terms in essay writing

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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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Whether you are writing a short-answer essay of a few sentences or a take-home exam that may require hours of planning and writing, the vocabulary used in essay examinations is often repetitive regardless of the subject matter or discipline. It is therefore advantageous to have a comprehensive understanding of the terminology, rhetorical strategies, and expectations of essay writing.

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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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• Tips for Reading an Assignment Prompt
• Asking Analytical Questions
• Introductions
• What Do Introductions Across the Disciplines Have in Common?
• Anatomy of a Body Paragraph
• Transitions
• Tips for Organizing Your Essay
• Counterargument
• Conclusions
• Strategies for Essay Writing: Downloadable PDFs
• Brief Guides to Writing in the Disciplines

100+ Useful Words and Phrases to Write a Great Essay

By: Author Sophia

Posted on Last updated: October 25, 2023

Sharing is caring!

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

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

Useful Words and Phrases to Write a Great Essay

Overview of an essay.

Useful Phrases for Proficiency Essays

Developing the argument

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

The other side of the argument

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

Ordering elements

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

Adding elements

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

Accepting other points of view

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

Personal opinion

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

Others’ opinions

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

Introducing examples

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

Introducing facts

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

Saying what you think is true

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

Accepting other points to a certain degree

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

Emphasizing particular points

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

Moderating, agreeing, disagreeing

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

Consequences

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

How to Write a Great Essay | Image 1

How to Write a Great Essay | Image 2

Phrases For Balanced Arguments

Introduction

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

How to Write a Great Essay | Image 3

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thank u so much its really usefull

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He or she who masters the English language rules the world!

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Key Terms in Academic Writing--Online Writing Center

Knowing and understanding terms and concepts related to academic writing, and being able to apply them, will help you organize your thoughts and ultimately produce a better essay or paper.

Important terms for you to know include:

• Definition of Apply

Compare/Contrast

Evaluate/critique.

Relate information to real-life examples; ask how information "works" in a different context.

Academic argument is constructed to make a point, not to "argue" heatedly (using emotion). The characteristics of academic argument include language that is

• impersonal (no personal references)
• evidence-based (examples)

The purposes of academic argument are to

• analyze an issue or a situation
• make a case for your point of view
• convince your reader or listener of the truth of something.

A convincing academic argument has two elements:

• X is better than Y.
• Scents in the office can affect people's work.
• UFOs are really government-regulated.

In written argument, the argument usually is crystallized in an essay's thesis sentence.

• Proof (evidence to show the truth of the argument)

The concept is simple: You state your point and back it up. But the backing-it-up part is trickier, because so many things can go awry between point and backup.  Thus, the relationship between assertion and proof involves these:

• There are different types of assertions; you need to choose one that can be proven logically.
• There are different types of proof; you need to choose the appropriate type/s for your particular case.
• There are many ways to influence the argument through language; you need to choose language that is dispassionate and unbiased so that you're focusing your proof on evidence instead of emotion.

What to Consider in Writing an Academic Argument

The argument itself.

An argument can be called

• an assertion

Whatever term you choose, it needs to be proven.

Three examples of assertions:

• UFO's are really government-regulated.

" Scents in the office can affect people's work" is an argument that probably can be proven.

There have been some studies done on the use of scents, especially in Japan, and their effect on workplace actions, workers' emotions, and productivity. It's likely that you will be able to find information on this in scientific or business journals that are written for professionals in those fields. So this actually might be provable by academic argument.

It's hard to determine whether the first example, "X is better than Y," is provable, as it's not specific enough an assertion. You'd need to define X and Y precisely, and you'd need to define the term "better" precisely in order even to approach having a provable argument. For example, the assertion "Learning through doing is more akin to the way most adults learn than learning through classroom lectures," is probably provable with evidence from psychologists, educators, and learning theorists. The point here is that an argument needs to be precise to be provable.

The last example, "UFOs are really government-regulated," may not be provable. "UFO" is a general term that needs to be more precise, as does " government" (whose?). Even if you define UFO and government, it may be impossible to find evidence to prove this assertion. Again, the point is that you won't have an argument if you don't have an assertion that can be proved.

Types of Proof

Proof generally falls into two categories: facts and opinions.

• A "fact" is something that has been demonstrated or verified as true or something that is generally accepted as truth. For example, it's a fact that the world is round.
• "Opinion" is based upon observation and is not as absolutely verifiable. It's my opinion that Frick and Frack argue too much.

Many students assume, incorrectly, that the more facts, the better support for an argument; and they try to load the support with dates or numbers. But the opinions of experts in the field are just as important as facts in constituting proof for an argument. Expert opinion means that a professional, well-versed in a field, has interpreted and drawn conclusions from facts.

In writing--or in analyzing--an argument, you need to ask whether the assertion has appropriate proof in terms of type and quantity.

It's not enough to argue that adults learn better by doing than by listening to lectures, and to use the experience of one adult learner to validate your argument. You'd need more than one person's experience, and you'd need both facts (generally accepted psychological and physiological observations about the way we learn) and expert opinion (studies done that confirm the facts).

Relationship Between Argument and Proof

The assertion and the proof need to relate to one another logically to have create a solid, acceptable argument. Problems commonly occur in the relationship when there are incorrect assumptions underlying the assertion, or incorrect conclusions drawn on the basis of inappropriate or insufficient proof.

For examples:

• You can't logically argue that adult students don't like lectures on the basis of interviews with one or two adult students. You can't assume that because this situation is true for one or two adult learners, it's true for all.
• You can't logically argue that our weather has changed on earth because of our forays into outer space. You can't conclude that one action has been the sole cause of another action.
• You can't logically argue that we have to be either for or against a proposition. You can't assume that only those two responses exist.

In general, the assertion and any assumptions underlying the assertion need to be generally acceptable, while the proof needs to be sufficient, relevant to the assertion and free of incorrect assumptions and conclusions.

A good accessible text that examines the relationship between an assertion and proof (the nature of argument) is Annette Rottenberg's "Elements of Argument," which uses Stephen Toulmin's classic "The Uses of Argument" as its basis.

Rottenberg breaks argument down into

• claim (the argument itself)
• grounds (the proof)
• warrant (the underlying assumptions)

 She explores the relationship among these pieces of argument within the context of writing good arguments. Another good text is Marlys Mayfield's "Thinking for Yourself," which has particularly useful chapters on facts, opinions, assumptions, and inferences. Still another good text is Vincent Ruggerio's "The Art of Thinking" which looks at both critical and creative thought.

The Role of Language in Argument

Language style and use are crucially important to argument.

• Has an attempt been made to use straightforward language, or is the language emotionally-charged?
• Has an attempt been made to argue through reliance on evidence, or does the argument rely on swaying your thoughts through word choice and connotation?
• Is the language precise or vague?
• Is the language concrete or abstract?

Argument exists not only in ideas but also in the way those ideas are presented through language.

• Comparison ordinarily answers the question: What are the ways in which these events, words, and/or people are similar?
• Contrast ordinarily answers the question: What are the ways in which they are different?

Your instructor may mean "compare and contrast" when he or she tells you to "compare." Ask questions to clarify what is expected. Try to find interesting and unexpected similarities and differences. That's what your instructor is hoping for--ideas he or she hasn't thought of yet.

You are expected to be able to answer the question: What is the exact meaning of this word, term, expression (according to a school of thought, culture, text, individual) within the argument?

Generally, your definition is expected to conform to other people's understanding of how the term is used within a specific discipline or area of study. Your definition must distinguish the term you are defining from all other things. (For example, although it is true that an orange is a fruit, it is not a sufficient definition of an orange. Lemons are fruits too).

A clear definition of a term enables a reader to tell whether any event or thing they might encounter falls into the category designated.

Examples may clarify, but do not define, a word, term, or expression.

Tip : A definition is never "true"; it is always controversial, and depends on who's proposing it.

Answer the questions: What does or did this look like, sound like, feel like?

Usually you are expected to give a clear, detailed picture of something in a description. If this instruction is vague, ask questions so you know what level of specificity is expected in your description. While the ideal description would replicate the subject/thing described exactly, you will need to get as close to it as is practical and possible and desirable.

Usually you are asked to discuss an issue or controversy.

Ordinarily you are expected to consider all sides of a question with a fairly open mind rather than taking a firm position and arguing it.

Because "discuss" is a broad term, it's a good idea to clarify with your professor.

You are expected to answer the question: What is the value, truth or quality of this essay, book, movie, argument, and so forth?

Ordinarily, you are expected to consider how well something meets a certain standard. To critique a book, you might measure it against some literary or social value. You might evaluate a business presentation on the basis of the results you predict it will get.

Often you will critique parts of the whole, using a variety of criteria; for example, in critiquing another student's paper, you might consider: Where is it clear? not clear? What was interesting? Do the examples add to the paper? Is the conclusion a good one? 

Be sure you know exactly which criteria you are expected to consider in the assigned evaluation.

If there are no established criteria, make sure you have carefully developed your own, and persuade the reader that you are right in your evaluation by clarifying your criteria and explaining carefully how the text or parts of the text in question measure up to them.

You are expected to answer the question: What is the meaning or the significance of this text or event, as I understand it?

You might be asked to interpret a poem, a slide on the stock market, a political event, or evidence from an experiment. You are not being asked for just any possible interpretation. You are being asked for your best interpretation. So even though it is a matter of opinion, ordinarily you are expected to explain why you think as you do.

You are expected to go beyond summarizing, interpreting, and evaluating the text. You attach meaning that is not explicitly stated in the text by bringing your own experiences and prior knowledge into the reading of the text. This kind of writing allows you to develop your understanding of what you read within the context of your own life and thinking and feeling. It facilitates a real conversation between you and the text.

You are expected to:

• answer the question: What are the important points in this text?
• condense a long text into a short one
• boil away all the examples and non-essential details, leaving just the central idea and the main points.

A good summary shows your instructor that you understand what you have read and actually clarifies it for yourself.

• A summary is almost always required preparation for deeper thinking, and is an important tool for research writing.
• If you're going to test whether you really understand main ideas, you'll need to state them in your own words as completely and clearly as possible. 

Tip: Summary and summary-reaction papers are commonly assigned at Empire State University. Read more at Writing Summaries and Paraphrases .

Blend information from many sources; determine which "fits together."

Need Assistance?

If you would like assistance with any type of writing assignment, learning coaches are available to assist you. Please contact Academic Support by emailing [email protected].

Questions or feedback about SUNY Empire's Writing Support?

Contact us at [email protected] .

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Essay Terms

Before writing an essay response, it is important to understand exactly what is being asked.

There are certain key words in every question that tell you what information the professor is asking for and how to format your response.

This list of common key words and their definitions may help answer that common question, “So what am I really supposed to do?”

More Writing Help

The Kathleen Jones White Writing Center provides tutoring services, workshops, and writing resources.

• In-Person : 203 Stabley Library
• Online Tutoring: Use the online writing center .
• Instructors: Request a workshop for your class .
• Students: Attend a Wednesday-night workshop .
• Online Workshops: APA Documentation , MLA Documentation .

Online help with

• Organization
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55 Common Writing Terms, Meanings & Examples To Learn Right Now

Knowledge of common writing terms will help you produce more polished pieces that make the most of your talent.

If you’re new to writing, or if you simply want to brush up on your skills, it’s important to know the basics.. In this blog post, I’ll define some common writing terms and provide examples. By understanding these terms, you will be able to produce better written work. So let’s get started!

1. Academic writing

Academic writing is a type of writing that is done for academic purposes, such as essays, research papers, or dissertations.

2. Active voice

Active voice is when the subject of a sentence is doing the verb. Using passive voice can make your writing sound weak or unclear. As such, try to use active voice whenever possible.

Example of Active Voice

“John threw the ball.”

3. Alliteration

Alliteration is a literary device that refers to the repetition of initial sounds or letters in a group of words.

Example of Alliteration

“She sells seashells by the seashore.”

Analogy is a figure of speech that uses one thing to explain or illustrate another.

Example of Analogy

“Love is like a rose. It has thorns, but it’s still beautiful.”

5. Anecdotes

Anecdotes are brief, often funny or amusing stories about an incident that have a point. They can be useful in speeches to make a point more memorable.

Example of Anecdote

“I was out for my morning walk when I saw the most interesting thing. There was a dog walking on its hind legs!”

6. Assonance

Assonance is a literary device that refers to the repetition of vowel sounds in a group of words or the same line(s) of a verse.

Example of Assonance

“The wh i te l i ght on the b i ke was too br i ght.”

7. Blog writing

Blog writing is a type of web copy that refers specifically to content published on a blog.

8. Citation

Citation is the act of providing a reference for a piece of information that you have used in your writing. Citations are important in order to avoid plagiarism.

Example of a citation

According to a study published in the journal Nature, “the world’s oceans are expected to rise by an average of 0.7 meters by the end of the century” (Smith, et al.).

A cliché is an overused or tired phrase that has lost its impact. Using too many clichés can make your writing sound trite and unoriginal.

Examples of cliché

“Time heals all wounds.” or ” That’ll be the day!”

10. Colloquialisms

Colloquialisms are words or phrases that are commonly used in spoken language but not in formal writing. While they can add personality to your writing, they should be used sparingly. Overusing colloquialisms can make your essay sound uneducated or sloppy.

Examples of colloquialisms

“like,” “gonna,” “kinda”

11. Contractions

Contractions are shortened versions of words or phrases. They’re commonly used in spoken language, but should be avoided in formal writing. Using too many contractions can make your essay sound informal or unprofessional.

Examples of contractions

“can’t,” “won’t”

12. Copywriting

This is the act of creating written content for the purpose of marketing or advertising. Copywriters may work in-house for a company, or they may be freelance writers who produce content for multiple clients.

13. Complex sentence

A complex sentence is a sentence that contains one independent clause and at least one dependent clause.

Example of complex sentence

I adopted a dog for the purpose of keeping me company.

In this example, the independent clause is “I adopted a dog” and the dependent clause is “for the purpose of keeping me company.”

14. Compound sentence

A compound sentence is a sentence that contains two or more independent clauses.

Example of compound sentence:

I adopted a dog and he has been keeping me company ever since.

In this example, the two independent clauses are “I adopted a dog” and “he has been keeping me company ever since.”

15. Creative writing

This is a broad term that refers to any type of writing that is not intended to convey factual information or data. Creative writing can include everything from poetry to fiction to screenplays.

A detail is a small piece of information that helps to support a larger point.

17. Editing

Editing is the process of reviewing and revising a piece of writing in order to improve its clarity, grammar, style, and/or structure.

18. Euphemism

This is a figure of speech that is used to replace a word or phrase with a more polite or positive one.

Example of Euphemism

“passed away” is a euphemism for “died”.

19. Figurative language

Figurative language is when you use words or phrases in a non-literal way to add impact to your writing. While figurative language can be effective, it should be used sparingly in academic writing.

Example of Figurative Language

“He’s as sharp as a tack.”

A genre is a specific type or category of writing.

Examples of Genres

Some common genres include fiction, nonfiction, poetry, and drama.

21. Ghostwriting

Ghostwriting is the act of creating content on behalf of someone else. The ghostwriter may write articles, blog posts, books, or even speeches.

22. Grant writing

This is the act of creating proposals and applications for grants. Grant writers may work in the non-profit sector or they may be freelance consultants who help individual businesses or organizations secure funding.

23. Hyperbole

Hyperbole is a figure of speech that uses exaggeration for effect.

Example of Hyperbole

“I’m so hungry I could eat a horse!”

Idiom is a phrase or expression that has a meaning that cannot be inferred from the literal definition of the words that make it up.

Example of Idiom

“it’s raining cats and dogs” is an idiom that means “it’s raining hard”.

25. Imagery

This is the use of descriptive to create vivid mental images.

Example of Imagery

“The sky was a deep, dark blue.”

Jargon is specialized language that is used in a particular field or profession. If you’re writing for a general audience, try to avoid using too much jargon. Not everyone will be familiar with the terms and acronyms that are common in your field.

Example of Jargon

“The patient is experiencing tachycardia and will need to be intubated.”

“We need to increase our ROI if we want to stay competitive in this market.”

27. Metaphor

Metaphor is a figure of speech that uses one thing to represent another.

Example of Metaphor

“Time is a thief.”

28. Onomatopoeia

Onomatopoeia is the use of words that imitate the sound they describe.

Example of Onomatopoeia

“sizzle”, “buzz”, and “hiss”.

29. Oxymoron

An oxymoron is a figure of speech that combines two contradictory terms.

Example of Oxymoron

“jumbo shrimp” and “deafening silence”.

30. Personification

Personification is a figure of speech that gives human characteristics to non-human things.

Example of Personification

“The wind was howling for hours this morning.”

31. Paragraph

A paragraph is a group of related sentences that share a common idea or topic. In order to write a good paragraph, you must have a strong main idea and supporting details.

Example of Paragraph

If you are writing about your favorite pet, your paragraph might look something like this:

I have a cat named James. He is black and white and has a lot of energy. I got him when he was just a kitten, and he has been my best friend ever since. Every day, he greets me at the door when I come home from work. He loves to play fetch and chase his tail. James is a very special cat to me and I love him very much.

32. Passive voice

Passive voice is when the subject of a sentence is acted upon by the verb. Aim to limit the use of passive voice particularly in academic writing.

Example of Passive Voice

“The ball was thrown by John.”

33. Plagiarism

Plagiarism is the act of copying someone else’s work and passing it off as your own. Plagiarism is considered to be a form of cheating, and it can result in serious consequences.

34. Proofreading

Proofreading is the final stage of the editing process, during which errors in spelling, punctuation, and grammar are corrected.

A play on words that usually employs a word with multiple meanings or a word that sounds similar to another word.

Example of Pun

I’m reading a book about anti-gravity. It’s impossible to put down. (pun)

36. Purpose

The purpose of a piece of writing is the reason why it was written. The purpose may be to inform, entertain, or persuade.

37. Rhetorical questions

A rhetorical question is a question that doesn’t require an answer. They’re often used for emphasis or to make an argument more relatable. However, they can also be overused and sound trite. If you’re going to use a rhetorical question, make sure it adds something to your essay and doesn’t just take up space.

Example of rhetorical question

“Can you imagine how hungry I was after not eating all day?”

“How can we expect students to focus on their studies if they’re constantly worrying about money?”

38. Sarcasm

Sarcasm use of irony to mock or convey contempt.

Example of Sarcasm

Thanks for doing the dishes, it was really fun coming home to a sink full of dirty dishes. (The speaker is being sarcastic).

39. SEO writing

Search Engine Optimization (SEO) is a type of copywriting that focuses on creating content that is optimized for search engines. The goal is to help a website rank higher in search engine results pages (SERPs).

This is a figure of speech that uses the words “like” or “as” to compare two things.

Example of Simile

“She’s as strong as an ox.”

Slang is informal language that is used in casual conversation. Like jargon, slang can make your writing sound unprofessional. Unless you’re writing for a very informal audience, it’s best to avoid using slang terms in your essay.

Examples of Slang

“That party was lit!”

Style is the way in which a piece of writing is presented, including elements such as the author’s word choice, sentence structure, and use of figurative language.

43. Supporting details

The supporting details of a paragraph provide information that supports the main idea.

44. Synecdoche

Synecdoche is a figure of speech in which a part is used to represent the whole or the whole is used to represent a part.

Example of Synecdoche

“All hands on deck!”

45. Target audience

The target audience is the group of readers that a piece of writing is intended for. The author takes into account the age, gender, interests, and background of the target audience when crafting a piece of writing.

Examples of target audiences

-An article about a new type of baby formula would be geared towards parents of infants.

-A blog post about the best hiking trails in the area would be geared towards outdoor enthusiasts.

46. Technical writing

Technical writing is a type of writing that focuses on conveying information about a technical topic or subject. Technical writers may work in a variety of industries, such as healthcare, engineering, or IT.

The tone of a piece of writing is the overall attitude or feeling that it conveys.

Example of Tone

Tone can be serious, humorous, sarcastic, optimistic, etc.

48. Topic sentence

The first sentence of a paragraph, the topic sentence introduces the main idea of the paragraph. 

49. Transition

A transition is a word or phrase that connects one idea to another. Transitions help to create coherence in a piece of writing by showing the reader how different ideas are related.

50. Typefaces

A typeface is a set of characters that share a common design. It’s a specific style within a type family.

Examples of Typefaces

Times New Roman and Arial are two examples of typefaces.

51. Understatement

This is a figure of speech that makes something seem less important than it really is.

Example of Understatement

“It’s just a little scratch.”

Voice in writing refers to the author’s unique style and personality that comes through in their work.

Example of Voice

Voice can be formal or informal, serious or humorous, etc.

53. Web copy

Web copy is the text that appears on a website. It can include everything from product descriptions to blog posts to articles.

54. Word choice

Word choice is the selection of specific words and phrases to convey an idea or feeling. An author’s word choice can have a significant impact on the tone of their writing.

Read also: 22 Key tips to easily improve writing skills

Final words on common writing terms, meanings and examples

That’s it for my crash course on common writing terms, definitions and examples that you must know. I hope you found this helpful and that it gives you a little more insight into how to improve your own writing skills.

By understanding these terms and their meanings, you can become a better writer yourself! Please feel free to comment below with any questions or thoughts, and be sure to check out our other blog posts for more tips and tricks.

Vocabulary.com (2022) Dictionary

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Writing Better University Essays/Defining key terms

Having decided what to include in the answer, there is another way to make sure the answer is focused: telling the reader what we are talking about. By defining what the key terms mean, we do two things. Firstly, we show that we know what we are writing about. Secondly, we avoid misunderstandings by settling on a single understanding of the key terms. It might be that your marker understands power in a Marxist way, and you want to approach the essay from a feminist point of view. By providing a brief definition, there will be no misunderstanding. Your marker may not agree with you, but that is not necessary to get good grades. A definition makes sure you and your readers talk about the same things. For example, you can define fruit salad as consisting of bananas, pineapples, and yellow apples (ideally you would have a reason for this, too). Having done so, your reader will not object when you later state that fruit salad lacks the vital bits of red.

In order to define the key terms, you first have to bluntly state what they are. Always include the key words included in the question. These have been identified as central concepts for you, and by excluding them, you’ll be very likely answering a different question from the one set. There are often other key terms you want to include, and it’s usually worth spending some time thinking about which ones are the key concept. This is time worth spending, because you can later use the concepts without giving any further qualifications or comments. For this reason you should also define the terms carefully. Having defined power in a particular way, for example, every time you use the term in the essay, it only means what you want it to be.

Providing the definition of the key terms also works as a signal to your marker that you know what you’re talking about. By defining power in a certain way, you demonstrate that you’re aware of other interpretations. In fact, it’ll often not be necessary to state what the other interpretations are, unless the distinction is a key aspect of the argument. Very often, you’ll use the work of somebody else to help you define the key terms. Make sure that you put references accordingly.

The following three paragraphs define the concepts social disadvantage, social mobility, and siblings. The definitions are taken from a range of sources, and referenced accordingly. In the context of another essay, these definitions may be too long or too short.

Depending on the length of your essay, you’ll have between 2 and maybe 5 key terms. Sometimes it takes a bit of time to think which terms are the central ones. Consider the following phrases as ways to define terms: X is understood as a process by which , X regards Y as , one view is that there is X so that Y , or X is commonly considered as .

Sources for Definitions edit

When writing your definition, there are a number of sources you can use to help you. Using a common-sense definition is hardly ever suitable. In many cases, a definition as found in a specialist dictionary will do. In other cases, you want something even more specialized, and consult your course material. Many introductory books define key terms, and then discuss them in more detail in the chapter. It’s important not just to simply copy a definition, but choose what is suitable for your needs. Bear in mind that every text, even a specialized dictionary, was written with a specific purpose in mind. What you need for your essay is likely to be a bit different.

Google and other internet search engines may be an easy way, but they are usually not suitable. Apart from the fact that your source may not be reliable, you’re likely to end up with a definition that is either too generic, or from a different area. A definition of power from a physics text may not be what we want in our discipline.

It’s often worth spending some time on the key terms. This is the case, because the way you set out this section will direct the remainder of the essay a great deal. Choosing a certain way to interpret a concept rather than another may be just as important as focusing on certain issues and not others in the main part of the essay. Despite its importance, the section providing the definitions should not be too long: focus on the concepts that are really central. These are usually the concepts that are recurring throughout the essay.

Next: Main part

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Glossary of Essay Writing Terms

• AMA style - A Guide for Authors as of the style guide of the American Medical Association. The guide is written by JAMA (Journal of the American Medical Association), plus the Archives journals.
• Abstract nouns - A noun that doesn’t describe an object. It may describe an idea, state or quality.
• Academic writing - A form of writing that makes a point or answers a question using reliable and academically credible sources to ensure the written piece is accurate and correct.
• Admission essay - An essay written by a person wishing to enter an academic institution, usually with the aim of becoming a student. It is written to help demonstrate the academic prowess of the applicant.
• Analogy - a comparison between things that are similar so as to help the reader understand something more clearly.
• Analysis - The study of facts, figures and evidence to narrow down its relevance to the subject in hand. Analysis is done to find meaning in what could otherwise be viewed as standalone facts, figures or evidence.
• Anecdote - An account of something that is defined as hear-say but may be relevant in explaining a point or getting people to understand more clearly.
• Annotated bibliography - A bibliography that is full of citations and references, but each entry is followed by a short chunk of text. The text may describe the references/citation, or may help the reader understand the reference or citation.
• APA style - This is a writing style and referencing style that is used by the American Psychological association.
• Argumentative essay - An essay that shows more than one side of an issue. Two or more sides/arguments are placed within an essay so that comparisons, contrasts and conclusions may be drawn.
• ASA style - This is the style used by the American Sociological Association when preparing works for journals and publications.
• Assignment - A set of instructions that are put together to help a person undertaking a task to draw it to a conclusion. They help a person reach a designated goal as set out by the assignment itself.
• Audience - The people, group, or entity that receives information from another person, group or entity. The information is directed at an audience with the aim of having the audience take the information in.

• Bias - The taking or adopting of one side of an issue, argument or idea to the detriment of the other side(s) of the said argument. It may also mean focusing on one element, issue or argument with relatively exclusivity.
• Bibliography - A list of the citations and references used within the work. They are usually indicated within the text with fuller descriptions present within the bibliography. It is to help the reader follow up on a point or data that is present in the work.
• Bluebook style - This is a uniform system of citation set out as a style guide. It is used mostly by people in the legal industry within the United States.
• Body - The essay body is the bulk of an essay that is usually structured as per the decision of the writer. In itself it may contain things such as evidence sections, evaluation sections and analysis sections, as well as numerous other relevant sections.
• Brainstorming - The act of focusing on a single idea or problem without a structure and allowing ideas to free flow as a result. One idea may lead to another or may exist on its own alongside other thoughts and ideas.

• Calculate - To compute one section of information in order to draw results or alter the original information in some way. It is seen quite a lot within mathematics and programming where information is computed to draw a retraceable result.
• Case Study - A record and processed data that is part of research, or used as research, into the development of a group, situation, thing or person over a set period of time. It may also be something analyzed or used to illustrate a principle, point or thesis.
• Cause and effect essay - An essay that is structured in a way that joins events, thoughts and/or actions and links them in some way. One element is called the cause and the other the effect, with the effect being the result of the cause.
• CBEP - This is a Community-Based Education Project or Program.
• Characterization - The addition of motivation to a character or entity of some sort. This may include things such as character history, emotions, situations and personality being mixed to form a fuller character as a whole.
• Chicago/Turabian style - This is the style guide used for American English.
• Chronological order - Items or points are ordered according to their timeline. It may be events put in the order they happened, or set against a sequence that is usually based on a linear timeline.
• Citation - The act of referencing the work of another directly. It means copying or paraphrasing the work of another and using it as evidence. A citation is not credited to the person doing the citing (i.e. it is not the writer idea that is being quoted unless self quoting earlier works).
• Cite - To draw attention to the creation of another. It is usually done to prove a point. The person doing the citing does not claim ownership of the work that is cited.
• Clarify - To better explain a certain point. This is sometimes done with examples or the production of further evidence however, it may also include stories and analogies that draw a similar comparison.
• Classification essay - An essay that opens up a subject and explores it more thoroughly. The idea is to help the reader more fully understand the subject at hand.
• Cliché - A term or action that is nestled deep within the public zeitgeist to the point where it is considered overused by those that have had experience with it.
• Cluster Analysis - Cluster analysis or clustering is where similar objects are grouped together to be analyzed. This may be an efficient way of analyzing a large amount of data, but may also cause inaccuracy if incorrectly done.
• Cognitive skills - These refer to the skills a person has as per their intellect. They include skills such as computation, analysis, evaluation, spotting differences, comparing, contrasting, biased and unbiased thinking. Even creatures without lateral thinking may still have cognitive skills, albeit far inferior to human cognitive skills.
• Coherence - The act or state of being logically consistent. In academic terms it means to be clear and easy to understand by the intended audience.
• Colloquial expressions - These are expressions used by a relatively large amount of people, but that are localized in one area. This may be as small as within a company, as large as within a country or community.
• Comparison essay - Where elements or points are compared within one essay. Items are highlighted for one element or point and then compared to another or numerous other elements or points.
• Composition - An arrangement. Arranging something in order to make something else or something new. This may include taking smaller parts to make a larger part.
• Conclusion - This is where a hypothesis, usually located in an essay introduction, is concluded upon first by reminding the reader what the hypothesis was. It may draw upon elements within the rest of the essay to prove a point.
• Connotation and Denotation - Connotation refers to the emotional, imaginative and ungraspable parts of something. Denotation refers to the literal significance or primary significance.
• Content and Form - These are distinct aspects of a piece of work. The content is the primary makeup of the piece of work, which usually refers to the text and media side of things in academics. The form refers to the techniques and style used, and may refer to the media being used, though not the media that is inserted.
• Context - This refers to the surrounding conditions, which may include the circumstances, environment or events. Words are given context based on the words surrounding them, the nature and tone of the work as a whole, and the emphasis inserted by the writer.
• Continuity - An unchanging quality that may also be described as a constant. It is a consistency or a consistent whole, and may describe how one element connects to another to make them smaller parts of a larger whole.
• Contrast - A marked difference between two or more things. Juxtaposition of different things.
• Copyright - This is the legal right a creator is given in a free society. It gives the creator control over the work produced for a certain number of years.
• Coursework - This is work issued by an academic institution that upon completion will count towards a final grade and/or a pass or fail. Not completing coursework may negatively affect a student’s final grade, score or pass.
• Cover Letter - This is a note issued by the sender to briefly explain the other items that are being sent. It may also explain the motivations for sending the other items and the desired result of such.
• Credibility - This usually refers to believability, but in academic terms means a point that may be proven. A reliable resource is usually required in these cases.
• Critical essay - Presenting an objective analysis that has either a neutral, positive or negative outcome, and sometimes offers praise and advice on improvements.
• Criticism - To make a remark, comment or point that draws attention to an issue. Usually the issue is something of fault that the criticizer wishes to highlight. Constructive criticism will help the original creator to improve whatever he or she has created.
• Current literature - Literature that has not yet been discredited or proven incorrect.

• Data - Information that may take many forms. It may be used as a discussion point, as evidence, as part of a calculation or as research to another end.
• Dead copy - Often referred to as the original piece of work that the live copy is compared to.
• Deadline - This is the time limit given for a certain task. A deadline can be as long as the issuer decides, be it a few minutes or a few years.
• Deduction - A conclusion drawn that often relies on logic or the weighing and concluding upon evidence.
• Deductive essay - The evaluation and concluding upon an issue. It may also include analysis.
• Definition essay - An essay that defines something by exploring its many meanings and its effects. It helps the reader to understand or better understand something through reading the essay.
• Denotation - The most basic or literal meaning. A specific meaning or primary meaning or description.
• Description - Giving an account of something. The aim is to help the reader understand something or identify what something is.
• Development - The process of moving from one state to another, usually done through some form of work or process. It may be an event that causes change or used to describe the process of change.
• Dialectic essay - The act of making an argument and then objecting to it, only to defend the original argument and conclude. It is form of argumentative essay with a simpler and more streamline framework.
• Diction - This is the spoken clarity or choice of words. It may be used to describe a type of work/paper/artistic piece.
• Dissertation - A very long essay that usually goes above and beyond 12,000 words where an issue is fleshed out in the best and most comprehensive way possible.
• Distinguish - The act of recognizing and noting differences, or to recognize differences as a process.
• Division - Splitting, sharing or disagreeing. To separate or divide. It may also be a section of an organization.
• Documented essay - This could define most essays. It is an essay that uses research to support a principle, point, idea, hypothesis or idea.
• Dominant impression - In academic terms this may be considered the controlling idea to which the writer must remain consistent. It may also represent the hypothesis or thesis if it were to control the quality, atmosphere, mood or tone of the written piece.

• Effect - A change that comes as a direct result of something else, which is usually a cause. It may also denote the power to influence. It may mean the impression given. It is used as a noun, whereas affect is used as a verb. An affect acts upon, and the effect is the result.
• Elaborate - To better explain something in more detail so that the reader may understand it more fully. It may also mean explaining something to remove any vagaries or potential misunderstandings.
• Emphasis - To draw attention to something and expose it. To add emphasis may mean to expose something more fully when compared with other elements within a written piece.
• Enumerate - To list thing individually or count them. To give numbers to something, usually to order or count them.
• Essay - A standard piece of academic writing that draws upon academically credible resources or academic knowledge to make a point, expose something or to pose a question.
• Essay hook - This is the element of an essay that draws the reader in. The aim is to help the reader decide if he or she should read the essay by trying to capture the reader’s interest.
• Etymology - The study of words or their origin/history. They commonly explain why we use words the way we do.
• Evaluate - To take all the evidence and all the points made and assess their validity with an aim to drawing a conclusion. The assessment of validity may include drawing upon the original hypothesis to see if the evidence, facts and points made are actually relevant and/or meaningful.
• Evidence - This is the available body of information and facts that indicate whether a proposition or belief is true or valid.
• Examine - To explore something in detail that usually involves taking notes. It is done to help improve knowledge about a subject or idea.
• Expand - Usually this means to make larger, but in academic terms means to better explain or elaborate. To make something more detailed, in-depth or less brief.
• Exploratory essay - Exploring a problem or an issue without trying to support a thesis. It may be as simple as a piece of research that opens up a subject so that it may be studied more closely or in more detail.
• Expository essay - A type of essay where the writer investigates an idea, expounds on the idea, evaluates evidence, and sets an argument concerning the idea in a concise and clear manner.

• Figurative language - None-literal language or representational language. It may refer to representing by allegorical figures. It may mean using an emblematic human or animal figure to represent an abstract question quality or idea.
• Flashback - An earlier event or scene. In written work it refers to the reference to an earlier event or scene.
• Footnotes - Additional details found at the foot of the essay or at the foot of the page. It may not be necessary for reader comprehension, but is there if the reader wants more detail.
• Formal essay - An essay using an academic structure, type and style, and absent of creative diversions or poetic license.
• Framework - This is a structure through which something works, is written, or is held up. Standard frameworks within essays make reading and studying different essays easier because they are structured in a similar way.
• Free association - Using a word(s) or image(s) to spontaneously suggest another without a logical connection.
• Full references - Short references may give an idea of the source material, but full references give an easier-to-follow-up insert for each reference. The act of giving full references may also include adding references to all facts, principles, points and ideas that require proof or that are not the original creation of the writer.

• Galley - A trial print run or trial publishing run.
• Generalization - A sweeping statement that is almost impossible to fully backup because of the randomness of the universe.
• Give an account of - To describe, usually in detail.
• GPO style - The style used by the United States Government Publishing Office.

• Harvard style - Parenthetical referencing that is one of the most commonly used referencing styles in the USA. Many colleges/Universities have variations of their preferred Harvard style.
• Heading - A subtitle or subtitles used to break up text into easier to understand and/or read sections of related material.
• Hyperbole - To exaggerate, usually to make a point with more impact. It is deliberate and obvious exaggeration to make a point in a way that does not come across as an outright lie.
• Hypothesis - A theory, question or point that needs investigation, disproving or proving. It may also be an assumption that is taken as true for the moment.

• Idiom - A fixed expression with a non-literal meaning. It is difficult, if not impossible, to deduce the meaning alone or out of context.
• In-text reference - The act of putting a reference within the text so that the reader knows where the preceding point or evidence came from.
• Induction - Inducting somebody into an institution, business, organization or position. Or, the process of creating/inducing an idea, feeling or state. Or, a logical conclusion based on evidence. It may also mean the scientific method, generalizations based on observation, or the making of generalizations.
• Inference - A conclusion or reasoning process. An implication, deduction, supposition or the act of conjecture, assumption and/or presumption.
• Informal essay - An essay that breaks the more formal academic rules when it comes to essay writing, usually for a creative reason, to make a more human-based or emotional point, or to make the text more interesting to read for the target audience.
• Introduction - The text found at a start of an essay that helps the reader understand what the essay is about in general terms and if the reader will be interested in the essay content.
• Irony - A form of humor that suggests the opposite of a literal meaning. Humor based on incongruity or based on contradiction.
• ISBN - In publishing it is the International Standard Book Number and is used to catalog publications in a similar way that barcodes catalog groceries. It is a library specifically for publications.

• Jargon - Specialist language used by groups, companies or a culture that means something to both those within the group/company/culture and others.

• Lab Report - The details of work done in a lab that may be used later as evidence or for the basis of analysis.
• Levels of thought - What is focused upon in academics and to what degree it should be focused on.
• Linking word - They help create longer sentences whilst maintaining fluency. They may show a relationship between points or ideas.
• Literature essay - An essay written to inform the reader or to deliver a message to the essay reader.
• Literature research - The use of credible and respected resource during the research process.
• Loaded words - High inference language that helps direct a thought or conclusion in the mind of a reader. It may evoke a stereotype or emotion with its use where another just as suitable word wouldn’t.
• Logical fallacy - An error in reasoning especially related to correct and incorrect logic.

• m-dash - Used to show that a word continues on to the next line. It may also be used to create a strong break in the structure of a sentence.
• Margin - The space between one element and another. Most commonly used in essays to specify where the page edge should sit and where the text should begin.
• Marker - An indicator usually used to indicate a position or presence.
• Meta-Analysis - The use of a statistical approach that combines results from multiple studies to increase the result‘s power over individual studies or improve estimates.
• Metaphor - It is an implicit comparison or the use of figurative language. It is an implicit comparison to describe somebody or something. It may be a vivid comparison that is not meant literally. Figurative language involves symbolism or figures of speech that are not literally supposed to represent real things.
• Methodology - An organizing system or the study of organizing principles or rules.
• MLA style - This is the style used by the Modern Language Association. People use them for the preparation of research and scholarly manuscripts.
• MS - This may represent the company Microsoft, or Master Of Science degree. It may also mean Middle School, Medical Student, Mass Storage or Management System.

• n-dash - A wider version of the em-dash or m-dash. It is used to connect words such as the use of the dash between N and dash within n-dash.
• Narrative essay - This is an essay that has a clear narrative. It is usually written in the first person to this end.
• Non sequitur - Purely defined it means that something doesn’t follow the set pattern, but usually refers to an incongruous statement or an unwarranted conclusion that secure doesn’t follow from its premise(s).
• Norm - A standard pattern of behavior that is usually set within a culture or a group. It may also describe usual behavior.

• Objective writing - Writing that can be verified through facts and evidence and is less biased than subjective writing.
• Organization - The coordination of components into a single structure or unit.
• Outline - A plan for an essay or a summary used as a guide for an essay.
• Overview - A summary of the main points of a piece of work, or a broad survey.

• Pacing - In terms of written work, it is the rate at which the reader is taken from one element/point/section/idea to another.
• Paper - In academic terms it usually refers to an essay or a piece of academic work.
• Paradox - Something that seems right but is actually wrong, or something that seems wrong but is actually right. It may be absurd or a contradiction that either proves itself to be correct, or is seemingly correct.
• Paragraph - A way of breaking up a piece of work into readable chunks whilst maintaining a similar theme, idea or point.
• Parallelism - A parallel state or the deliberate repetition of sentence structures or words for a desired effect.
• Paraphrase - To rephrase something in a way that keeps its meaning, but also adapts it to fit the work it is being inserted into. It often takes heavily from the original source, which means it should be noted as a quotation rather than a general reference.
• Parody - A copy or inferior copy of something. It may be copied in a comical or satirical way.
• Peer Review - An evaluation by experts, usually experts within relevant fields.
• Personal essay - An essay that may be conversational in nature, or may feature elements of the writer’s life or opinions. It may be autobiographical non-fiction, creative non-fiction, or works of a personal nature where all facts are not verifiable.
• Personification - The embodiment of something or the representation of an abstract quality being human.
• Persuasive essay - An essay that works to either reaffirm the reader’s belief/ideas, or to change the readers thinking from one way to another.
• Plagiarism - The copying or rewriting of the work of another person. Even a cleverly rewritten piece of work is still plagiarized, it is just harder to detect than written content that is copied verbatim.
• Post hoc, ergo propter hoc - This is a logical error. It may involve stating that an effect created a cause, which is usually incorrect outside of the physics and/or mathematics field.
• Prewriting - Preparatory work done before writing. Academics often write notes and a plan prior to writing an academic piece of work.
• Process analysis - Writing that gives instructions on how something is done. It is an organizational form of writing that exposes processes and is often seen within self-help papers/books.
• Process words - These are words that give instructions on how to do something within an academic context. They are words that mean something specific within academic terms that instruct a writer upon what needs to be done.
• Proposal - A suggested plan or idea that is put forward officially or unofficially.
• Prove - It means to establish truth, which may be done in a number of ways, but usually involves some sort of evidence.

• Questionnaire - A series of questions directed at one person. They are usually used as fact-gathering tools. They will feature either open-ended or closed questions.
• Quotation - Text or a group of words taken from another source and inserted into the writer’s work, usually to make a point, prove a point or act as evidence.

• Reference - The process of mentioning the work of another or another person/group/company/institution. An academic reference will usually involve information on where the original work/quote may be found and checked.
• Referencing - The act of adding mentions of another person/company/institution and/or their work within a piece of academic text.
• Refutation - The act of refuting, which means denying or opposing with the intention, successfully or otherwise, of proving the original statement to be false or incorrect.
• Report - Information conveyed in order to explain what happened or what the current state of affairs may be. A report may be made that looks to the future, but may only report upon the past and present in order to hypothesis and make predictions about the future.
• Research essay - An essay featuring and describing the research work done by the writer.
• Response essay - An essay based around the work, statement, or claim of another to either agree, disagree, point something out, or to expand in some way. A response essay may agree, disagree, or even remain neutral.
• Revision - The going over of work or content to refresh ones knowledge. It may also mean making changes to pieces of work.
• Rhetoric - persuasive writing or speech that gets a point across or communicates in a persuasive way.
• Rhetorical questions - A question that is part of a person’s rhetoric. It is not a question asked with the view to getting an answer. A good rhetorical question will imply the answer without anyone having to give one, or will make a point through the questioning.
• Rhetorical strategy or mode - The mode(s) of persuasion referred to as rhetorical appeals or strategies. They are the devices that classify the speaker's appeal to the audience in rhetoric. These are logos, ethos or pathos.
• Rigor - The rigidity or stiffness of something. In academic terms it may refer to the strength or an argument or paper as a whole, and/or how well it stands up to criticism.

• Sarcasm - Mocking or deriding language that uses the opposite of what is true or correct. It is the deliberate use of opposites in order to lie but make the lie obvious in a mocking or deriding fashion.
• Satire - It involves criticism or critical comments that use wit, irony, ridicule and/or sarcasm to make the point.
• Scholarly literature - This is written work produced by an academic institution and the people within, which includes students.
• Scholarship essay - An essay a student sends off to convince a group that he or she is worthy of a scholarship.
• Show how - Demonstrate your knowledge of something by giving instructions on the matter.
• Simile - It is figurative language that draws a comparison. It will usually contain the words 'like' or 'as'.
• Slang - Words used by people on mass to signify something that is not defined as such in a dictionary. Slang is not something that is taught within in English.
• Spatial order - This is where items are arranged according to their relationships or physical position.
• Specific - To be precise or detailed and avoiding any vagueness.
• Speech - Communication through speaking, or a piece of text that a person prepares so that he or she may give a speech without having to think up the content of the speech on the spot.
• State - The act of declaring something. To express something in words or announce something.
• Statement - A declaration of almost anything. It may be a declaration of intent or meaning or a declaration of a point. It cannot be a question. It may be a fact, intention or policy.
• Statistics project - A project that has works on statistics with a view to a conclusion, result or answer.
• Structure - A system of parts that are arranged in a designated order or function in a designated order. The system of parts are usually organized in a way that makes them linked in some way to form a larger whole.
• Style - The manner in which something is done. Within academics it may refer to the way a piece is written or referenced.
• Stylistics - The study of linguistic style that includes both written and spoken language. It may include literary works or genres, and may categorize specific groups.
• Subheading - A version of a heading that separates out a piece of work to make it easier to read and/or understand. It may separate out portions of a piece of work that are already under category headers.
• Subjective - Based on feels, opinion or a point of view rather than evidence and/or facts.
• Summary - A short description of the main points of a piece of work. A collection of points that sum up the work as a whole. A way of getting a brief view of a piece of work.
• Syllogism - It may mean deductive reasoning, a specious argument or an example of deduction. It may also be a logical argument that involves three prepositions, such as a formal deductive argument with a major premise, minor premise, and conclusion. 
• Symbol - Something that represent something else.
• Syntax - This is the organization or framework of sentences. It is also a branch of grammar that studies and dictates the rules of correct structure, organization and framework of sentences.

• Term paper - This is a paper that should help the student show how much he or she has learnt over the course of the term. Professors set term papers for that very reason and to help students find out what elements they need to improve upon.
• Theory - Speculation, an idea formed by speculation, a question formed by speculation. Or a set of rules, guides, techniques and practices.
• Thesis statement - A thesis statement is something that is explained, supported, proved, disproved or developed during the course of the paper.
• Tone - This is the character or feel of a piece or subject. It is the atmosphere and/or ambience that the writer sets.
• Topic sentence - A sentence that explains what a paragraph, section or full essay is about.
• Trace - A small quantity or a remaining sign or signal.
• Transition - A process of change. In an essay it may mean the change from one sentence to another or the change between one paragraph to another. It may also mean the change between point/subject to point/subject. It requires either a definite end or an indication of what may be to come.
• Translate - To interpret data in a way that makes it understandable for your audience. To put it in a way that your target audience can understand.
• Turabian style - This is the most commonly used referencing and citation style used by researchers and academics doing research.

• Understatement - This is a muted or restrained statement of expression. It is a statement that is deliberately understated, which means it is less forceful and/or less dramatic than it otherwise should be.
• Unity - A combination of two or more to become one, or the condition of being one. It may also mean a whole that is made up of numerous separate entities. It may also be used to describe harmony.
• Unreliable - In academics an unreliable source is one that is not academically credible. This means it cannot be used to prove a point or a fact, and cannot be used as evidence without making your essay flawed and/or unreliable in itself.

• Validity - It signifies the reason why something is valid within a certain situation. In terms of data or evidence, it indicates their relevance or correctness.
• Vancouver style - One of the most commonly used referencing and citation styles used within medical and physical science papers. The other most commonly used being Harvard.
• Vantage point - A specific point of view. From the writer’s perspective, it is his or her point of view. When referring to others, it is their unique view of a situation or event.

• Writer’s block - This is the name given to a period during writing when further ideas around what to write are absent. It is a frame of mind that makes a piece of writing very difficult to continue.

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What is an Essay?

10 May, 2020

11 minutes read

Author:  Tomas White

Well, beyond a jumble of words usually around 2,000 words or so - what is an essay, exactly? Whether you’re taking English, sociology, history, biology, art, or a speech class, it’s likely you’ll have to write an essay or two. So how is an essay different than a research paper or a review? Let’s find out!

Defining the Term – What is an Essay?

The essay is a written piece that is designed to present an idea, propose an argument, express the emotion or initiate debate. It is a tool that is used to present writer’s ideas in a non-fictional way. Multiple applications of this type of writing go way beyond, providing political manifestos and art criticism as well as personal observations and reflections of the author.

An essay can be as short as 500 words, it can also be 5000 words or more.  However, most essays fall somewhere around 1000 to 3000 words ; this word range provides the writer enough space to thoroughly develop an argument and work to convince the reader of the author’s perspective regarding a particular issue.  The topics of essays are boundless: they can range from the best form of government to the benefits of eating peppermint leaves daily. As a professional provider of custom writing, our service has helped thousands of customers to turn in essays in various forms and disciplines.

Origins of the Essay

Over the course of more than six centuries essays were used to question assumptions, argue trivial opinions and to initiate global discussions. Let’s have a closer look into historical progress and various applications of this literary phenomenon to find out exactly what it is.

Today’s modern word “essay” can trace its roots back to the French “essayer” which translates closely to mean “to attempt” .  This is an apt name for this writing form because the essay’s ultimate purpose is to attempt to convince the audience of something.  An essay’s topic can range broadly and include everything from the best of Shakespeare’s plays to the joys of April.

The essay comes in many shapes and sizes; it can focus on a personal experience or a purely academic exploration of a topic.  Essays are classified as a subjective writing form because while they include expository elements, they can rely on personal narratives to support the writer’s viewpoint.  The essay genre includes a diverse array of academic writings ranging from literary criticism to meditations on the natural world.  Most typically, the essay exists as a shorter writing form; essays are rarely the length of a novel.  However, several historic examples, such as John Locke’s seminal work “An Essay Concerning Human Understanding” just shows that a well-organized essay can be as long as a novel.

The Essay in Literature

The essay enjoys a long and renowned history in literature.  They first began gaining in popularity in the early 16 th century, and their popularity has continued today both with original writers and ghost writers.  Many readers prefer this short form in which the writer seems to speak directly to the reader, presenting a particular claim and working to defend it through a variety of means.  Not sure if you’ve ever read a great essay? You wouldn’t believe how many pieces of literature are actually nothing less than essays, or evolved into more complex structures from the essay. Check out this list of literary favorites:

• The Book of My Lives by Aleksandar Hemon
• Notes of a Native Son by James Baldwin
• Against Interpretation by Susan Sontag
• High-Tide in Tucson: Essays from Now and Never by Barbara Kingsolver
• Slouching Toward Bethlehem by Joan Didion
• Naked by David Sedaris
• Walden; or, Life in the Woods by Henry David Thoreau

Pretty much as long as writers have had something to say, they’ve created essays to communicate their viewpoint on pretty much any topic you can think of!

The Essay in Academics

Not only are students required to read a variety of essays during their academic education, but they will likely be required to write several different kinds of essays throughout their scholastic career.  Don’t love to write?  Then consider working with a ghost essay writer !  While all essays require an introduction, body paragraphs in support of the argumentative thesis statement, and a conclusion, academic essays can take several different formats in the way they approach a topic.  Common essays required in high school, college, and post-graduate classes include:

Five paragraph essay

This is the most common type of a formal essay. The type of paper that students are usually exposed to when they first hear about the concept of the essay itself. It follows easy outline structure – an opening introduction paragraph; three body paragraphs to expand the thesis; and conclusion to sum it up.

Argumentative essay

These essays are commonly assigned to explore a controversial issue.  The goal is to identify the major positions on either side and work to support the side the writer agrees with while refuting the opposing side’s potential arguments.

Compare and Contrast essay

This essay compares two items, such as two poems, and works to identify similarities and differences, discussing the strength and weaknesses of each.  This essay can focus on more than just two items, however.  The point of this essay is to reveal new connections the reader may not have considered previously.

Definition essay

This essay has a sole purpose – defining a term or a concept in as much detail as possible. Sounds pretty simple, right? Well, not quite. The most important part of the process is picking up the word. Before zooming it up under the microscope, make sure to choose something roomy so you can define it under multiple angles. The definition essay outline will reflect those angles and scopes.

Descriptive essay

Perhaps the most fun to write, this essay focuses on describing its subject using all five of the senses.  The writer aims to fully describe the topic; for example, a descriptive essay could aim to describe the ocean to someone who’s never seen it or the job of a teacher.  Descriptive essays rely heavily on detail and the paragraphs can be organized by sense.

Illustration essay

The purpose of this essay is to describe an idea, occasion or a concept with the help of clear and vocal examples. “Illustration” itself is handled in the body paragraphs section. Each of the statements, presented in the essay needs to be supported with several examples. Illustration essay helps the author to connect with his audience by breaking the barriers with real-life examples – clear and indisputable.

Informative Essay

Being one the basic essay types, the informative essay is as easy as it sounds from a technical standpoint. High school is where students usually encounter with informative essay first time. The purpose of this paper is to describe an idea, concept or any other abstract subject with the help of proper research and a generous amount of storytelling.

Narrative essay

This type of essay focuses on describing a certain event or experience, most often chronologically.  It could be a historic event or an ordinary day or month in a regular person’s life. Narrative essay proclaims a free approach to writing it, therefore it does not always require conventional attributes, like the outline. The narrative itself typically unfolds through a personal lens, and is thus considered to be a subjective form of writing.

Persuasive essay

The purpose of the persuasive essay is to provide the audience with a 360-view on the concept idea or certain topic – to persuade the reader to adopt a certain viewpoint. The viewpoints can range widely from why visiting the dentist is important to why dogs make the best pets to why blue is the best color.  Strong, persuasive language is a defining characteristic of this essay type.

The Essay in Art

Several other artistic mediums have adopted the essay as a means of communicating with their audience.  In the visual arts, such as painting or sculpting, the rough sketches of the final product are sometimes deemed essays.  Likewise, directors may opt to create a film essay which is similar to a documentary in that it offers a personal reflection on a relevant issue.  Finally, photographers often create photographic essays in which they use a series of photographs to tell a story, similar to a narrative or a descriptive essay.

Drawing the line – question answered

“What is an Essay?” is quite a polarizing question. On one hand, it can easily be answered in a couple of words. On the other, it is surely the most profound and self-established type of content there ever was. Going back through the history of the last five-six centuries helps us understand where did it come from and how it is being applied ever since.

If you must write an essay, follow these five important steps to works towards earning the “A” you want:

• Understand and review the kind of essay you must write
• Brainstorm your argument
• Find research from reliable sources to support your perspective
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• How to write an essay introduction | 4 steps & examples

How to Write an Essay Introduction | 4 Steps & Examples

Published on February 4, 2019 by Shona McCombes . Revised on July 23, 2023.

A good introduction paragraph is an essential part of any academic essay . It sets up your argument and tells the reader what to expect.

The main goals of an introduction are to:

• Catch your reader’s attention.
• Give background on your topic.
• Present your thesis statement —the central point of your essay.

This introduction example is taken from our interactive essay example on the history of Braille.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

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Table of contents

Step 1: hook your reader, step 2: give background information, step 3: present your thesis statement, step 4: map your essay’s structure, step 5: check and revise, more examples of essay introductions, other interesting articles, frequently asked questions about the essay introduction.

Your first sentence sets the tone for the whole essay, so spend some time on writing an effective hook.

Avoid long, dense sentences—start with something clear, concise and catchy that will spark your reader’s curiosity.

The hook should lead the reader into your essay, giving a sense of the topic you’re writing about and why it’s interesting. Avoid overly broad claims or plain statements of fact.

Examples: Writing a good hook

Take a look at these examples of weak hooks and learn how to improve them.

• Braille was an extremely important invention.
• The invention of Braille was a major turning point in the history of disability.

The first sentence is a dry fact; the second sentence is more interesting, making a bold claim about exactly  why the topic is important.

• The internet is defined as “a global computer network providing a variety of information and communication facilities.”
• The spread of the internet has had a world-changing effect, not least on the world of education.

Avoid using a dictionary definition as your hook, especially if it’s an obvious term that everyone knows. The improved example here is still broad, but it gives us a much clearer sense of what the essay will be about.

• Mary Shelley’s  Frankenstein is a famous book from the nineteenth century.
• Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement.

Instead of just stating a fact that the reader already knows, the improved hook here tells us about the mainstream interpretation of the book, implying that this essay will offer a different interpretation.

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Next, give your reader the context they need to understand your topic and argument. Depending on the subject of your essay, this might include:

• Historical, geographical, or social context
• An outline of the debate you’re addressing
• A summary of relevant theories or research about the topic
• Definitions of key terms

The information here should be broad but clearly focused and relevant to your argument. Don’t give too much detail—you can mention points that you will return to later, but save your evidence and interpretation for the main body of the essay.

How much space you need for background depends on your topic and the scope of your essay. In our Braille example, we take a few sentences to introduce the topic and sketch the social context that the essay will address:

Now it’s time to narrow your focus and show exactly what you want to say about the topic. This is your thesis statement —a sentence or two that sums up your overall argument.

This is the most important part of your introduction. A  good thesis isn’t just a statement of fact, but a claim that requires evidence and explanation.

The goal is to clearly convey your own position in a debate or your central point about a topic.

Particularly in longer essays, it’s helpful to end the introduction by signposting what will be covered in each part. Keep it concise and give your reader a clear sense of the direction your argument will take.

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As you research and write, your argument might change focus or direction as you learn more.

For this reason, it’s often a good idea to wait until later in the writing process before you write the introduction paragraph—it can even be the very last thing you write.

When you’ve finished writing the essay body and conclusion , you should return to the introduction and check that it matches the content of the essay.

It’s especially important to make sure your thesis statement accurately represents what you do in the essay. If your argument has gone in a different direction than planned, tweak your thesis statement to match what you actually say.

To polish your writing, you can use something like a paraphrasing tool .

You can use the checklist below to make sure your introduction does everything it’s supposed to.

Checklist: Essay introduction

My first sentence is engaging and relevant.

I have introduced the topic with necessary background information.

I have defined any important terms.

My thesis statement clearly presents my main point or argument.

Everything in the introduction is relevant to the main body of the essay.

You have a strong introduction - now make sure the rest of your essay is just as good.

• Argumentative
• Literary analysis

This introduction to an argumentative essay sets up the debate about the internet and education, and then clearly states the position the essay will argue for.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

This introduction to a short expository essay leads into the topic (the invention of the printing press) and states the main point the essay will explain (the effect of this invention on European society).

In many ways, the invention of the printing press marked the end of the Middle Ages. The medieval period in Europe is often remembered as a time of intellectual and political stagnation. Prior to the Renaissance, the average person had very limited access to books and was unlikely to be literate. The invention of the printing press in the 15th century allowed for much less restricted circulation of information in Europe, paving the way for the Reformation.

This introduction to a literary analysis essay , about Mary Shelley’s Frankenstein , starts by describing a simplistic popular view of the story, and then states how the author will give a more complex analysis of the text’s literary devices.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale. Arguably the first science fiction novel, its plot can be read as a warning about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, and in popular culture representations of the character as a “mad scientist”, Victor Frankenstein represents the callous, arrogant ambition of modern science. However, far from providing a stable image of the character, Shelley uses shifting narrative perspectives to gradually transform our impression of Frankenstein, portraying him in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

The “hook” is the first sentence of your essay introduction . It should lead the reader into your essay, giving a sense of why it’s interesting.

To write a good hook, avoid overly broad statements or long, dense sentences. Try to start with something clear, concise and catchy that will spark your reader’s curiosity.

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

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Essay topic 1

Essays written with ChatGPT feature repetition of words and ideas – study

R epetition of words, tautology and paragraphs starting with “however” are some tell-tale features of ChatGPT’s writing style, researchers have found.

The writing style of the artificial intelligence tool is “bland” and “journalistic”, according to a Cambridge University Press and Assessment study.

It comes after the rise of generative AI tools, like ChatGPT , has sparked concerns about cheating among pupils in the education sector.

Researchers compared essays written by three first-year undergraduate students, with the aid of ChatGPT, with 164 essays written by IGCSE students.

These essays were marked by examiners and the undergraduates were then interviewed and their essays were analysed.

The study found essays written with the help of ChatGPT performed poorly on analysis and comparison skills compared to non-ChatGPT-assisted essays.

But ChatGPT-assisted essays performed strongly on information and reflection skills.

Researchers identified a number of key features of the ChatGPT writing style, which included the use of Latinate vocabulary, repetition of words or phrases and ideas, and pleonasms.

Essays written with the help of ChatGPT were also more likely to use paragraphs starting with discourse markers like “however”, “moreover”, and “overall”, and numbered lists with items.

The researchers said ChatGPT’s default writing style “echoes the bland, clipped, and objective style that characterises much generic journalistic writing found on the internet”.

The report said: “The students found ChatGPT useful for gathering information quickly.

“However, they considered that complete reliance on this technology would produce essays of a low academic standard.”

Lead researcher Jude Brady, of Cambridge University Press and Assessment, said: “Our findings offer insights into the growing area of generative AI and assessment, which is still largely uncharted territory.

“Despite the small sample size, we are excited about these findings as they have the capacity to inform the work of teachers as well as students.”

She added: “We hope our research might help people to identify when a piece of text has been written by ChatGPT.

“For students and the wider population, learning to use and detect generative AI forms an increasingly important aspect of digital literacy.”

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