (from Japanese). Can you think of any others? Does English have any loanwords from your first language?
• What are some loanwords in your first language? Do any of them come from English?

A loanword is any word that one language borrows from another language. This often happens when different cultures interact through trade or colonization. The English language, for example, contains many loanwords from French. This is because England was conquered in 1066 by William, the Duke of Normandy. As a result, many French loanwords entered the English vocabulary . Because the ruling class was mostly French, the French loanwords often had more “refined” connotations than Old English terms. During the years of the British Empire , the English language acquired more loanwords from cultures in North America, Africa, India, and Australia. English is the most spoken language today, and it has passed on many of its own loanwords. French now contains terms like “le shopping”, and even Japanese borrows English words phonetically.

Answers to comprehension questions

Suggested links.

• French Phrases in English
• Latin Phrases in English

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Writer, punctuation and style

All artistic structures are said to possess three formative and aesthetic qualities: order, connection, and rhythm. Jonathan Swift, the author of Gulliver's Travels, once defined good style in writing as 'proper words in proper places'. One could well expand his definition a little and say that good writing involves 'proper words in proper places, and properly punctuated'.

The students of essay writing are too occupied with learning vocabulary and grammar to spare a thought to punctuation which, grammarians and literary greats argue, is the ineluctable part of grammar. Punctuation orchestrates the symphony based on the interplay between silence and sound.

The prime function of punctuation is to crystallise structural uncertainties in a text, and point out the nuances of semantic significance which might not be consummated at all, or would be at best challenging for the reader to figure out. Punctuation also invites readers to import to the process of interpretation the elements of their own wider behavioural experience.

The role of punctuation must never be confined merely to its mechanics. It is an art form per se. As a case study, the enigmatic ellipsis, a trio of dots that beckons the imagination to wander beyond the confines of the page. Waltzing across the white expanse in its ethereal dance, it narrates untold stories and unfinished thoughts, leaving a trail in its wake. The meek comma is a delicate pause in the fleet flow of words, allowing gasping thoughts to breathe and ideas to resonate.

Punctuation, however, is not restricted merely to subtlety and suggestion; it is also deployed to emphasise and assert where words stand incapacitated. For a swatch, the mighty exclamation mark commands attention and conveys passion with its resounding cry. Caution! It must be used only in informal text as there is no room for such a trumpet blast of emotions in formal composition.

Nevertheless, equal opposition of punctuation has been voiced by literary heavy weights. GB Shaw despised orthographic marks and branded apostrophes as 'uncouth bacilli'. The text of his play, Pygmalion, shows the frequent use of 'didnt', 'aint' and 'wont' but he did use he'll, and it's to avoid confusion with hell and its. Shaw abhorred dashes too: he called them 'the refuge of those who are too lazy to punctuate'. F Scott Fitzgerald says: 'An exclamation point is like laughing at your own joke.'

Jessica Bennet, writing in The New York Times, notes that today, 'it's as if our punctuation is on steroids ... tiny marks in the smallest of spaces that suddenly tell us more about the person on the other end than the words themselves ....'

Author Leah Peterson conjectures a psychological linkage between a writer's use of a punctuation mark and the spectrum of his mental activity. She asserts that every writer uses and abuses at least one punctuation mark, which proves self-revelatory for him.

Those who overuse the period are decisive and clear while those who relish the comma are peacemakers who like to get along. Those who are frank with the exclamation point are prone to be anxious, excitable and opinionated, while those with the question mark, indecisive and self-analysing, having low self-esteem.

Similarly, writer Alexandra Petri reads between the lines of those who are addicted to Oxford comma, the most controversial punctuation mark in English orthography: 'You are a person who insists on telling other people how good your grammar is and how much you care about it.'

The language expert Robert Allen explains through an analogy that punctuation is to writing what stitching is to clothing: just as stitches hold a garment together and help give it a shape, punctuation helps hold our words together and gives form to our writing.

Style is more than just structure. It 'takes its shape more from attitudes of mind than from principles of composition', and punctuation doesn't let any writer remain incognito. This is inevitable as well as enjoyable.