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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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• 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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100+ Useful Words and Phrases to Write a Great Essay

By: Author Sophia

Posted on Last updated: October 25, 2023

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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…

How to Write a Great Essay | Image 3

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Words To Use In Essays: Amplifying Your Academic Writing

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

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

Words To Use In Essays

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

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

Significantly

Furthermore

Nonetheless

Nevertheless

Consequently

Accordingly

Subsequently

In contrast

Alternatively

Implications

Substantially

Transition Words And Phrases

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

Here are some examples of common transition words and phrases:

Furthermore: Additionally; moreover.

However: Nevertheless; on the other hand.

In contrast: On the contrary; conversely.

Therefore: Consequently; as a result.

Similarly: Likewise; in the same way.

Moreover: Furthermore; besides.

In addition: Additionally; also.

Nonetheless: Nevertheless; regardless.

Nevertheless: However; even so.

On the other hand: Conversely; in contrast.

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

Strong Verbs For Academic Writing

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

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

Critique: Assess or evaluate the strengths and weaknesses.

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

Illuminate: Clarify or make something clearer.

Explicate: Explain in detail a thorough interpretation.

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

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

Refute: Disprove or argue against a claim or viewpoint.

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

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

Adjectives And Adverbs For Academic Essays

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

Comprehensive: Covering all aspects or elements; thorough.

Crucial: Extremely important or essential.

Prominent: Well-known or widely recognized; notable.

Substantial: Considerable in size, extent, or importance.

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

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

Significantly: To a considerable extent or degree; notably.

Consequently: As a result or effect of something.

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

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

Words To Use In The Essay Introduction

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

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

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

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

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

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

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

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

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

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

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

Words To Use In The Body Of The Essay

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

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

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

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

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

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

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

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

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

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

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

Words To Use In Essay Conclusion

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

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

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

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

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

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

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

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

How To Improve Essay Writing Vocabulary

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

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

How To Add Additional Information To Support A Point

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

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

Additionally: Indicates an additional supporting idea or evidence.

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

In addition: Signals the inclusion of another supporting detail.

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

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

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

Another key point: Introduces another important supporting idea.

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

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

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

Words And Phrases That Demonstrate Contrast

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

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

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

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

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

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

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

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

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

Words To Use For Giving Examples

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

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

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

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

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

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

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

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

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

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

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

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

Words To Signifying Importance

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

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

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

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

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

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

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

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

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

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

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Word Choice

What this handout is about.

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

Introduction

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

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

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

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

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

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

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

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

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

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

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

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

Try these yourself:

Writing for an academic audience

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

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

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

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

Selecting and using key terms

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

Repetition vs. redundancy

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

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

Building clear thesis statements

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

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

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

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

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

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

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

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

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

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

Strategies for successful word choice

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

Questions to ask yourself

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

Works consulted

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

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

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

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

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

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

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

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

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

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How to Write a Definition Essay

Last Updated: January 27, 2024 Fact Checked

This article was co-authored by Alexander Ruiz, M.Ed. . Alexander Ruiz is an Educational Consultant and the Educational Director of Link Educational Institute, a tutoring business based in Claremont, California that provides customizable educational plans, subject and test prep tutoring, and college application consulting. With over a decade and a half of experience in the education industry, Alexander coaches students to increase their self-awareness and emotional intelligence while achieving skills and the goal of achieving skills and higher education. He holds a BA in Psychology from Florida International University and an MA in Education from Georgia Southern University. There are 12 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 453,078 times.

A definition essay requires you to write your own definition of a word. The definition must be thorough and well supported by research and evidence. You may have to write a definition essay for a class or try it as a writing challenge to help improve your English skills. Start by selecting and defining the word. Then, create a draft that presents a detailed definition using references and sources. Polish the essay when you are done so it flows well and does not contain any grammatical errors.

Selecting the Word

• You can also pick a concept like “Success,” “Friendship,” or “Faith.”
• Concepts like “Pain,” “Loss,” or “Death” are also good options.

• You can try taking a concrete object and using a similar word to make it more open-ended. For example, the word “house” is concrete and obvious. But the word “home” is more open-ended and allows you to create your own definition of the word.

• For example, you may choose a word like “success” because you are familiar with the word and feel you may have a lot to say about what it means to be successful or to feel success in your life.

• For example, you may choose a word like “pain” because you feel there are a variety of meanings for the word based on who you talk to and how they experience “pain” in their lives.

Defining the Word

• For example, if you look up the word “justice” in the dictionary, you may get this definition: “noun, the quality of being just; righteousness, equitableness, or moral rightness.”
• You can then determine that “justice” is a noun and can be compared to other terms like “righteousness” and “moral rightness.”

• For example, you may look up the word “justice” in an online encyclopedia that focuses on philosophy or law. You may then find information on Western theories of justice and how it became an important concept in Western history and the legal system.

• Look on academic search engines like Google Scholar, JSTOR, and ProQuest for scholarly articles.
• You can also look for educational videos that have been made about the word on YouTube and other video websites.

• “What comes to mind when you think of the word?”
• “How do you feel about the word on a personal level?”
• “How do you interact or deal with the word?”
• “What does the word mean to you?”
• Take notes or record the interviews so you can use them as sources in your essay.

• For example, you may write: “Justice, a quality or trait where you act in a morally right way.” Or you may write: “Justice, a concept in the legal system where the fair or equitable thing is done, as in ‘justice has been served.’”
• It's important to have tact and tread carefully here. It's important to preface your own definition of the word, making it clear that's a personal opinion. Make sure not to create the misconception that your own definition is the accepted or official one.
• At the end of the day, your objective should be to write the actual definition, and not an opinion essay.

Creating an Essay Draft

• Your thesis statement should appear in the introduction and conclusion section of your essay.

• For example, you may write, “According to the Oxford Dictionary, justice is a noun, and it means: the quality of being just; righteousness, equitableness, or moral rightness.”

• For example, you may have a thesis statement like, “According to my research and my personal experiences, justice is a quality or trait where you act in a morally correct way.”

• For example, you may write, “Justice comes from the Latin jus , which means right or law. It is a commonly used concept in politics, in the legal system, and in philosophy.”

• For example, you may discuss how justice works as a noun or an idea in politics, the legal system, and in philosophy. You may also discuss what the “quality of being just” means in our society.

• For example, you may talk about how justice is similar and also not quite the same as words like “righteousness” and “equitableness.”
• You can also discuss words that mean the opposite of the term you are defining. For example, you may contrast the word “justice” with the word “injustice” or “inequality.”

• For example, you may write, “On a personal level, I view justice as an essential concept” or “Based on my own experiences, I think justice is blind and often does not serve those who need it the most.”
• You can also include personal experiences of the word based on interviews you conducted with others.

• Make sure you follow your instructor’s preferred citation style, such as MLA , APA , or Chicago Style .

• Look at the first sentence in each section of the paragraph to help you gather your main points.
• Include a last sentence that has a strong image or that describes a key phrase in your essay.

Polishing the Essay

• You should also check for any spelling, grammar, or punctuation errors in the essay.

• Be open to constructive criticism from others and take their feedback to heart. It will only make your essay better.

• If there is a word count or a page count for the definition essay, make sure you meet it.
• Include a reference page at the end of the essay and a cover page at the beginning of the essay, if required.

Expert Q&A

You Might Also Like

Expert Interview

Thanks for reading our article! If you'd like to learn more about writing essays, check out our in-depth interview with Alexander Ruiz, M.Ed. .

• ↑ https://owl.excelsior.edu/rhetorical-styles/definition-essay/
• ↑ https://open.lib.umn.edu/writingforsuccess/chapter/10-6-definition/
• ↑ https://quillbot.com/courses/introduction-to-college-level-academic-writing/chapter/how-to-write-a-definition-essay/
• ↑ https://examples.yourdictionary.com/definition-essay-examples-and-topic-ideas.html
• ↑ https://owlcation.com/humanities/How-to-Write-a-Definition-Essay-from-Multiple-Sources
• ↑ https://academichelp.net/academic-assignments/essay/write-definition-essay.html
• ↑ https://owl.purdue.edu/owl/general_writing/common_writing_assignments/definitions.html
• ↑ https://owl.excelsior.edu/rhetorical-styles/definition-essay/definition-essay-techniques/
• ↑ https://quillbot.com/courses/rhetorical-methods-based-essay-writing/chapter/how-to-write-a-definition-essay/
• ↑ https://wts.indiana.edu/writing-guides/using-evidence.html
• ↑ https://writingcenter.unc.edu/tips-and-tools/reading-aloud/
• ↑ https://owl.purdue.edu/owl/general_writing/the_writing_process/proofreading/steps_for_revising.html

About This Article

To write a definition essay, choose a word that describes a concept or idea. Look up the dictionary definition, the origin of the word, and any scholarly essays or articles that discuss the word in detail, then use this information to create your own definition. When you write your paper, introduce the term and the standard dictionary definition of the word, followed by a thesis stating your own definition. Use the body of the paper to include historical information and explain what the word means to you, then conclude by restating your thesis. For tips on picking your word, keep reading! Did this summary help you? Yes No

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Synonyms of essay

• as in article
• as in attempt
• as in to attempt
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Thesaurus Definition of essay

 (Entry 1 of 2)

Synonyms & Similar Words

• dissertation
• composition
• prolegomenon
• undertaking
• trial and error
• experimentation

Thesaurus Definition of essay  (Entry 2 of 2)

• have a go at
• try one's hand (at)

Antonyms & Near Antonyms

Synonym Chooser

How does the verb essay differ from other similar words?

Some common synonyms of essay are attempt , endeavor , strive , and try . While all these words mean "to make an effort to accomplish an end," essay implies difficulty but also suggests tentative trying or experimenting.

When might attempt be a better fit than essay ?

While the synonyms attempt and essay are close in meaning, attempt stresses the initiation or beginning of an effort.

Where would endeavor be a reasonable alternative to essay ?

Although the words endeavor and essay have much in common, endeavor heightens the implications of exertion and difficulty.

When is strive a more appropriate choice than essay ?

While in some cases nearly identical to essay , strive implies great exertion against great difficulty and specifically suggests persistent effort.

How do try and attempt relate to one another, in the sense of essay ?

Try is often close to attempt but may stress effort or experiment made in the hope of testing or proving something.

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“Essay.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/essay. Accessed 22 May. 2024.

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Meaning of essay in English

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• I want to finish off this essay before I go to bed .
• His essay was full of spelling errors .
• Have you given that essay in yet ?
• Have you handed in your history essay yet ?
• I'd like to discuss the first point in your essay.
• boilerplate
• composition
• dissertation
• essay question
• peer review
• go after someone
• go all out idiom
• go down swinging/fighting idiom
• go for it idiom
• go for someone
• shoot the works idiom
• smarten (someone/something) up
• smarten up your act idiom
• square the circle idiom
• step on the gas idiom

essay | Intermediate English

Examples of essay, collocations with essay.

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ride off into the sunset

to begin a new, happy life at the end of a story

Apples and oranges (Talking about differences, Part 2)

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[ noun es -ey es -ey , e- sey verb e- sey ]

• a short literary composition on a particular theme or subject, usually in prose and generally analytic, speculative, or interpretative.

a picture essay.

• an effort to perform or accomplish something; attempt.
• Philately. a design for a proposed stamp differing in any way from the design of the stamp as issued.
• Obsolete. a tentative effort; trial; assay.

verb (used with object)

• to try; attempt.
• to put to the test; make trial of.
• a short literary composition dealing with a subject analytically or speculatively
• an attempt or endeavour; effort
• a test or trial
• to attempt or endeavour; try
• to test or try out
• A short piece of writing on one subject, usually presenting the author's own views. Michel de Montaigne , Francis Bacon (see also Bacon ), and Ralph Waldo Emerson are celebrated for their essays.

Discover More

Other words from.

• es·sayer noun
• prees·say verb (used without object)
• unes·sayed adjective
• well-es·sayed adjective

Word History and Origins

Origin of essay 1

Example Sentences

As several of my colleagues commented, the result is good enough that it could pass for an essay written by a first-year undergraduate, and even get a pretty decent grade.

GPT-3 also raises concerns about the future of essay writing in the education system.

This little essay helps focus on self-knowledge in what you’re best at, and how you should prioritize your time.

As Steven Feldstein argues in the opening essay, technonationalism plays a part in the strengthening of other autocracies too.

He’s written a collection of essays on civil engineering life titled Bridginess, and to this day he and Lauren go on “bridge dates,” where they enjoy a meal and admire the view of a nearby span.

I think a certain kind of compelling essay has a piece of that.

The current attack on the Jews,” he wrote in a 1937 essay, “targets not just this people of 15 million but mankind as such.

The impulse to interpret seems to me what makes personal essay writing compelling.

To be honest, I think a lot of good essay writing comes out of that.

Someone recently sent me an old Joan Didion essay on self-respect that appeared in Vogue.

There is more of the uplifted forefinger and the reiterated point than I should have allowed myself in an essay.

Consequently he was able to turn in a clear essay upon the subject, which, upon examination, the king found to be free from error.

It is no part of the present essay to attempt to detail the particulars of a code of social legislation.

But angels and ministers of grace defend us from ministers of religion who essay art criticism!

It is fit that the imagination, which is free to go through all things, should essay such excursions.

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What does the noun essay mean?

There are 12 meanings listed in OED's entry for the noun essay , nine of which are labelled obsolete. See ‘Meaning & use’ for definitions, usage, and quotation evidence.

essay has developed meanings and uses in subjects including

Entry status

OED is undergoing a continuous programme of revision to modernize and improve definitions. This entry has not yet been fully revised.

How common is the noun essay ?

How is the noun essay pronounced, british english, u.s. english, where does the noun essay come from.

Earliest known use

The earliest known use of the noun essay is in the late 1500s.

OED's earliest evidence for essay is from 1597, in the writing of Francis Bacon, lord chancellor, politician, and philosopher.

It is also recorded as a verb from the Middle English period (1150—1500).

essay is a borrowing from French.

Etymons: French essai .

Nearby entries

• esrache, v. 1477
• esraj, n. 1921–
• ESRO, n. 1961–
• ess, n. 1540–
• -ess, suffix¹
• -ess, suffix²
• essamplerie, n. 1393
• essart, n. 1656–
• essart, v. 1675–
• essarting, n. a1821–
• essay, n. 1597–
• essay, v. 1483–
• essayal, n. 1837–
• essayer, n. 1611–
• essayette, n. 1877–
• essayfy, v. 1815–
• essay-hatch, n. 1721–
• essayical, adj. 1860–
• essaying, n. 1861–
• essaying, adj. 1641–
• essayish, adj. 1863–

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Meaning & use

Pronunciation, compounds & derived words, entry history for essay, n..

essay, n. was first published in 1891; not yet revised.

essay, n. was last modified in March 2024.

Revision of the OED is a long-term project. Entries in oed.com which have not been revised may include:

• corrections and revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
• new senses, phrases, and quotations which have been added in subsequent print and online updates.

Revisions and additions of this kind were last incorporated into essay, n. in March 2024.

Earlier versions of this entry were published in:

OED First Edition (1891)

• Find out more

OED Second Edition (1989)

• View essay, n. in OED Second Edition

Please submit your feedback for essay, n.

Please include your email address if you are happy to be contacted about your feedback. OUP will not use this email address for any other purpose.

Citation details

Factsheet for essay, n., browse entry.

Your Best College Essay

Maybe you love to write, or maybe you don’t. Either way, there’s a chance that the thought of writing your college essay is making you sweat. No need for nerves! We’re here to give you the important details on how to make the process as anxiety-free as possible.

What's the College Essay?

When we say “The College Essay” (capitalization for emphasis – say it out loud with the capitals and you’ll know what we mean) we’re talking about the 550-650 word essay required by most colleges and universities. Prompts for this essay can be found on the college’s website, the Common Application, or the Coalition Application. We’re not talking about the many smaller supplemental essays you might need to write in order to apply to college. Not all institutions require the essay, but most colleges and universities that are at least semi-selective do.

How do I get started?

Look for the prompts on whatever application you’re using to apply to schools (almost all of the time – with a few notable exceptions – this is the Common Application). If one of them calls out to you, awesome! You can jump right in and start to brainstorm. If none of them are giving you the right vibes, don’t worry. They’re so broad that almost anything you write can fit into one of the prompts after you’re done. Working backwards like this is totally fine and can be really useful!

What if I have writer's block?

You aren’t alone. Staring at a blank Google Doc and thinking about how this is the one chance to tell an admissions officer your story can make you freeze. Thinking about some of these questions might help you find the right topic:

• What is something about you that people have pointed out as distinctive?
• If you had to pick three words to describe yourself, what would they be? What are things you’ve done that demonstrate these qualities?
• What’s something about you that has changed over your years in high school? How or why did it change?
• What’s something you like most about yourself?
• What’s something you love so much that you lose track of the rest of the world while you do it?

If you’re still stuck on a topic, ask your family members, friends, or other trusted adults: what’s something they always think about when they think about you? What’s something they think you should be proud of? They might help you find something about yourself that you wouldn’t have surfaced on your own.  

How do I grab my reader's attention?

It’s no secret that admissions officers are reading dozens – and sometimes hundreds – of essays every day. That can feel like a lot of pressure to stand out. But if you try to write the most unique essay in the world, it might end up seeming forced if it’s not genuinely you. So, what’s there to do? Our advice: start your essay with a story. Tell the reader about something you’ve done, complete with sensory details, and maybe even dialogue. Then, in the second paragraph, back up and tell us why this story is important and what it tells them about you and the theme of the essay.

THE WORD LIMIT IS SO LIMITING. HOW DO I TELL A COLLEGE MY WHOLE LIFE STORY IN 650 WORDS?

Don’t! Don’t try to tell an admissions officer about everything you’ve loved and done since you were a child. Instead, pick one or two things about yourself that you’re hoping to get across and stick to those. They’ll see the rest on the activities section of your application.

I'M STUCK ON THE CONCLUSION. HELP?

If you can’t think of another way to end the essay, talk about how the qualities you’ve discussed in your essays have prepared you for college. Try to wrap up with a sentence that refers back to the story you told in your first paragraph, if you took that route.

SHOULD I PROOFREAD MY ESSAY?

YES, proofread the essay, and have a trusted adult proofread it as well. Know that any suggestions they give you are coming from a good place, but make sure they aren’t writing your essay for you or putting it into their own voice. Admissions officers want to hear the voice of you, the applicant. Before you submit your essay anywhere, our number one advice is to read it out loud to yourself. When you read out loud you’ll catch small errors you may not have noticed before, and hear sentences that aren’t quite right.

ANY OTHER ADVICE?

Be yourself. If you’re not a naturally serious person, don’t force formality. If you’re the comedian in your friend group, go ahead and be funny. But ultimately, write as your authentic (and grammatically correct) self and trust the process.

And remember, thousands of other students your age are faced with this same essay writing task, right now. You can do it!

Academic Essay Writing Made Simple: 4 types and tips

The pen is mightier than the sword, they say, and nowhere is this more evident than in academia. From the quick scribbles of eager students to the inquisitive thoughts of renowned scholars, academic essays depict the power of the written word. These well-crafted writings propel ideas forward and expand the existing boundaries of human intellect.

What is an Academic Essay

An academic essay is a nonfictional piece of writing that analyzes and evaluates an argument around a specific topic or research question. It serves as a medium to share the author’s views and is also used by institutions to assess the critical thinking, research skills, and writing abilities of a students and researchers.  

Importance of Academic Essays

4 main types of academic essays.

While academic essays may vary in length, style, and purpose, they generally fall into four main categories. Despite their differences, these essay types share a common goal: to convey information, insights, and perspectives effectively.

1. Expository Essay

2. Descriptive Essay

3. Narrative Essay

4. Argumentative Essay

Expository and persuasive essays mainly deal with facts to explain ideas clearly. Narrative and descriptive essays are informal and have a creative edge. Despite their differences, these essay types share a common goal ― to convey information, insights, and perspectives effectively.

Expository Essays: Illuminating ideas

An expository essay is a type of academic writing that explains, illustrates, or clarifies a particular subject or idea. Its primary purpose is to inform the reader by presenting a comprehensive and objective analysis of a topic.

By breaking down complex topics into digestible pieces and providing relevant examples and explanations, expository essays allow writers to share their knowledge.

What are the Key Features of an Expository Essay

Provides factual information without bias

Presents multiple viewpoints while maintaining objectivity

Uses direct and concise language to ensure clarity for the reader

Composed of a logical structure with an introduction, body paragraphs and a conclusion

When is an expository essay written.

1. For academic assignments to evaluate the understanding of research skills.

2. As instructional content to provide step-by-step guidance for tasks or problem-solving.

3. In journalism for objective reporting in news or investigative pieces.

4. As a form of communication in the professional field to convey factual information in business or healthcare.

How to Write an Expository Essay

Expository essays are typically structured in a logical and organized manner.

1. Topic Selection and Research

• Choose a topic that can be explored objectively
• Gather relevant facts and information from credible sources
• Develop a clear thesis statement

2. Outline and Structure

• Create an outline with an introduction, body paragraphs, and conclusion
• Introduce the topic and state the thesis in the introduction
• Dedicate each body paragraph to a specific point supporting the thesis
• Use transitions to maintain a logical flow

3. Objective and Informative Writing

• Maintain an impartial and informative tone
• Avoid personal opinions or biases
• Support points with factual evidence, examples, and explanations

4. Conclusion

• Summarize the key points
• Reinforce the significance of the thesis

Descriptive Essays: Painting with words

Descriptive essays transport readers into vivid scenes, allowing them to experience the world through the writer ‘s lens. These essays use rich sensory details, metaphors, and figurative language to create a vivid and immersive experience . Its primary purpose is to engage readers’ senses and imagination.

It allows writers to demonstrate their ability to observe and describe subjects with precision and creativity.

What are the Key Features of Descriptive Essay

Employs figurative language and imagery to paint a vivid picture for the reader

Demonstrates creativity and expressiveness in narration

Includes close attention to detail, engaging the reader’s senses

Engages the reader’s imagination and emotions through immersive storytelling using analogies, metaphors, similes, etc.

When is a descriptive essay written.

1. Personal narratives or memoirs that describe significant events, people, or places.

2. Travel writing to capture the essence of a destination or experience.

3. Character sketches in fiction writing to introduce and describe characters.

4. Poetry or literary analyses to explore the use of descriptive language and imagery.

How to Write a Descriptive Essay

The descriptive essay lacks a defined structural requirement but typically includes: an introduction introducing the subject, a thorough description, and a concluding summary with insightful reflection.

1. Subject Selection and Observation

• Choose a subject (person, place, object, or experience) to describe
• Gather sensory details and observations

2. Engaging Introduction

• Set the scene and provide the context
• Use of descriptive language and figurative techniques

3. Descriptive Body Paragraphs

• Focus on specific aspects or details of the subject
• Engage the reader ’s senses with vivid imagery and descriptions
• Maintain a consistent tone and viewpoint

4. Impactful Conclusion

• Provide a final impression or insight
• Leave a lasting impact on the reader

Narrative Essays: Storytelling in Action

Narrative essays are personal accounts that tell a story, often drawing from the writer’s own experiences or observations. These essays rely on a well-structured plot, character development, and vivid descriptions to engage readers and convey a deeper meaning or lesson.

What are the Key features of Narrative Essays

Written from a first-person perspective and hence subjective

Based on real personal experiences

Uses an informal and expressive tone

Presents events and characters in sequential order

When is a narrative essay written.

It is commonly assigned in high school and college writing courses to assess a student’s ability to convey a meaningful message or lesson through a personal narrative. They are written in situations where a personal experience or story needs to be recounted, such as:

1. Reflective essays on significant life events or personal growth.

2. Autobiographical writing to share one’s life story or experiences.

3. Creative writing exercises to practice narrative techniques and character development.

4. College application essays to showcase personal qualities and experiences.

How to Write a Narrative Essay

Narrative essays typically follow a chronological structure, with an introduction that sets the scene, a body that develops the plot and characters, and a conclusion that provides a sense of resolution or lesson learned.

1. Experience Selection and Reflection

• Choose a significant personal experience or event
• Reflect on the impact and deeper meaning

2. Immersive Introduction

• Introduce characters and establish the tone and point of view

3. Plotline and Character Development

• Advance   the  plot and character development through body paragraphs
• Incorporate dialog , conflict, and resolution
• Maintain a logical and chronological flow

4. Insightful Conclusion

• Reflect on lessons learned or insights gained
• Leave the reader with a lasting impression

Argumentative Essays: Persuasion and Critical Thinking

Argumentative essays are the quintessential form of academic writing in which writers present a clear thesis and support it with well-researched evidence and logical reasoning. These essays require a deep understanding of the topic, critical analysis of multiple perspectives, and the ability to construct a compelling argument.

What are the Key Features of an Argumentative Essay?

Logical and well-structured arguments

Credible and relevant evidence from reputable sources

Consideration and refutation of counterarguments

Critical analysis and evaluation of the issue 

When is an argumentative essay written.

Argumentative essays are written to present a clear argument or stance on a particular issue or topic. In academic settings they are used to develop critical thinking, research, and persuasive writing skills. However, argumentative essays can also be written in various other contexts, such as:

1. Opinion pieces or editorials in newspapers, magazines, or online publications.

2. Policy proposals or position papers in government, nonprofit, or advocacy settings.

3. Persuasive speeches or debates in academic, professional, or competitive environments.

4. Marketing or advertising materials to promote a product, service, or idea.

How to write an Argumentative Essay

Argumentative essays begin with an introduction that states the thesis and provides context. The body paragraphs develop the argument with evidence, address counterarguments, and use logical reasoning. The conclusion restates the main argument and makes a final persuasive appeal.

• Choose a debatable and controversial issue
• Conduct thorough research and gather evidence and counterarguments

2. Thesis and Introduction

• Craft a clear and concise thesis statement
• Provide background information and establish importance

3. Structured Body Paragraphs

• Focus each paragraph on a specific aspect of the argument
• Support with logical reasoning, factual evidence, and refutation

4. Persuasive Techniques

• Adopt a formal and objective tone
• Use persuasive techniques (rhetorical questions, analogies, appeals)

5. Impactful Conclusion

• Summarize the main points
• Leave the reader with a strong final impression and call to action

To learn more about argumentative essay, check out this article .

5 Quick Tips for Researchers to Improve Academic Essay Writing Skills

Use clear and concise language to convey ideas effectively without unnecessary words

Use well-researched, credible sources to substantiate your arguments with data, expert opinions, and scholarly references

Ensure a coherent structure with effective transitions, clear topic sentences, and a logical flow to enhance readability 

To elevate your academic essay, consider submitting your draft to a community-based platform like Open Platform  for editorial review 

Review your work multiple times for clarity, coherence, and adherence to academic guidelines to ensure a polished final product

By mastering the art of academic essay writing, researchers and scholars can effectively communicate their ideas, contribute to the advancement of knowledge, and engage in meaningful scholarly discourse.

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Pune Porsche crash: Why teen who killed 2 has been let off with writing an essay while father has been detained

A 17-year-old in Maharashtra’s Pune has been granted bail on the condition that he write a 300-word essay after allegedly driving drunk and killing two people. Two days after the incident, the juvenile’s father was detained as per the Motor Vehicles Act, 2019. The tragedy has sparked outrage, with many slamming the judiciary and the existing traffic laws read more

Picture this: you indulge in drink driving, and then allegedly run over two people, killing them. What would be your punishment by law? In case of a 17-year-old in Pune, he was granted bail for the incident on the condition that he writes an essay on the crash and works with the traffic police for 15 days.

While it may sound incredulous and unbelievable, it is, in fact, a shocking truth. A teen in Pune has been let off on bail on the condition that he work with Pune’s Yerwada traffic police, compose an essay on the accident, undergo treatment for alcohol dependency and then submit a report thereafter.

The incident has left many balking at the court’s decision. Pune’s Police has, in fact, said that the teen should be tried as an adult, adding that they would appeal to a higher court now.

And on Tuesday (21 May), the father of the accused teen has been detained in the crime.

We take a closer look at the entire incident, the laws involved and what society has to say about this.

The incident

In the wee hours of Sunday (19 May), Aneesh Awadhiya and his friend Ashwini Koshta, both 24, died when the motorbike they were on was hit by a Porsche allegedly driven by a 17-year-old in the Kalyani Nagar locality of Pune in the western state of Maharashtra. While Ashwini died on the spot, Aneesh was shifted to a city hospital, where he died soon after.

Investigating the matter, the Pune Police then arrested a 17-year-old, who they believed was behind the wheel of the luxury car when it hit the bike. Pune Commissioner of Police Amitesh Kumar said that the minor, belonging to a prominent realtor’s family, was celebrating his Class XII results at a local pub, where he was seen consuming alcohol before the crash.

While he was heading home from the bar, the teen lost control of the car and rammed into a motorcycle at the Kalyani Nagar junction around 2.30 am.

“Upon inquiry, the minor has said his father had handed over the grey Porsche to him despite knowing that he had no driver’s training and did not have a driver’s licence. He has also said his father allowed him to party with his friends and that his father was aware that he was consuming alcohol,” reads the FIR registered by Assistant Police Inspector Vishwanath Todkari at Yerwada Police Station, as per an Indian Express report.

Following the incident, Deputy Commissioner of Pune City Police Vijay Kumar Magar arrested the juvenile, after booking him for rash and negligent driving, as well as causing harm by endangering life or personal safety under IPC sections 304A, 279, 337, 338, and 427, in addition to relevant sections of the Maharashtra Motor Vehicle Act.

Teen granted bail, outrage ensues

After being apprehended, the 17-year-old was produced before the holiday court on Sunday afternoon where authorities sought his custody and permission to try him as an adult. However, the court refused and granted him bail within 14 hours of the crime under certain conditions.

The police stated that bail was granted as the court did not find the crime committed by the juvenile to be serious.

The teen’s lawyer, Prashant Patil, said the court granted bail on certain conditions. First, the teen would have to “work with traffic police of Yerwada for 15 days”. Secondly, he would have to pen a 300-word essay on the ‘effect of road accident and their solution’. As part of his bail conditions, the teen accused would also have to undergo treatment from a doctor to help him quit drinking and “take psychiatric counselling” and submit the report to the court.

After news broke of the bail conditions in the matter, outrage ensued, with many accusing the judge of going soft on the accused. Many expressed their contempt for the system on X; some calling the Indian judiciary “a joke”. Another wrote, “Hope the criminal writes a good essay to impress the honourable judge. Just can’t express how I feel about it.”

Family of the two victims also expressed anger at the court’s decision. Koshta’s family in Jabalpur in Madhya Pradesh said they were dismayed by the bail conditions. “We are in shock,” her uncle Jugal Kishor Koshta told NDTV . “It is condemnable that he should get bail. He and his parents should be investigated.”

Koshta’s other uncle told NDTV , “We want his bail cancelled and he should remain in police custody. Because of him, an innocent girl, who has seen nothing of life, died.”

Awadhiya’s family also echoed similar sentiments. Atmaram Awadhiya, the grandfather, said that the teen should not be granted bail. “Two people have died in this accident. This is completely wrong. We want strict punishment. The bail granted to the accused should be cancelled,” he was quoted as telling NDTV .

The victim’s uncle also chimed in, saying: “The accused, a minor, was drunk and was driving at 240 km per hour. He did not have a driving licence. This is murder, not accident.”

Following the outrage, Maharashtra’s deputy chief minister Devendra Fadnavis reached out to the Pune Police Commissioner Amitesh Kumar and asked him to ensure there was no soft-pedalling against the accused in the Porsche hit-and-run case. And following this, Commissioner Kumar said that they would appeal the order in a higher court. “We will not leave any stone unturned to prove that this is a heinous crime,” he was quoted as telling India Today .

#WATCH | Maharashtra: Visuals of the Porsche car and bike currently at Yerwada Police Station in Pune. Two people were killed when a speeding Porsche car hit them from behind on 19th May. The accused has been granted bail by the Juvenile Justice Board and his father was… https://t.co/HKj8uK4d9q pic.twitter.com/91SeqwfTeN — ANI (@ANI) May 21, 2024

Father detained

On Tuesday (21 May), the Pune Police detained the father of the teen accused from Maharashtra’s Chhatrapati Sambhajinagar, formerly known as Aurangabad, and will bring him back to the city for further probe.

The father, a prominent realtor in Pune, was on the run since the incident. He has now been booked under the provision of sections 75 and 77 of the Juvenile Justice Act on the charges of allowing his minor son to drive the Porsche and consume liquor. Section 75 deals with “wilful neglect of a child, or exposing a child to mental or physical illnesses,” while section 77 deals with supplying a child with intoxicating liquor or drugs.

According to the FIR lodged in connection with the incident, the man, despite knowing his son did not have a valid driving licence, gave him the car, thus endangering the latter’s life, and allowed him to party even as the father knew that he consumes liquor.

Apart from this, the Pune police have arrested Cosie restaurant owner Pralhad Bhutda and manager Sachin Katkar and Hotel Blak manager Sandip Sangle for allegedly serving alcohol to the juvenile, Additional Commissioner of Police (Crime) Shailesh Balkawade said.

What the law says

The accused teen has been charged under Section 304A of the IPC, which deals with causing death by negligence. Moreover, he has been charged with Section 279 of the IPC, which deals with rash driving.

But then why has his father been arrested? As per the Motor Vehicles (Amendment) Act, 2019, parents/guardians of juveniles shall be held guilty in case of an offence by a juvenile. The law mandates that a fine of Rs 25,000 with three years’ imprisonment will be imposed and the juvenile will be tried under the Juvenile Justice (Care and Protection of Children) Act while the registration of the vehicle will be cancelled.

The law also states that the juvenile shall not be granted a driver’s licence until the minor has attained the age of 25.

This change was introduced after a parliamentary panel had suggested higher penalties for traffic offences. In fact, the panel had recommended treating accidents caused by drink driving as pre-meditated crimes rather than as cases of ‘negligence’.

With inputs from agencies

Understanding the Historical and Linguistic Significance of the Word “Niger”

This essay about the term “Niger” explores its rich historical and linguistic significance. Originating from the Latin word for “black,” the term is closely associated with the Niger River and the countries of Nigeria and Niger. The essay examines the term’s evolution, its role in different historical contexts, and its contrast with related terms that have taken on offensive meanings. The analysis highlights the dynamic nature of language and its impact on cultural identity and societal attitudes.

How it works

The term “Niger” encompasses a rich and layered history, both linguistically and culturally, that extends over many centuries and regions. Its meanings and implications have evolved significantly, shaped by geographic, cultural, and societal transformations.

The origins of the word “Niger” can be traced back to Latin, where it meant “black,” a descriptor used by the Romans for the dark-skinned people they encountered in Africa. This linguistic practice was not exclusive to Latin; various ancient civilizations, including the Greeks and Egyptians, had similar terms to describe the physical attributes of African peoples.

However, the Latin term gained widespread influence, carried into different languages through the Roman Empire’s reach.

Geographically, the name “Niger” is most famously linked to the Niger River, one of West Africa’s major waterways. The river’s name is thought to have originated from the Berber phrase “gher n-gheren,” translating to “river of rivers.” This suggests a profound cultural and linguistic bond between the region’s indigenous peoples and the river, well before the arrival of European explorers. The river was central to the prosperity of significant African civilizations like the Mali and Songhai Empires, which flourished along its banks.

The term “Niger” also lends its name to two modern African nations: Nigeria and Niger. Nigeria, Africa’s most populous country, derives its name from the Niger River, which courses through its landscape. To Nigeria’s north lies the Republic of Niger, also named after the river. These countries’ identities are deeply intertwined with this vital geographical feature.

From a linguistic perspective, the term “Niger” has undergone various transformations. It entered English via Portuguese explorers of the 15th century, who navigated the West African coast. They called the area around the Niger River “Negro,” the Portuguese word for black, which was later Anglicized to “Niger.”

The term “Niger” intersects with darker chapters of history, particularly the transatlantic slave trade. The word “Negro,” stemming from the same Latin root, was widely used during slavery to describe people of African descent. Over time, “Negro” acquired negative connotations, especially in the United States, where it became linked to the systemic oppression and racism faced by African Americans. Today, “Negro” is largely considered outdated and offensive, replaced by more respectful terms like “Black” or “African American.”

In contrast, “Niger” has not borne the same negative connotations, primarily due to its specific geographical and historical associations. However, its close linguistic relative, “nigger,” is one of the most offensive racial slurs in the English language. Emerging in the 18th century as a derogatory term for Black people, it has been used to dehumanize and demean them ever since. The sharp contrast in connotation between “Niger” and “nigger” highlights the complexities of language evolution and the significant impact of social and historical contexts on word meanings.

Today, “Niger” is mainly used in geographical and political contexts, referring to the Niger River and the nations of Niger and Nigeria. These uses are neutral and factual, removed from the racial implications of related terms. Nevertheless, the historical journey of the word underscores the powerful interplay between language, history, and identity.

To fully grasp the historical and linguistic significance of “Niger,” one must appreciate its origins, transformations, and varied contexts. From its Latin roots describing African peoples to its association with a key African river and its adoption by modern nation-states, the word “Niger” reflects a rich tapestry of human interaction, cultural evolution, and linguistic change. It also serves as a poignant reminder of how language can both unite and divide, revealing deeper truths about our shared history and the ongoing quest for mutual understanding and respect.

Examining the word “Niger” requires recognizing the broader context of language as a dynamic, evolving entity. Words are not static; they carry the weight of history, culture, and societal shifts. The journey of “Niger” from an ancient descriptive term to its modern geographical significance illustrates how words can traverse time and space, acquiring new meanings and shedding old ones along the way. This journey also highlights the role of language in shaping our perceptions of identity and place, and the power of words to influence and reflect societal attitudes.

The historical and linguistic significance of “Niger” offers insight into the complexities of human communication and the enduring impact of language on our understanding of the world. It challenges us to consider how words can bridge or create divides and to strive for more inclusive and respectful language use. By appreciating the rich history and evolving significance of terms like “Niger,” we can gain a deeper understanding of the interconnectedness of language, culture, and identity and work toward a more nuanced and empathetic understanding of our shared human experience.

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Pune Porsche accident: Minor gets bail 15 hours after knocking duo to death; told to write 300-word essay

17-year-old Vedant Agarwal, who was behind the wheel when his Porsche SUV knocked down two people, who were travelling in a two-wheeler, and killed them was granted bail after he was made to write a 300- word essay on the topic 'Effect of road accident and their solution'.

The victims, who were killed in the road accident, were identified as Aneesh Awadhiya and Ashwini Kostha, both 24 and software engineers. They were natives of Madhya Pradesh, but working in Pune.

The victims were on their two-wheeler when Vedant's speeding Porsche knocked down them down during the wee hours of Sunday at Pune's Kalyaninagar. Vedant was driving under the influence of alcohol.

The car, which didn't have a registration number, crashed into the roadside pavement railings after knocking down the duo.

A video, which surfaced on social media, showed a group of people thrashing the driver as he tried to wriggle out of the crashed car.

Vedant is the son of Vishal Agarwal an influential builder. Vedant was granted bail just 15 hours after the accident.

According to the police, the bail was granted as the court did not find the crime committed by the juvenile to be 'serious', reported India Today .

A witness claimed that the Porsche was speeding at around 200-240 km/hr and there were three people inside the car including Vedant. All three were said to be in an inebriated condition.

According to Vedan't attorney, Vedant was released on bail on some conditions. Vedant was detained in relation to an incident that was reported to the Yerawada police station. He is required to abide by the strict guidelines that the Honourable Court has established.

What are the bail conditions imposed?

Apart from the 300-word essay, the suspect was asked to learn the traffic rules and submit a report within 15 days.

The teenager's parents will have to ensure that he doesn't repeat the offence, stays away from 'bad company' and that he appears before the Juvenile Justice Board.

Vedant will also have to go through 'mandatory counselling'

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Write 300-word essay: Bail condition for Pune teen in Porsche crash that killed 2

The juvenile driver was detained and produced in court, where he was granted bail with certain conditions, which include assisting traffic police for 15 days and undergoing treatment from a psychiatrist..

Listen to Story

• Teen driver involved in fatal Pune accident granted bail
• Court orders driver to work with traffic police, undergo psychiatric evaluation
• Driver also mandated to assist accident victims in the future

A 17-year-old driver who was behind the wheel of a sports car involved in a deadly collision in Pune was granted bail by a juvenile court, subject to certain conditions. The accident, which took place early Sunday in Koregaon Park, claimed the lives of a couple on a two-wheeler.

• Working alongside traffic police for 15 days.
• Undergoing psychiatric evaluation and treatment.
• Writing a 300-word essay on the "effect of road accidents and their solution".
• Seeking rehabilitation at a de-addiction centre.
• Studying traffic rules and giving a presentation on the same to the Juvenile Justice Board.
• Assisting accident victims in the future, if he witnesses one.

A video surfaced online showing the teenager being thrashed by a crowd at the accident scene. An eyewitness told India Today that there were three people in the Porsche, but one of them fled the scene after the collision. All three occupants of the car were drunk, the eyewitness claimed.

The Yerawada police station registered a case against the driver under relevant sections of the Indian Penal Code (IPC) and Motor Vehicles Act, including rash driving and causing death by negligence.

Akhilesh Awadhiya, the uncle of one of the victims, Aneesh Awadhiya, said the bail conditions imposed on the minor were ridiculous and lashed out at the Maharashtra Police for inaction. He called the minor driver a "human bomb".

"According to the new act, the punishment should be seven years. Bail conditions are ridiculous. They are even taught to students of Class 5. He was driving a car worth Rs 3 crore. Just because he is the son of a business tycoon, he was released," Awadhiya said.

"He is a human bomb. If he is released today, tomorrow he could kill someone and escape. How his father allowed him to drive the car. His parents should be taken to court," he added.

Pune City Commissioner of Police (CP) Amitesh Kumar said a case was registered against the teen and the pub that served liquor to the minor. The Porsche that was involved in the accident was registered in the name of the minor's father.

"We registered a case under Section 304 (causing the death of any person by doing any rash or negligent act not amounting to culpable homicide) of the Indian Penal Code (IPC). Since he was a minor, an application was made to the court that the minor should be tried as an adult. The court has rejected the permission," he said.

The CP said the police would appeal against the order in the district court and that action would be taken as per the court order.

"A separate case has been registered against the father of the minor and the person who gave him liquor. The minor had consumed alcohol. The CCTV footage has become clear," Kumar said.

"The car was registered in his father's name. We are investigating why there was no number plate and for how long the temporary number plate was there," he added.