using nowadays in an essay

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"Nowadays" vs "today"

I'm taking an English academic writing course. My teacher recommended using today as it is more accepted compared to nowadays . I asked her if this is accepted in American English (she's from US) or in general. She said in general . Then I asked her why it was recommended. Her reasoning was:

When you publish an article your audience will be the whole world and not everyone in this world is a native English speaker, so it is recommended to use simple English .

Is replacing nowadays by today really recommended? I'm looking for a source that can prove or disprove the above statement. I am a non-native English speaker myself, trying to learn English from different sources.

• word-choice

• 3 Even if a non-native English speaker did not know what nowadays means, I think it would be quite easy for them to figure it out from the component morphemes. –  Peter Shor Commented Oct 31, 2011 at 11:58
• 4 When today has the meaning of "at the present time" / "in this day and age", either can be used. But when today has the meaning of "this very day" you cannot use nowadays instead. –  None Commented Oct 31, 2011 at 13:13
• 1 I agree that technical writing (or any writing that is intended to be widely read by non-native speakers) should be in simple English. So--instead of disputing "nowadays"--you could be looking for other examples in your writing where it could be done more simply. –  GEdgar Commented Oct 31, 2011 at 13:32
• I agree with most of the comments. I use 'today', but I still hear nowadays a lot. I think it's because I live in a non native English speaking country. –  user91071 Commented Sep 11, 2014 at 3:33
• That is an individual opinion and not worth much. I would forget what your teacher said about "today" and "nowadays", it is not tenable. –  rogermue Commented Jun 26, 2015 at 8:57

6 Answers 6

Nowadays and today are both perfectly acceptable. You could also say these days , in recent times and at present or presently . If your teacher prefers that you don't use nowadays I would follow her instructions just because there are so many alternatives and she is the one grading your paper.

• 10 To me, nowadays doesn't seem formal enough to put in a paper. I would use it in conversation, or maybe a news article, but never in a formal paper. I'm not sure if that's just how I've been taught, however. –  Brendon Commented Oct 31, 2011 at 11:55
• 1 According to the Economist style guide (British English), presently should not be used in this context as presently means "after a short time" - "currently" should be used instead. I would agree with the other suggestions though. I tend to agree with Brendon that "nowadays" doesn't seem formal enough for an academic paper. –  Matt Commented Oct 31, 2011 at 12:24
• @ Matt: The usage of "presently" is much disputed and to most people I assume "presently" means "now". −−− learnersdictionary.com/search/presently −−− en.wikipedia.org/wiki/List_of_English_words_with_disputed_usage –  None Commented Oct 31, 2011 at 13:14
• 1 I wouldn't say nowadays is less formal than today . I just think that nowadays nowadays is not as widely used as today . An ngram shows a decline in the use of nowadays in the 30's and an increase in the use of today around the same period, and stable since. –  None Commented Oct 31, 2011 at 13:16
• @Matt & Laure: "Presently" is one of those words that English teachers and other pedants say means one thing but most people use to mean something else. I'd avoid using it to mean "nowadays" in an English paper, but otherwise I routinely use it with that meaning. I suspect the average reader would pause on reading a usage with the English-teacher definition, like "I shall return your pencil presently", and would have to guess the meaning from the context. –  Jay Commented Oct 31, 2011 at 14:38

Based on my experiences editing academic papers and professional articles from both native and non-native speakers of English, the word "nowadays" is a signal that the writer is not a native English speaker. I see it most commonly used by Chinese speakers.

Both "nowadays" and "today" are acceptable. However, when editing, I generally remove any such term. If you're using the present tense, you imply "now."

For example: "Nowadays, people act as if they have more money than they really do." This sentence means and implies the same thing as "People act as if they have more money than they really do." Here, the word "nowadays" is redundant, resulting in loose and dull writing.

My recommendation: Rather than struggle with "nowadays" and "today," revise your sentences so that neither is needed.

• 2 I'm not sure if I agree with your example. Adding 'Nowadays' conveys the additional meaning of some kind of contrast with the past. Of course, if this additional meaning isn't intended then I agree 100% that 'nowadays' is redundant. –  tinyd Commented Jan 13, 2012 at 13:31
• As someone who goes through hordes of technical documentation, I utterly see this in almost every other thing I do. I had not realized it until I read this statement how true it is. I correct things from multiple sources from across the world in a huge variety of fields (healthcare, oil & gas, social good, charities, large industries, retail, IT-services, etc.) and I can now see the distinction here. –  Tucker Commented Sep 6, 2018 at 15:26

I'd agree with Mark that, for this class, you should follow the teacher's direction if you hope to get good grades on your papers!

But long term, it's a tough question. "Nowadays" is not a very commonly used word any more. On the other hand, "today" is most often understood to me "in the current 24-hour period", so there could be times when using "today" to mean "the current era" could create an ambiguity. Usually the intent would be apparent from the context, but not necessarily. As I think about it, this is rather tricky. If someone said, "The stock market is falling today", I think most people would understand him to mean "in this 24-hour period". But if he said, "The economy is doing poorly today", people would understand him to mean "in the last few years".

I'd generally opt for "currently", "at the present time", "these days", etc.

• Not a very commonly used word?! Nonsense, I hear it all the time, nowadays. –  Jez Commented Nov 1, 2011 at 17:14
• 1 Well, I don't hear it very often, and of course the standard of good English is what is used by MY friends and associates. :-) –  Jay Commented Nov 2, 2011 at 17:43
• Do what teacher says just to get a good grade? Anymore, people have no backbone :p –  Eugene Seidel Commented Apr 24, 2012 at 13:59
• @Eugene If a teacher or a boss says, "Do X", then assuming it's not illegal or immoral, sure, I'll do it to get along for the time being. I'm not going to make something the rule for my life just because a teacher I had 20 years ago said so. :-) –  Jay Commented Apr 24, 2012 at 14:12

The word creates a sense of awkwardness. It detracts from the intent of the statement because the reader has to stop and mull the intention of the writer. In academic writing your job is to communicate quickly and effectively. Anything that detracts from that purpose should be rewritten. Do you see this used in the article you are responding to? If you do, how is it used? When? In most cases my students can not find this usage in articles. I then walk them through a revision process to see how to make a statement stronger and clarify the meaning.

"Nowadays." while standard English, has a colloquial ring. "Today" is preferred in academic writing. Academic writing requires a more elevated register, which the adverb "nowadays" does not meet. The matter is simple: read published articles in academia and compare the frequency of "nowadays" versus "today." "Nowadays"is the common expression used by my high school students. If you adhere to the "usage reigns" approach in linguistics, then there is little more to say.

Yes, that's right: "nowadays" is technically correct, but colloquial. It is perfectly acceptable in oral speech, but it strikes the wrong tone in written English -- because it is so informal or colloquial. The student should follow the teacher's recommendation not because that is the way to improve a grade, but because the teacher is right.

• But "today" and "nowadays" don't have the same meaning. "Today" can mean "this very day" in a different context. "Nowadays" is more synonymous with "currently". Would you consider expanding your answer to explain that? –  filistinist Commented Sep 9, 2017 at 23:48

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What’s Wrong With Nowadays? Posted by Gary Locke on Dec 9, 2021 in English Language

Image by  Dmitry Abramov  from  Pixabay

There are English words that, the moment I see them, I want to scream my head off. We have adopted some words from everyday conversation and made them such common expressions that many have forgotten how unsophisticated they sound. One such word is nowadays , and I have begun to see it in writing a lot. If you use it in writing, I am here to beg you to stop.

Meaning and Spelling

First, let’s begin by defining the word and how it is properly spelled and used. Nowadays is an adverb that means “currently” or “at the present time”. We use it in comparison with the past. Its use goes as far back as the 14 th century when it was a three-word phrase spelled as now a dayes . It is now always spelled as one word – nowadays. It isn’t ever hyphenated.

It is also a word typically used in casual conversation. “Everybody ditched their vinyl records for compact discs back in the 90s, but nowadays it seems like everyone wants vinyl again.” And in conversation is exactly where nowadays belongs.

Properly speaking, nowadays isn’t slang. You can find it in the dictionary and there’s even a proper rule for it. If used at the beginning of a sentence you must follow the word with a comma – “Nowadays, you can’t find a parking space on a city street.”

It is also, however, a very informal word.

Let’s Try Something Else, Shall We?

The reason that I cringe every time I read the word nowadays is that we need to understand the difference between formal and informal writing. If you are writing in social media, or in a text, casual writing is fine. But too often we are blurring the boundaries between what is colloquial and what is stylistically proper. We are losing something precious in our culture if we can’t make that distinction.

It’s perfectly fine to have your own voice when writing, but you should know that people form opinions of you from your style. If you are making a serious point in an essay, or even in an email to a friend or colleague, you want to make that point eloquently and with force. To use an informal word diminishes your language’s power.

Good writers struggle to find the exact word that will convey their meaning. And, no, not everything you write needs such scrutiny. You’re not expected to be Hemingway. Still, if you find yourself writing about something that you want to be taken seriously, look for some word other than the one that you would use in a casual conversation with a sibling or old friend.

Build vocabulary, practice pronunciation, and more with Transparent Language Online. Available anytime, anywhere, on any device.

About the Author: Gary Locke

Gary is a semi-professional hyphenate.

Adelaide Dupont:

Do people use NOW or RIGHT NOW when it comes to the vinyl sentence [or sentences like that]?

We really do seem to be the five people we have casual conversations with…

Gary Locke:

@Adelaide Dupont Hi Adelaide, Speaking as an editor, I would probably change the sentence to read, “Everybody ditched their vinyl records for compact discs back in the 90s, but today it seems like everyone wants vinyl again.” However, substituting “now” for nowadays would be perfectly acceptable. Cheers! Gary

• Cambridge Dictionary +Plus

Nowadays , these days or today ?

We can use nowadays, these days or today as adverbs meaning ‘at the present time, in comparison with the past’:

I don’t watch TV very much nowadays . There’s so much rubbish on. It’s not like it used to be.

Young people nowadays don’t respect their teachers any more.

Take care to spell nowadays correctly: not ‘nowdays’.

These days is more informal:

These days you never see a young person give up their seat for an older person on the bus. That’s what I was taught to do when I was a kid.

Pop singers these days don’t seem to last more than a couple of months, then you never hear of them again.

Today is slightly more formal:

Apartments today are often designed for people with busy lifestyles.

We can use today , but not nowadays or these days , with the possessive ’s construction before a noun, or with of after a noun. This use is quite formal:

Today’s family structures are quite different from those of 100 years ago.

The youth of today have never known what life was like without computers.

We don’t use nowadays, these days or today as adjectives:

Cars nowadays / these days / today are much more efficient and economical.

Not: The nowadays cars / The these days cars / The today’s cars …

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Nowadays or Now a Days – How to Write Nowadays

Home » Nowadays or Now a Days – How to Write Nowadays

As languages age, they evolve to match usage trends and broad cultural shifts. At the word level, this sometimes means that spelling changes, or that phrases containing multiple words are condensed into a single word, often through compounding.

In one prominent example, the word nowadays was originally a three-word phrase, now a dayes , from the 14th century.

Today, however, it almost always appears as a single word. But is this shortening a mistake, or does it represent the healthy and necessarily evolution of English? Continue reading to discover whether you should use nowadays or stick with now a days .

What is the Difference Between Nowadays and Now a Days?

In this post, I will compare nowadays vs. now a days . I will outline when it is appropriate to use each spelling. Plus, I will demonstrate the use of a memory tool that you can use to help you remember whether to use nowadays or now a days in your own writing.

When to Use Nowadays

See the sentences below for examples,

• Nowadays, people don’t build cars like the ’63 Corvette coupe anymore.
• Nowadays, the domination of the MacBook Pro in an increasingly competitive ultrabook space is no longer taken as a given.
• My perspective on world affairs is quite different nowadays than it was even a few short years ago.
• These should be graded outward and downward from the swamp’s wettest areas. Then lay drainage “tiles”—nowadays large sections of plastic pipe are used—in the trenches. – The Wall Street Journal

When to Use Now a Days

According to the Oxford English Dictionary , the first recorded use of this word was in 1362. It originates from a Middle English phrase that was originally written as three words, forming nou A dayes .

In its first 100 or so years of use, a few spellings existed, including nou A dayes, nou adaies, now a dayes, nowadayes, etc. After some time, a hyphenated version that more resembles the phrase we see today began to gain ground: now-a-days .

Today, however, the term is invariably combined into a single word without spaces. The following graph shows the frequency of nowadays vs. now a days vs. now-a-days in contemporary English.

Of course, this graph only looks at published English sources since the year 1800, so it is not scientific, or exhaustively accurate. It still clearly shows that the single word nowadays is the standard variant of this phrase.

Trick to Remember the Difference

For a reminder that nowadays is the correct version, remember that its synonyms currently and presently are also single words. This should make it easy for you to keep these words straight in your mind.

Is it nowadays or now a days? The adverb nowadays used to be a three-word phrase several centuries ago, but at least since 1880, writers have shortened it into a single word.

• The single word nowadays is the favored spelling in Modern English.
• Now a days is no longer considered correct.
• The hyphenated ­now-a-days has also fallen out of use.

Since its synonyms currently and presently are also a single word, it should be no trouble to remember to choose nowadays over now a days .

Remember, you can always check this site for a quick refresher, or any time you have questions about writing and language.

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• Is It *Now a Days or Nowadays? | Meaning & Spelling

Is It *Now a Days or Nowadays? | Meaning & Spelling

Published on 25 November 2022 by Eoghan Ryan . Revised on 23 August 2023.

Nowadays is an adverb meaning ‘at present’ or ‘in comparison with a past time’.

‘Now a days’, written with spaces, is sometimes used instead of nowadays . However, this is not correct and should be avoided. Other variants such as ‘now-a-days’, ‘now days’, ‘nowdays’, and ‘nowaday’ are also wrong.

• Now a days , many people work from home.
• Nowadays , many people work from home.
• April used to work for a large firm, but now a days she runs a small legal practice .
• April used to work for a large firm, but nowadays she runs a small legal practice.

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Table of contents

How to use nowadays in a sentence, other interesting articles, frequently asked questions.

Nowadays is an adverb meaning ‘at the present time’. It’s used to draw a comparison between the present and the past. When used at the start of a sentence, nowadays is followed by a comma .

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Some synonyms for nowadays include:

• At this time
• In this day and age

Yes, nowadays is an adverb meaning ‘at present’ or ‘in comparison with the past’. It’s always written as one word (not as ‘now a days’).

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Ryan, E. (2023, August 23). Is It *Now a Days or Nowadays? | Meaning & Spelling. Scribbr. Retrieved 5 August 2024, from https://www.scribbr.co.uk/common-errors/nowadays/

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Should You Start an IELTS Essay with “Nowadays”?

As an IELTS instructor with over 20 years of experience, I often get asked about the “magic formula” for a high-scoring essay. One common question is whether starting an essay with “Nowadays” is a good idea. While it might seem like a harmless phrase, it’s essential to understand the nuances of its usage in IELTS writing.

Table of Contents

• 1 The Problem with “Nowadays”
• 2.1 For Introducing Current Trends:
• 2.2 For Highlighting Changes Over Time:
• 3 Focusing on a Strong Opening
• 5 Key Takeaways

The Problem with “Nowadays”

“Nowadays” is a common transition word used to introduce a current trend or situation. However, it’s often overused and can make your writing sound clichéd and lacking in originality. Examiners are looking for fresh and engaging language that demonstrates a strong command of vocabulary and grammar.

Alternatives to “Nowadays”

Instead of relying on “Nowadays,” consider these alternatives that can add sophistication and clarity to your IELTS essays:

For Introducing Current Trends:

• In recent years/times/decades: This phrase effectively conveys a sense of current relevance without sounding overused.
• The 21st century has witnessed…: This structure is more formal and highlights the significance of the issue in a broader context.
• Currently/Presently: These are simple yet effective alternatives for stating the current state of affairs.

For Highlighting Changes Over Time:

• Over the past few decades, there has been a significant shift in…: This structure emphasizes a gradual development.
• …has become increasingly prevalent/common/important.: This highlights the growing relevance of a particular trend.

Focusing on a Strong Opening

Remember, the key to a successful IELTS essay lies in presenting a clear and well-structured argument. Instead of depending on phrases like “Nowadays,” focus on:

• A strong thesis statement: Clearly state your position on the essay topic in the introduction.
• Providing context: Briefly explain the background or significance of the issue.
• Engaging the reader: Use thought-provoking questions or insightful observations to capture the examiner’s attention.

Instead of: Nowadays, technology has a significant impact on education.

Try: The 21st century has witnessed a dramatic integration of technology into education, transforming the way students learn and interact with knowledge.

Key Takeaways

While “Nowadays” might seem like a convenient starting point, it’s best to avoid it in your IELTS essays. Utilize a variety of vocabulary and grammatical structures to express yourself clearly and effectively. Remember, a successful essay showcases your language proficiency and analytical skills. By focusing on a strong overall structure and engaging content, you’ll be well on your way to achieving your desired IELTS score.

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Test Resources

TOEFL® Resources by Michael Goodine

Using “nowadays” vs “recently”.

Students often struggle to use “recently” and “nowadays” properly in their TOEFL essays.  Here’s a quick guide on recommended usage.

Use “ nowadays ” to talk about the state of the world, as in: “ Nowadays, a lot of people choose to attend university .”

Use “ recently ” to talk about a specific event which happened in the recent past, as in: “ My husband recently decided to study Spanish .”

Word Placement

Both are adverbs. “ Recently ” looks fine at the beginning or end of a sentence. It can also be used in the middle (right beside the verb).  As in:

• “ Recently , my husband decided to study Spanish.”
• “My husband  recently  decided to study Spanish.”
• “My husband decided to study Spanish  recently .”

Note the comma in the first sentence.

“ Nowadays ” is usually best at the beginning or end of a sentence. As in:

• “ Nowadays , a lot of people choose to attend university.”
• “A lot of people choose to attend university  nowadays .”

Using it in the middle of a sentence is a bit trickier, but it is possible if you use parenthetical commas before and after it, as in:

• “A lot people,  nowadays , choose to attend university.”

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"nowadays" or "currently" to begin an essay?

• Thread starter paddycarol
• Start date Nov 17, 2006

Senior Member

• Nov 17, 2006

SweetSoulSister

I like both sentences, but I wouldn't use them to start my essay. I would rather see something without a comma so soon for the first sentence. Campus marriage has become a growing concern in recent times. It's not incorrect to start with "currently" or "nowadays", but I don't like it. That is just my opinion though. I don't think it is a strict rule.  

I don't think you need an introductory word to introduce such a topic. The sentences will read perfectly well without either currently or nowadays. It can safely be assumed that you are talking about the present unless you say differently. Personally, I suspect any opening like that is hiding an un-supported generalisation. How do you know that people are getting more and more concerned about campus marriage, or that children often prefer watching TV to reading? Who says? The place for words such as this is in the body of the essay when you are drawing comparisons between the past and the present. Incidentally, I have seen the word "nowadays" more often in this forum than ever in my life before. Does it hold a particular fascination for non-native students of English? Is it one of the words that English language courses use to explain some peculiarity of English or English-speakers?  

No problem paddycarol. I agree Pongo Dude! I have also seen that word a ton! Maybe it's the first hit on the Thesaurus. But I rarely use it myself.  

• Nov 18, 2006

Panjandrum wrote:"Incidentally, I have seen the word "nowadays" more often in this forum than ever in my life before. Does it hold a particular fascination for non-native students of English? Is it one of the words that English language courses use to explain some peculiarity of English or English-speakers?" I think that, at least in Spain, "nowadays" is considered by non-native students of English as a "safe", "solid" starting point for a discursive essay. Word order is a nightmare, and an adverb of time gives them a feeling of security...besides it is fascinating to learn that 3 words in our own native language are reduced to 1 in English. On top of that, this word is difficult to spell properly because of the letter "a" in the middle and the "s" at the end, the latter is hard to remember because the translation into Spanish is in singular. Moreover, "nowadays" and "currently" are commonly used to start any discursive essay in our mother tongue, to give a feeling of generalisation. The sentence Campus marriage has become a growing concern in recent times is SO English. Any upper-intermediate student of EFL would have certainly written: "Nowadays, campus marriage is (becoming) an increasing problem". How would you react to that sentence (in terms of language!!)? Is it grammatically correct but not accepted in everyday usage? Would you consider it wrong?  

Moderator: EHL, Arabic, Hebrew, German(-Spanish)

As a first sentence of an essay it would strike me as clumsy and non-native. I would only expect "nowadays" with a comma if you were comparing and contrasting two different time periods. Fifty years ago, campus marriage was not even an issue. Nowadays, it is an increasing problem. (Even that isn't the best writing style, but it's acceptable.) Starting an essay with "nowadays" and a comma is just odd.  

panjandrum said: Incidentally, I have seen the word "nowadays" more often in this forum than ever in my life before. Does it hold a particular fascination for non-native students of English? Is it one of the words that English language courses use to explain some peculiarity of English or English-speakers? Click to expand...

• Nov 19, 2006

Thanks Karmele - that's really interesting. Your comments reinforce the impression I had formed - as indeed do Elroy's and dimcl's comments from a more native perspective. Do non-natives use nowadays more often than natives? Is this an impression I have formed because I don't use it myself? The word has a long and respectable ancestry in English, based on the examples in the OED (earliest is 1397). It also appears in the British National Corpus 1,568 times.  

paddycarol said: Karmele3 said "Moreover, "nowadays" and "currently" are commonly used to start any discursive essay in our mother tongue, to give a feeling of generalisation." Things are the same in China .That's why I felt shocked when I was told it sounded odd to native speakers. Click to expand...

Personally, I suspect any opening like that is hiding an un-supported generalisation. How do you know that people are getting more and more concerned about campus marriage, or that children often prefer watching TV to reading? Who says? Click to expand...

• Nov 23, 2006

To bring this issue back a moment... Everyone has to write this 15-page research project for my religion class at WFU. They have to then send out their papers to the entire class for everyone to read. Here are the first lines of two of these essays: == In this day in age nobody is perfect. == Nowadays when many of us think of the name Confucius, we think of sayings on fortune cookies and a man with a beard. The truth is he was much more than that. == I couldn't believe it when I saw it...someone who goes to a prestigious university actually started an essay with "nowadays." Let it be known, however, that there is very little chance either of these papers gets a good grade. I just felt I had to share this with the viewers of this thread.  

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• The Three Common Tenses Used in Academic Writing

  He explains the author’s intention and purpose in the article.

*He is explaining the author’s intention and purpose in the article.

Both of the sentences above are grammatically correct. However, the tense used in first sentence (present simple) is more common for academic writing than the tense in the second sentence (present progressive). This handout provides the overview of three tenses that are usually found in academic writing. 

There are three tenses that make up 98% of the tensed verbs used in academic writing. The most common tense is present simple, followed by past simple and present perfect. These tenses can be used both in passive and active voice. Below are the main functions that these three tenses have in academic writing.

The Present Simple Tense

Present simple is the most common tense in academic writing, and it is usually considered as the “default” unless there is a certain reason to choose another tense (e.g. a sentence contains a past time marker). Some specific functions of present simple include:

The Past Simple Tense

Generally, past simple is used to refer to actions completed in the past. Some specific functions this tense has in academic writing include:

The Present Perfect Tense

Present perfect is usually used when referring to previous research, and since it is a present tense, it indicates that the findings are relevant today. More specifically, this tense might have the following functions:

Common Questions about Tense in Academic Writing

Question: Can tenses change in the same paragraph or sentence?

Explanation: Yes, there are some times where it is appropriate to switch tense within a paragraph or sentence. However, you have to have a good reason for it.  For instance, a shift in time marked by an adverb or prepositional phrase (e.g. since, in 2013, until ) or when you move from general statements to specific examples from research (one of the functions mentioned above).

Question : Are other verb tenses used in academic writing?

Explanation : Yes, although not as common, other tenses are used in academic writing as well. For example, when expressing strong predictions about the future, the future simple tense is used, or when describing events that undergo changes at the time of writing, present progressive is used.

Read the excerpt and notice the tenses used for each verb. Identify the function of each tense as illustrated in the first sentence.  

Approximately 10% of the population is diagnosed (present simple, function 4) with dyslexia (Habib, 2000). Specialized testing most often reveals this disability in third grade or later, when there develops an observable differential between reading achievement and IQ (Wenar & Kerig, 2000). This late identification poses severe problems for effective remediation. At the time of diagnosis, poor readers are on a trajectory of failure that becomes increasingly difficult to reverse. Attempts at intervention must both focus on remediation of the impaired components of reading as well as extensive rehabilitation to reverse the growing experience differential. 

Educators and researchers are aware of the need for early diagnosis. In response, research investigating early correlates of later reading ability/disability has burgeoned (e.g. Wagner et al., 1997). However, these early reading studies primarily focus on school age children (e.g. Share et al., 1984). To date, only a few studies have focused on the reading trajectories of children younger than preschool, and there is little consistency within the existing studies (e.g. Scarborough, 1990, 1991). 

In the current study, we trace the development of the two aspects of the phonological processing deficit in a longitudinal follow-up study of two-year-olds. Shatz et al. (1996, 1999, 2001) investigated the underlying lexical structure in two-year-old children. Although their experiments were tailored to examine early word learning behavior, their study design is uniquely suited to looking at the phonological processing skills of two-year old children as well. In this study, we measure the early reading skills of these same two-year-olds at five to seven years of age in order to determine the predictivity of the early two-year old behaviors for later reading ability. 

Adapted from Michigan Corpus of Upper-level Student Papers. (2009). Ann Arbor, MI: The Regents of the University of Michigan.

Approximately 10% of the population is diagnosed (pres. simp. F4) with dyslexia (Habib, 2000). Specialized testing most often reveals (pres. simp. F4) this disability in third grade or later, when there develops (pres. simp. F4) an observable differential between reading achievement and IQ (Wenar & Kerig, 2000). This late identification poses (pres. simp. F3) severe problems for effective remediation. At the time of diagnosis, poor readers are (pres. simp. F3) on a trajectory of failure that becomes (pres. simp. F3) increasingly difficult to reverse. Attempts at intervention must both focus on remediation of the impaired components of reading as well as extensive rehabilitation to reverse the growing experience differential. 

Educators and researchers are (pres. simp. F1) aware of the need for early diagnosis. In response, research investigating early correlates of later reading ability/disability has burgeoned (pres. perf. F1) (e.g. Wagner et al., 1997). However, these early reading studies primarily focus (pres. simp. F3) on school age children (e.g. Share et al., 1984). To date, only a few studies have focused (pres. perf. F3) on the reading trajectories of children younger than preschool, and there is (pres. simp. F3) little consistency within the existing studies (e.g. Scarborough, 1990, 1991). 

In the current study, we trace (pres. simp. F2) the development of the two aspects of the phonological processing deficit in a longitudinal follow-up study of two-year-olds. Shatz et al. (1996, 1999, 2001) investigated (past. simp. F1) the underlying lexical structure in two-year-old children. Although their experiments were tailored (past. simp. F1) to examine early word learning behavior, their study design is uniquely suited (pres. simp. F3) to looking at the phonological processing skills of two-year old children as well. In this study, we measure (pres. simp. F2) the early reading skills of these same two-year-olds at five to seven years of age in order to determine the predictivity of the early two-year old behaviors for later reading ability. 

The information in this handout is adapted from Caplan, N. (2015). Grammar choices for graduate and professional writers . Ann Arbor: University of Michigan Press. 

Last updated 12/20/2017

Grammar & Style

• Converting Fragments to Full Sentences
• Active and Passive Voice
• Choosing Between Infinitive and Gerund: “To do” or “doing”?
• Choosing the Correct Word Form
• Combining Clauses to Avoid Comma Splices, Run-ons, and Fragments
• Commas, Semicolons, and Colons
• Count vs. Noncount Nouns
• Definite and Indefinite Articles
• Improving Cohesion: The "Known/New Contract"
• Modal Verbs
• Parallel Structure
• Prepositions
• Proper Nouns
• Reducing Informality in Academic Writing
• Run-on Sentences
• Same Form, but Different Functions: Various Meanings of Verb+ing and Verb+ed
• Subject-Verb Agreement
• Using Reduced Relative Clauses to Write Concisely
• Verb Tenses
• Word Order in Statements with Embedded Questions

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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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How to Write an Essay Introduction (with Examples)   

The introduction of an essay plays a critical role in engaging the reader and providing contextual information about the topic. It sets the stage for the rest of the essay, establishes the tone and style, and motivates the reader to continue reading. 

Table of Contents

What is an essay introduction , what to include in an essay introduction, how to create an essay structure , step-by-step process for writing an essay introduction , how to write an introduction paragraph , how to write a hook for your essay , how to include background information , how to write a thesis statement .

• Argumentative Essay Introduction Example: 
• Expository Essay Introduction Example 

Literary Analysis Essay Introduction Example

Check and revise – checklist for essay introduction , key takeaways , frequently asked questions .

An introduction is the opening section of an essay, paper, or other written work. It introduces the topic and provides background information, context, and an overview of what the reader can expect from the rest of the work. 1 The key is to be concise and to the point, providing enough information to engage the reader without delving into excessive detail. 

The essay introduction is crucial as it sets the tone for the entire piece and provides the reader with a roadmap of what to expect. Here are key elements to include in your essay introduction: 

• Hook : Start with an attention-grabbing statement or question to engage the reader. This could be a surprising fact, a relevant quote, or a compelling anecdote. 
• Background information : Provide context and background information to help the reader understand the topic. This can include historical information, definitions of key terms, or an overview of the current state of affairs related to your topic. 
• Thesis statement : Clearly state your main argument or position on the topic. Your thesis should be concise and specific, providing a clear direction for your essay. 

Before we get into how to write an essay introduction, we need to know how it is structured. The structure of an essay is crucial for organizing your thoughts and presenting them clearly and logically. It is divided as follows: 2  

• Introduction:  The introduction should grab the reader’s attention with a hook, provide context, and include a thesis statement that presents the main argument or purpose of the essay.  
• Body:  The body should consist of focused paragraphs that support your thesis statement using evidence and analysis. Each paragraph should concentrate on a single central idea or argument and provide evidence, examples, or analysis to back it up.  
• Conclusion:  The conclusion should summarize the main points and restate the thesis differently. End with a final statement that leaves a lasting impression on the reader. Avoid new information or arguments. 

Here’s a step-by-step guide on how to write an essay introduction: 

• Start with a Hook : Begin your introduction paragraph with an attention-grabbing statement, question, quote, or anecdote related to your topic. The hook should pique the reader’s interest and encourage them to continue reading. 
• Provide Background Information : This helps the reader understand the relevance and importance of the topic. 
• State Your Thesis Statement : The last sentence is the main argument or point of your essay. It should be clear, concise, and directly address the topic of your essay. 
• Preview the Main Points : This gives the reader an idea of what to expect and how you will support your thesis. 
• Keep it Concise and Clear : Avoid going into too much detail or including information not directly relevant to your topic. 
• Revise : Revise your introduction after you’ve written the rest of your essay to ensure it aligns with your final argument. 

Here’s an example of an essay introduction paragraph about the importance of education: 

Education is often viewed as a fundamental human right and a key social and economic development driver. As Nelson Mandela once famously said, “Education is the most powerful weapon which you can use to change the world.” It is the key to unlocking a wide range of opportunities and benefits for individuals, societies, and nations. In today’s constantly evolving world, education has become even more critical. It has expanded beyond traditional classroom learning to include digital and remote learning, making education more accessible and convenient. This essay will delve into the importance of education in empowering individuals to achieve their dreams, improving societies by promoting social justice and equality, and driving economic growth by developing a skilled workforce and promoting innovation. 

This introduction paragraph example includes a hook (the quote by Nelson Mandela), provides some background information on education, and states the thesis statement (the importance of education). 

This is one of the key steps in how to write an essay introduction. Crafting a compelling hook is vital because it sets the tone for your entire essay and determines whether your readers will stay interested. A good hook draws the reader in and sets the stage for the rest of your essay.  

• Avoid Dry Fact : Instead of simply stating a bland fact, try to make it engaging and relevant to your topic. For example, if you’re writing about the benefits of exercise, you could start with a startling statistic like, “Did you know that regular exercise can increase your lifespan by up to seven years?” 
• Avoid Using a Dictionary Definition : While definitions can be informative, they’re not always the most captivating way to start an essay. Instead, try to use a quote, anecdote, or provocative question to pique the reader’s interest. For instance, if you’re writing about freedom, you could begin with a quote from a famous freedom fighter or philosopher. 
• Do Not Just State a Fact That the Reader Already Knows : This ties back to the first point—your hook should surprise or intrigue the reader. For Here’s an introduction paragraph example, if you’re writing about climate change, you could start with a thought-provoking statement like, “Despite overwhelming evidence, many people still refuse to believe in the reality of climate change.” 

Including background information in the introduction section of your essay is important to provide context and establish the relevance of your topic. When writing the background information, you can follow these steps: 

• Start with a General Statement:  Begin with a general statement about the topic and gradually narrow it down to your specific focus. For example, when discussing the impact of social media, you can begin by making a broad statement about social media and its widespread use in today’s society, as follows: “Social media has become an integral part of modern life, with billions of users worldwide.” 
• Define Key Terms : Define any key terms or concepts that may be unfamiliar to your readers but are essential for understanding your argument. 
• Provide Relevant Statistics:  Use statistics or facts to highlight the significance of the issue you’re discussing. For instance, “According to a report by Statista, the number of social media users is expected to reach 4.41 billion by 2025.” 
• Discuss the Evolution:  Mention previous research or studies that have been conducted on the topic, especially those that are relevant to your argument. Mention key milestones or developments that have shaped its current impact. You can also outline some of the major effects of social media. For example, you can briefly describe how social media has evolved, including positives such as increased connectivity and issues like cyberbullying and privacy concerns. 
• Transition to Your Thesis:  Use the background information to lead into your thesis statement, which should clearly state the main argument or purpose of your essay. For example, “Given its pervasive influence, it is crucial to examine the impact of social media on mental health.” 

A thesis statement is a concise summary of the main point or claim of an essay, research paper, or other type of academic writing. It appears near the end of the introduction. Here’s how to write a thesis statement: 

• Identify the topic:  Start by identifying the topic of your essay. For example, if your essay is about the importance of exercise for overall health, your topic is “exercise.” 
• State your position:  Next, state your position or claim about the topic. This is the main argument or point you want to make. For example, if you believe that regular exercise is crucial for maintaining good health, your position could be: “Regular exercise is essential for maintaining good health.” 
• Support your position:  Provide a brief overview of the reasons or evidence that support your position. These will be the main points of your essay. For example, if you’re writing an essay about the importance of exercise, you could mention the physical health benefits, mental health benefits, and the role of exercise in disease prevention. 
• Make it specific:  Ensure your thesis statement clearly states what you will discuss in your essay. For example, instead of saying, “Exercise is good for you,” you could say, “Regular exercise, including cardiovascular and strength training, can improve overall health and reduce the risk of chronic diseases.” 

Examples of essay introduction 

Here are examples of essay introductions for different types of essays: 

Argumentative Essay Introduction Example:  

Topic: Should the voting age be lowered to 16? 

“The question of whether the voting age should be lowered to 16 has sparked nationwide debate. While some argue that 16-year-olds lack the requisite maturity and knowledge to make informed decisions, others argue that doing so would imbue young people with agency and give them a voice in shaping their future.” 

Expository Essay Introduction Example  

Topic: The benefits of regular exercise 

“In today’s fast-paced world, the importance of regular exercise cannot be overstated. From improving physical health to boosting mental well-being, the benefits of exercise are numerous and far-reaching. This essay will examine the various advantages of regular exercise and provide tips on incorporating it into your daily routine.” 

Text: “To Kill a Mockingbird” by Harper Lee 

“Harper Lee’s novel, ‘To Kill a Mockingbird,’ is a timeless classic that explores themes of racism, injustice, and morality in the American South. Through the eyes of young Scout Finch, the reader is taken on a journey that challenges societal norms and forces characters to confront their prejudices. This essay will analyze the novel’s use of symbolism, character development, and narrative structure to uncover its deeper meaning and relevance to contemporary society.” 

• Engaging and Relevant First Sentence : The opening sentence captures the reader’s attention and relates directly to the topic. 
• Background Information : Enough background information is introduced to provide context for the thesis statement. 
• Definition of Important Terms : Key terms or concepts that might be unfamiliar to the audience or are central to the argument are defined. 
• Clear Thesis Statement : The thesis statement presents the main point or argument of the essay. 
• Relevance to Main Body : Everything in the introduction directly relates to and sets up the discussion in the main body of the essay. 

Writing a strong introduction is crucial for setting the tone and context of your essay. Here are the key takeaways for how to write essay introduction: 3  

• Hook the Reader : Start with an engaging hook to grab the reader’s attention. This could be a compelling question, a surprising fact, a relevant quote, or an anecdote. 
• Provide Background : Give a brief overview of the topic, setting the context and stage for the discussion. 
• Thesis Statement : State your thesis, which is the main argument or point of your essay. It should be concise, clear, and specific. 
• Preview the Structure : Outline the main points or arguments to help the reader understand the organization of your essay. 
• Keep it Concise : Avoid including unnecessary details or information not directly related to your thesis. 
• Revise and Edit : Revise your introduction to ensure clarity, coherence, and relevance. Check for grammar and spelling errors. 
• Seek Feedback : Get feedback from peers or instructors to improve your introduction further. 

The purpose of an essay introduction is to give an overview of the topic, context, and main ideas of the essay. It is meant to engage the reader, establish the tone for the rest of the essay, and introduce the thesis statement or central argument.  

An essay introduction typically ranges from 5-10% of the total word count. For example, in a 1,000-word essay, the introduction would be roughly 50-100 words. However, the length can vary depending on the complexity of the topic and the overall length of the essay.

An essay introduction is critical in engaging the reader and providing contextual information about the topic. To ensure its effectiveness, consider incorporating these key elements: a compelling hook, background information, a clear thesis statement, an outline of the essay’s scope, a smooth transition to the body, and optional signposting sentences.  

The process of writing an essay introduction is not necessarily straightforward, but there are several strategies that can be employed to achieve this end. When experiencing difficulty initiating the process, consider the following techniques: begin with an anecdote, a quotation, an image, a question, or a startling fact to pique the reader’s interest. It may also be helpful to consider the five W’s of journalism: who, what, when, where, why, and how.   For instance, an anecdotal opening could be structured as follows: “As I ascended the stage, momentarily blinded by the intense lights, I could sense the weight of a hundred eyes upon me, anticipating my next move. The topic of discussion was climate change, a subject I was passionate about, and it was my first public speaking event. Little did I know , that pivotal moment would not only alter my perspective but also chart my life’s course.” 

Crafting a compelling thesis statement for your introduction paragraph is crucial to grab your reader’s attention. To achieve this, avoid using overused phrases such as “In this paper, I will write about” or “I will focus on” as they lack originality. Instead, strive to engage your reader by substantiating your stance or proposition with a “so what” clause. While writing your thesis statement, aim to be precise, succinct, and clear in conveying your main argument.  

To create an effective essay introduction, ensure it is clear, engaging, relevant, and contains a concise thesis statement. It should transition smoothly into the essay and be long enough to cover necessary points but not become overwhelming. Seek feedback from peers or instructors to assess its effectiveness. 

References  

• Cui, L. (2022). Unit 6 Essay Introduction.  Building Academic Writing Skills . 
• West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay.  Journal of Geography in Higher Education ,  43 (4), 609-617. 
• Beavers, M. E., Thoune, D. L., & McBeth, M. (2023). Bibliographic Essay: Reading, Researching, Teaching, and Writing with Hooks: A Queer Literacy Sponsorship. College English, 85(3), 230-242. 

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164 Phrases and words You Should Never Use in an Essay—and the Powerful Alternatives you Should

This list of words you should never use in an essay will help you write compelling, succinct, and effective essays that impress your professor.

Writing an essay can be a time-consuming and laborious process that seems to take forever.

But how often do you put your all into your paper only to achieve a lame grade?

You may be left scratching your head, wondering where it all went wrong.

Chances are, like many students, you were guilty of using words that completely undermined your credibility and the effectiveness of your argument.

Our professional essay editors have seen it time and time again: The use of commonplace, seemingly innocent, words and phrases that weaken the power of essays and turn the reader off.

But can changing a few words here and there really make a difference to your grades?

Absolutely.

If you’re serious about improving your essay scores, you must ensure you make the most of every single word and phrase you use in your paper and avoid any that rob your essay of its power (check out our guide to editing an essay for more details).

Here is our list of words and phrases you should ditch, together with some alternatives that will be so much more impressive. For some further inspiration, check out our AI essay writer .

Vague and Weak Words

What are vague words and phrases.

Vague language consists of words and phrases that aren’t exact or precise. They can be interpreted in multiple ways and, as such, can confuse the reader.

Essays that contain vague language lack substance and are typically devoid of any concrete language. As such, you should keep your eyes peeled for unclear words when proofreading your essay .

Why You Shouldn’t Use VAGUE Words in Essays

Professors detest vagueness.

In addition to being ambiguous, vague words and phrases can render a good piece of research absolutely useless.

Let’s say you have researched the link between drinking soda and obesity. You present the findings of your literature review as follows:

“Existing studies have found that drinking soda leads to weight gain.”

Your professor will ask:

What research specifically? What/who did it involve? Chimpanzees? Children? OAPs? Who conducted the research? What source have you used?

And the pat on the back you deserve for researching the topic will never transpire.

Academic essays should present the facts in a straightforward, unambiguous manner that leaves no doubt in the mind of the reader.

Key takeaway: Be very specific in terms of what happened, when, where, and to whom.

VAGUE Words and Phrases You Shouldn’t Use in an Essay

Flabby Words and Expressions

What are flabby expressions.

Flabby expressions and words are wasted phrases. They don’t add any value to your writing but do take up the word count and the reader’s headspace.

Flabby expressions frequently contain clichéd, misused words that don’t communicate anything specific to the reader. For example, if someone asks you how you are feeling and you reply, “I’m fine,” you’re using a flabby expression that leaves the inquirer none the wiser as to how you truly are.

Why Should Flabby Words be Removed from an Essay?

Flabby words are fine in everyday conversation and even blog posts like this.

However, they are enemies of clear and direct essays. They slow down the pace and dilute the argument.

When grading your essay, your professor wants to see the primary information communicated clearly and succinctly.

Removing the examples of flabby words and expressions listed below from your paper will automatically help you to take your essay to a higher level.

Key takeaway: When it comes to essays, brevity is best.

Flabby Words and Expressions You Shouldn’t Use in an Essay

Words to Avoid in an Essay: Redundant Words

What are redundant words.

Redundant words and phrases don’t serve any purpose.

In this context, redundant means unnecessary.

Many everyday phrases contain redundant vocabulary; for example, add up, as a matter of fact, current trends, etc.

We have become so accustomed to using them in everyday speech that we don’t stop to question their place in formal writing.

Why You Shouldn’t Use Redundant Words in Essays

Redundant words suck the life out of your essay.

They can be great for adding emphasis in a conversational blog article like this, but they do not belong in formal academic writing.

Redundant words should be avoided for three main reasons:

• They interrupt the flow of the essay and unnecessarily distract the reader.
• They can undermine the main point you are trying to make in your paper.
• They can make you look uneducated.

The most effective essays are those that are concise, meaningful, and astute. If you use words and phrases that carry no meaning, you’ll lose the reader and undermine your credibility.

Key takeaway: Remove any words that don’t serve a purpose.

Redundant Words and Phrases You Shouldn’t Use in an Essay

Colloquial Expressions and Grammar Expletives

What are colloquial expressions.

A colloquial expression is best described as a phrase that replicates the way one would speak.

The use of colloquial language represents an informal, slang style of English that is not suitable for formal and academic documents.

For example:

Colloquial language: “The findings of the study appear to be above board.”

Suitable academic alternative: “The findings of the study are legitimate.”

What are Grammar Expletives?

Grammar expletives are sentences that start with  here ,  there,  or  it .

We frequently use constructions like these when communicating in both spoken and written language.

But did you know they have a distinct grammatical classification?

They do; the expletive.

Grammar expletives (not to be confused with cuss words) are used to introduce clauses and delay the subject of the sentence. However, unlike verbs and nouns, which play a specific role in expression, expletives do not add any tangible meaning. Rather, they act as filler words that enable the writer to shift the emphasis of the argument. As such, grammar expletives are frequently referred to as “empty words.”

Removing them from your writing can help to make it tighter and more succinct. For example:

Sentence with expletive there : There are numerous reasons why it was important to write this essay. Sentence without expletive: It was important to write this essay for numerous reasons.

Why Should Colloquial Expressions and Grammar Expletives be Removed from an Essay?

While colloquial expressions and grammar expletives are commonplace in everyday speech and are completely acceptable in informal emails and chatroom exchanges, they can significantly reduce the quality of formal essays.

Essays and other academic papers represent formal documents. Frequent use of slang and colloquial expressions will undermine your credibility, make your writing unclear, and confuse the reader. In addition, they do not provide the exactness required in an academic setting.

Make sure you screen your essay for any type of conversational language; for example, figures of speech, idioms, and clichés.

Key takeaway: Grammar expletives use unnecessary words and make your word count higher while making your prose weaker.

Words and Phrases You Shouldn’t Use in an Essay

Nominalization

What is normalization.

A normalized sentence is one that is structured such that the abstract nouns do the talking.

For example, a noun, such as solution , can be structured to exploit its hidden verb, solve .

The act of transforming a word from a verb into a noun is known as normalization.

Should normalization be Removed from an Essay?

This is no universal agreement as to whether normalization should be removed from an essay. Some scholars argue that normalization is important in scientific and technical writing because abstract prose is more objective. Others highlight how normalizations can make essays more difficult to understand .

The truth is this: In the majority of essays, it isn’t possible to present an entirely objective communication; an element of persuasion is inherently incorporated. Furthermore, even the most objective academic paper will be devoid of meaning unless your professor can read it and make sense of it. As such, readability is more important than normalization.

You will need to take a pragmatic approach, but most of the time, your writing will be clearer and more direct if you rely on verbs as opposed to abstract nouns that were formed from verbs. As such, where possible, you should revise your sentences to make the verbs do the majority of the work.

For example,

Use: “This essay analyses and solves the pollution problem.”

Not: “This essay presents an evaluation of the pollution issue and presents a solution.”

While normalized sentences are grammatically sound, they can be vague.

In addition, humans tend to prefer vivid descriptions, and verbs are more vivid, informative, and powerful than nouns.

Key takeaway: Normalization can serve a purpose, but only use it if that purpose is clear.

normalization You Shouldn’t Use in an Essay

That’s a lot to take in.

You may be wondering why you should care?

Cutting the fat helps you present more ideas and a deeper analysis.

Don’t be tempted to write an essay that is stuffed with pompous, complex language: It is possible to be smart and simple.

Bookmark this list now and return to it when you are editing your essays. Keep an eye out for the words you shouldn’t use in an essay, and you’ll write academic papers that are more concise, powerful, and readable.

How to Write the Common App Essays 2024–2025

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Most universities require applicants to write one of the Common App essays, so if you’re planning on applying to college soon, you’ll probably need to write one of these. These prompts are set by the College Board , and students who use the Common App to apply to colleges will need to respond to one of the prompts broken down in this article.

Although Common App essays are only expected to be 250-650 words long (around 1-2.5 double-spaced pages), they can be very difficult to write. If you’re looking for more guidance on how to tackle this year’s prompts, you’ve come to the right place. Let’s dive in.

Common App’s 2024-2025 Prompts

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. if this sounds like you, then please share your story., the lessons we take from obstacles we encounter can be fundamental to later success. recount a time when you faced a challenge, setback, or failure. how did it affect you, and what did you learn from the experience, reflect on a time when you questioned or challenged a belief or idea. what prompted your thinking what was the outcome, reflect on something that someone has done for you that has made you happy or thankful in a surprising way. how has this gratitude affected or motivated you, discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others., describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. why does it captivate you what or who do you turn to when you want to learn more, share an essay on any topic of your choice. it can be one you’ve already written, one that responds to a different prompt, or one of your own design..

General Tips

Because the Common App prompts are so different from each other, there are not many universal problems or challenges students face in the writing process. But there are a few that we’ll discuss here.

Write about one topic.

So many students begin their Common App essays thinking that these 650 words must contain their entire selves. But this isn’t possible, and it’s fruitless to try. Instead of going broad, try going deep. Focus on one topic, and explore all of its angles. You’ll quickly realize that 650 words still isn’t much, and you may need to get even more specific.

Notice the way the prompts are written: every single topic is singular, not plural. If you’re answering the first prompt, you don’t need to discuss every identity you hold, just one (maybe more if they intersect, but keep things as tight as possible). Regardless, all of the prompts ask you to discuss one topic. Given the word limit on this essay, it’s in your best interest to keep your narrative focused and deep.

You need a “hook” (actually, you don’t).

Many students working on their college essays wonder how crucial it is to begin their personal essay with a “hook,” or a striking opening line. The truth is that a hook can be useful in drawing the reader in, but it’s not necessary. Although you want to write a compelling essay, if your essay topic is sufficiently interesting, a “hook” won’t be necessary.

If you come up with a “hook” that fits the topic of your essay really, then that’s great. Still, consider deleting your hook if it’s a line of dialogue, philosophical statement, or onomatopoeia. These techniques tend to be overdone in Common App essays. In many cases, if the “hook” is deleted, the essay remains largely unchanged. Thus, you may stand out if you avoid them and get the point a little more efficiently. To reiterate, a “hook” is a useful tool, but not a requirement, and you should ensure that your “hook” is unique and essential to the essay’s message.

Know how to use quotation marks.

Think you know how to use quotation marks? Think again. Having read countless college essays, I can safely say that most of them misused quotation marks. This issue may seem insignificant in the scheme of your college application, but submitting an error-free essay will demonstrate to the admissions team that you are a thorough, thoughtful student ready to write at the college level.

So, how do you use quotation marks? Firstly, commas and periods should always be placed inside the quotation marks when they occur immediately after the quote. For all other punctuation types, they should be placed outside the quotation marks unless they are part of the meaning of the quote. For example: “She used the comma correctly,” he said. Note how the comma is inside the quotation marks. Another example: “Does she hate exclamation points?” he asked. Because he is asking a question, the exclamation point is part of the quote. A third example is when you are using a quote “in your exposition”! In this case, the exclamation point is not part of the quote itself, so it goes outside the quotation marks. If you still have questions, use online resources or ask your English teacher for further guidance.

Common App Personal Essay Questions

This essay prompt is for students who look back at their application and see something missing. Among the test scores, activity descriptions, and grades, a part of who they are is unrepresented. This unrepresented part of you doesn’t need to be directly relevant to the college admissions process, but might instead reflect your journey to become who you are today. Furthermore, whatever you choose to focus on in this essay could shed light on who you will be once you start college. That is, what kind of personality, background, perspective, and so on will you bring to your collegiate community?

The admissions officers reading your essay look for a student who will thrive in their college community. Thus, if you have a part of yourself that you’d like to share in this essay, it can be helpful if you show growth, maturity, openness to diverse ideas, or another quality that would benefit the college community you hope to join.

Crucially, the topic of this essay should be adding meaningfully to your college application. In other words, note the wording of this prompt: “so meaningful… their application would be incomplete without it.” If your personal essay topic doesn’t provide new information, new perspectives, or significant elaboration on the rest of your application, then you may need to come up with a different topic. In contrast, if your essay topic seems like it will really change your application reader’s perspective on who you are, then you’re probably on the right track.

When the college admissions officers see you have selected this prompt, they expect to see a tale of growth, adaptation, and lessons learned. If you describe a challenging situation you have experienced, but leave out the lessons you learned from it, then you risk giving the impression that you won’t be able to elastically respond to challenges you might face in college. In other words, your story needs a beginning, middle, and end. Who were you before you faced this challenge/setback/failure, what was the obstacle itself, and who are you after this experience? Answering all these questions clearly in your essay will give it the coherent, cohesive structure great Common App essays tend to display.

Consider the first sentence of the prompt. We all face struggle in our lives, but how we respond to that struggle is what defines us. Additionally, learning from challenges allows one to become more resilient and capable of facing challenges in the future. What’s implied by this question is that you have the self-awareness and maturity to recognize those occasions in your own life. Consider the most formative challenging experiences in your life, no matter how embarrassing or low they might have been. Then, see if you’re comfortable writing about one of those experiences in this essay.

College provides students with the opportunity to learn about new ideas, perspectives, belief systems, and histories. In addition, when in college, you will likely be surrounded by more diversity of thought and life experience than you have ever encountered before. Changing your mind and being receptive to new ideas can be challenging, though. Thus, admissions officers often look to see if those abilities are displayed in applicants’ Common App essays. This essay is your opportunity to show your ability to be open-minded, think critically, and keep growing through that process.

Notice how the prompt itself provides a kind of outline for the essay. First, reflect on that transformative time. Then, show the conflict—what changed you, or led you to question your preconceived notions? Lastly, show the outcome of this experience. This can be a lesson you learned, a change in thinking, or the start of a new project/pursuit.

This essay prompt can be taken in many different directions, so it’s key that you keep its purpose in mind. Ultimately, the goal of Common App essays is to show admissions officers who their applicants are as people. Write about an event, experience, or change of heart that was genuinely important to you. Think about the stakes of this experience: how is your life meaningfully different as a result of this time when you questioned or challenged a belief or idea? Focusing on a topic that is unique to your personal experience will make this essay stand out from the crowd.

This is one of the less popular Common App essay prompts, but it has a lot of potential. Many students skip over this prompt, as writing about joy often less valuable or incisive than writing about struggle or conflict. That said, not only can struggle and conflict fit into this prompt, but joy can be a fruitful personal essay topic. Sharing what has made you happy, thankful, motivated, and so on can really show the reader who you are.

If you’re having trouble coming up with an essay topic, consider the second half of the prompt. What motivates you? For many people, their source of motivation is positive. Maybe you have witnessed the power of medicine in saving lives, and you are motivated to become a doctor. Or maybe a classmate’s kind words about a story you wrote gave you the confidence to start composing a novel. For instance, you could structure this essay as a thank-you note to someone important in your life, before expressing how their gift to you—literal or figurative—motivates you to this day.

In terms of structuring this essay, you can look to the prompt itself for inspiration. Start by explaining what someone did for you that surprised you in a positive way. You may need to provide background for this act of kindness to make sense to the reader. For instance, were you in a time of great need? Or did this act of kindness help you reach potential you didn’t know you had? Then, move on to describe how that act of kindness impacts you to this day. This essay may be reflective and abstract in concept, but be sure to include specific, concrete details to make the story feel vivid to the reader.

Growth is a key quality admissions officers look for. But everyone grows up and matures—what will make your story of growth stand out? There are two things to focus on in this essay that can help it stand out: specificity and self-awareness. The ability to reflect on yourself and how you have changed demonstrates your capacity for further growth and self-improvement, which will serve you well in college. Specificity is an important part of telling your story, because the story needs to feel unique to you. In other words, if you are able to describe how you grew in a certain way with specificity and thoughtful, mature self-reflection, you’ll be able to nail this essay.

In terms of structuring this essay, look to the prompt. Start by discussing the event that changed you. This change should be meaningful. Even if it was a small moment in your life, or occurred over just a couple seconds, it should have a lasting impact. Then, explain how this event changed you. Lastly, reflect on this event and how it continues to impact you to this day. You could do this by explaining the lessons you learned or the new ideas you have developed.

This essay is a great opportunity to sell yourself to the admissions team of your dream school. By describing who you were both before and after this event, you will not only illustrate your growth to the reader, but you will provide them with a vivid picture of who you are today, have been in the past, and are becoming in the future. Because college tends to be a period of growth in one’s life, the admissions team may be able to extrapolate how you may develop during your education based on the growth you display in your essay.

This essay prompt gives you the opportunity to discuss an intellectual or personal interest of yours. This interest should be specific, and, if needed, explained. Your reader might understand what you mean when you say you have an interest in film-making, but an interest in “the human body” may not give them much to work with. Do you want to be a doctor healing bodies? A painter of the human figure? It’s important to clarify exactly what your interest is before you get into the details of how and why it captivates you.

This essay should also show the reader how you learn. The resources and methods of your independent learning may provide a glimpse into the kind of student and community member you will be in college. For instance, you can demonstrate your resourcefulness and motivation in this essay by narrating a time when you tracked down the answer to a tricky question.

Alternatively, you could describe the relationships you’ve been able to build, compelled by your curiosity. Perhaps you’ve joined online forums, attended summer programs, or worked jobs related to this interest, and through those experiences, you’ve not only learned more, but also found community. Remember, this essay need not exclusively discuss your interest. Instead, you can branch out to show how this interest has shaped who you are and how you navigate the world.

This prompt is one of the hardest and easiest of the Common App essays to choose. It’s easy because the options are endless and unrestricted. It’s difficult because sometimes structure and idea generation are the most difficult parts of writing an essay. That said, if you already have an idea for a topic, and there’s just no way you can fit that topic into any of the other prompts, then this might be the prompt for you. If that’s the case, you’ll need to make sure you organize the essay tightly.

Consider a guiding idea, quote, or concept that can bookend your essay. Yes, it’s a cliché way of structuring an essay, but you can often delete that quote or other helper after the essay is written. The key is that each paragraph relates to the prior paragraph, and to the overall idea of the essay. You can try writing a thesis statement, like you would for an academic essay, and/or outlining your essay before you begin.

If you need help polishing up your Common App essays, check out our College Essay Review service. You can receive detailed feedback from Ivy League consultants in as little as 24 hours.

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Students Also Read

Should I Use “I”?

What this handout is about.

This handout is about determining when to use first person pronouns (“I”, “we,” “me,” “us,” “my,” and “our”) and personal experience in academic writing. “First person” and “personal experience” might sound like two ways of saying the same thing, but first person and personal experience can work in very different ways in your writing. You might choose to use “I” but not make any reference to your individual experiences in a particular paper. Or you might include a brief description of an experience that could help illustrate a point you’re making without ever using the word “I.” So whether or not you should use first person and personal experience are really two separate questions, both of which this handout addresses. It also offers some alternatives if you decide that either “I” or personal experience isn’t appropriate for your project. If you’ve decided that you do want to use one of them, this handout offers some ideas about how to do so effectively, because in many cases using one or the other might strengthen your writing.

Expectations about academic writing

Students often arrive at college with strict lists of writing rules in mind. Often these are rather strict lists of absolutes, including rules both stated and unstated:

• Each essay should have exactly five paragraphs.
• Don’t begin a sentence with “and” or “because.”
• Never include personal opinion.
• Never use “I” in essays.

We get these ideas primarily from teachers and other students. Often these ideas are derived from good advice but have been turned into unnecessarily strict rules in our minds. The problem is that overly strict rules about writing can prevent us, as writers, from being flexible enough to learn to adapt to the writing styles of different fields, ranging from the sciences to the humanities, and different kinds of writing projects, ranging from reviews to research.

So when it suits your purpose as a scholar, you will probably need to break some of the old rules, particularly the rules that prohibit first person pronouns and personal experience. Although there are certainly some instructors who think that these rules should be followed (so it is a good idea to ask directly), many instructors in all kinds of fields are finding reason to depart from these rules. Avoiding “I” can lead to awkwardness and vagueness, whereas using it in your writing can improve style and clarity. Using personal experience, when relevant, can add concreteness and even authority to writing that might otherwise be vague and impersonal. Because college writing situations vary widely in terms of stylistic conventions, tone, audience, and purpose, the trick is deciphering the conventions of your writing context and determining how your purpose and audience affect the way you write. The rest of this handout is devoted to strategies for figuring out when to use “I” and personal experience.

Effective uses of “I”:

In many cases, using the first person pronoun can improve your writing, by offering the following benefits:

• Assertiveness: In some cases you might wish to emphasize agency (who is doing what), as for instance if you need to point out how valuable your particular project is to an academic discipline or to claim your unique perspective or argument.
• Clarity: Because trying to avoid the first person can lead to awkward constructions and vagueness, using the first person can improve your writing style.
• Positioning yourself in the essay: In some projects, you need to explain how your research or ideas build on or depart from the work of others, in which case you’ll need to say “I,” “we,” “my,” or “our”; if you wish to claim some kind of authority on the topic, first person may help you do so.

Deciding whether “I” will help your style

Here is an example of how using the first person can make the writing clearer and more assertive:

Original example:

In studying American popular culture of the 1980s, the question of to what degree materialism was a major characteristic of the cultural milieu was explored.

Better example using first person:

In our study of American popular culture of the 1980s, we explored the degree to which materialism characterized the cultural milieu.

The original example sounds less emphatic and direct than the revised version; using “I” allows the writers to avoid the convoluted construction of the original and clarifies who did what.

Here is an example in which alternatives to the first person would be more appropriate:

As I observed the communication styles of first-year Carolina women, I noticed frequent use of non-verbal cues.

Better example:

A study of the communication styles of first-year Carolina women revealed frequent use of non-verbal cues.

In the original example, using the first person grounds the experience heavily in the writer’s subjective, individual perspective, but the writer’s purpose is to describe a phenomenon that is in fact objective or independent of that perspective. Avoiding the first person here creates the desired impression of an observed phenomenon that could be reproduced and also creates a stronger, clearer statement.

Here’s another example in which an alternative to first person works better:

As I was reading this study of medieval village life, I noticed that social class tended to be clearly defined.

This study of medieval village life reveals that social class tended to be clearly defined.

Although you may run across instructors who find the casual style of the original example refreshing, they are probably rare. The revised version sounds more academic and renders the statement more assertive and direct.

Here’s a final example:

I think that Aristotle’s ethical arguments are logical and readily applicable to contemporary cases, or at least it seems that way to me.

Better example

Aristotle’s ethical arguments are logical and readily applicable to contemporary cases.

In this example, there is no real need to announce that that statement about Aristotle is your thought; this is your paper, so readers will assume that the ideas in it are yours.

Determining whether to use “I” according to the conventions of the academic field

Which fields allow “I”?

The rules for this are changing, so it’s always best to ask your instructor if you’re not sure about using first person. But here are some general guidelines.

Sciences: In the past, scientific writers avoided the use of “I” because scientists often view the first person as interfering with the impression of objectivity and impersonality they are seeking to create. But conventions seem to be changing in some cases—for instance, when a scientific writer is describing a project she is working on or positioning that project within the existing research on the topic. Check with your science instructor to find out whether it’s o.k. to use “I” in their class.

Social Sciences: Some social scientists try to avoid “I” for the same reasons that other scientists do. But first person is becoming more commonly accepted, especially when the writer is describing their project or perspective.

Humanities: Ask your instructor whether you should use “I.” The purpose of writing in the humanities is generally to offer your own analysis of language, ideas, or a work of art. Writers in these fields tend to value assertiveness and to emphasize agency (who’s doing what), so the first person is often—but not always—appropriate. Sometimes writers use the first person in a less effective way, preceding an assertion with “I think,” “I feel,” or “I believe” as if such a phrase could replace a real defense of an argument. While your audience is generally interested in your perspective in the humanities fields, readers do expect you to fully argue, support, and illustrate your assertions. Personal belief or opinion is generally not sufficient in itself; you will need evidence of some kind to convince your reader.

Other writing situations: If you’re writing a speech, use of the first and even the second person (“you”) is generally encouraged because these personal pronouns can create a desirable sense of connection between speaker and listener and can contribute to the sense that the speaker is sincere and involved in the issue. If you’re writing a resume, though, avoid the first person; describe your experience, education, and skills without using a personal pronoun (for example, under “Experience” you might write “Volunteered as a peer counselor”).

A note on the second person “you”:

In situations where your intention is to sound conversational and friendly because it suits your purpose, as it does in this handout intended to offer helpful advice, or in a letter or speech, “you” might help to create just the sense of familiarity you’re after. But in most academic writing situations, “you” sounds overly conversational, as for instance in a claim like “when you read the poem ‘The Wasteland,’ you feel a sense of emptiness.” In this case, the “you” sounds overly conversational. The statement would read better as “The poem ‘The Wasteland’ creates a sense of emptiness.” Academic writers almost always use alternatives to the second person pronoun, such as “one,” “the reader,” or “people.”

Personal experience in academic writing

The question of whether personal experience has a place in academic writing depends on context and purpose. In papers that seek to analyze an objective principle or data as in science papers, or in papers for a field that explicitly tries to minimize the effect of the researcher’s presence such as anthropology, personal experience would probably distract from your purpose. But sometimes you might need to explicitly situate your position as researcher in relation to your subject of study. Or if your purpose is to present your individual response to a work of art, to offer examples of how an idea or theory might apply to life, or to use experience as evidence or a demonstration of an abstract principle, personal experience might have a legitimate role to play in your academic writing. Using personal experience effectively usually means keeping it in the service of your argument, as opposed to letting it become an end in itself or take over the paper.

It’s also usually best to keep your real or hypothetical stories brief, but they can strengthen arguments in need of concrete illustrations or even just a little more vitality.

Here are some examples of effective ways to incorporate personal experience in academic writing:

• Anecdotes: In some cases, brief examples of experiences you’ve had or witnessed may serve as useful illustrations of a point you’re arguing or a theory you’re evaluating. For instance, in philosophical arguments, writers often use a real or hypothetical situation to illustrate abstract ideas and principles.
• References to your own experience can explain your interest in an issue or even help to establish your authority on a topic.
• Some specific writing situations, such as application essays, explicitly call for discussion of personal experience.

Here are some suggestions about including personal experience in writing for specific fields:

Philosophy: In philosophical writing, your purpose is generally to reconstruct or evaluate an existing argument, and/or to generate your own. Sometimes, doing this effectively may involve offering a hypothetical example or an illustration. In these cases, you might find that inventing or recounting a scenario that you’ve experienced or witnessed could help demonstrate your point. Personal experience can play a very useful role in your philosophy papers, as long as you always explain to the reader how the experience is related to your argument. (See our handout on writing in philosophy for more information.)

Religion: Religion courses might seem like a place where personal experience would be welcomed. But most religion courses take a cultural, historical, or textual approach, and these generally require objectivity and impersonality. So although you probably have very strong beliefs or powerful experiences in this area that might motivate your interest in the field, they shouldn’t supplant scholarly analysis. But ask your instructor, as it is possible that they are interested in your personal experiences with religion, especially in less formal assignments such as response papers. (See our handout on writing in religious studies for more information.)

Literature, Music, Fine Arts, and Film: Writing projects in these fields can sometimes benefit from the inclusion of personal experience, as long as it isn’t tangential. For instance, your annoyance over your roommate’s habits might not add much to an analysis of “Citizen Kane.” However, if you’re writing about Ridley Scott’s treatment of relationships between women in the movie “Thelma and Louise,” some reference your own observations about these relationships might be relevant if it adds to your analysis of the film. Personal experience can be especially appropriate in a response paper, or in any kind of assignment that asks about your experience of the work as a reader or viewer. Some film and literature scholars are interested in how a film or literary text is received by different audiences, so a discussion of how a particular viewer or reader experiences or identifies with the piece would probably be appropriate. (See our handouts on writing about fiction , art history , and drama for more information.)

Women’s Studies: Women’s Studies classes tend to be taught from a feminist perspective, a perspective which is generally interested in the ways in which individuals experience gender roles. So personal experience can often serve as evidence for your analytical and argumentative papers in this field. This field is also one in which you might be asked to keep a journal, a kind of writing that requires you to apply theoretical concepts to your experiences.

History: If you’re analyzing a historical period or issue, personal experience is less likely to advance your purpose of objectivity. However, some kinds of historical scholarship do involve the exploration of personal histories. So although you might not be referencing your own experience, you might very well be discussing other people’s experiences as illustrations of their historical contexts. (See our handout on writing in history for more information.)

Sciences: Because the primary purpose is to study data and fixed principles in an objective way, personal experience is less likely to have a place in this kind of writing. Often, as in a lab report, your goal is to describe observations in such a way that a reader could duplicate the experiment, so the less extra information, the better. Of course, if you’re working in the social sciences, case studies—accounts of the personal experiences of other people—are a crucial part of your scholarship. (See our handout on  writing in the sciences for more information.)

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

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What Adults Lost When Kids Stopped Playing in the Street

In many ways, a world built for cars has made life so much harder for grown-ups.

Produced by ElevenLabs and News Over Audio (NOA) using AI narration.

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I n the summer of 2009, Amy Rose and Alice Ferguson, two mothers living on Greville Road in Bristol, a midsize city in southwest England, found themselves in a strange predicament: They saw entirely too much of their kids. “We were going, like, Why are they here? ” Rose told me. “ Why aren’t they outside? ” The friends decided to run an experiment. They applied to shut their quarter-mile road to traffic for two hours after school on a June afternoon—not for a party or an event but just to let the children who lived there play. Intentionally, they didn’t prepare games or activities, Rose told me, as it would have defeated the purpose of the inquiry: “With time, space, and permission, what happens?”

The results were breathtaking. The dozens of kids who showed up had no problem finding things to do. One little girl cycled up and down the street “3,000 times,” Rose recalled. “She was totally blissed out.” Suddenly, the modern approach to children’s play, in which parents shuttle their kids to playgrounds or other structured activities, seemed both needlessly extravagant and wholly insufficient. Kids didn’t need special equipment or lessons; they just needed to be less reliant on their time-strapped parents to get outside.

The experiment also produced some unexpected results. As children poured into the street, some ran into classmates, only just then realizing that they were neighbors. Soon it became clear to everyone present that far more children were living on Greville Road than anyone had known. That session, and the many more it prompted, also became the means by which adult residents got to know one another, which led to another revelation for Ferguson and Rose: In numerous ways, a world built for cars has made life so much harder for adults.

The dominance of cars has turned children’s play into work for parents, who are left coordinating and supervising their children’s time and ferrying kids to playgrounds and play dates. But it has also deprived adults of something more profound. Over the years, as Rose and Ferguson have expanded their experiment to other parts of the United Kingdom, neighborhoods across the country have discovered that allowing kids to play out in the open has helped residents reclaim something they didn’t know they were missing: the ability to connect with the people living closest to them.

M odern folks tend to think that streets serve largely mobile purposes—getting cars from one place to another in swift, orderly fashion. But “prior to the automobile, streets had a ton of stationary functions,” Marcel Moran, a faculty fellow at New York University’s Center for Urban Science and Progress, told me. Streets were where people sold wares and socialized. And particularly after the United States and Europe began to industrialize, streets were the primary location for the rising number of urban-dwelling children to play, according to Jon Winder, a historian and the author of Designed for Play: Children’s Playgrounds and the Politics of Urban Space, 1840–2010 . This remained the case in the U.K. and the U.S. even after playgrounds became widespread in the early 20th century. Only when cars hit the streets in larger numbers did things begin to change. Society, Winder told me, began prioritizing “the movement and storage of motor vehicles over children and their playful behavior.”

In the U.S., the ousting of children from the street was initially met with fierce resistance, Peter Norton, an associate history professor at the University of Virginia and the author of Fighting Traffic: The Dawn of the Motor Age in the American City , told me. In the 1920s, as pedestrian death tolls mounted, a number of American cities erected monuments to children killed in traffic, acknowledging their deaths as public losses the way we memorialize fallen soldiers. When cases involving these tragedies made their way to court, Norton said, judges routinely ruled that “a child has an absolute right to use the street, that it’s the responsibility of everyone else to watch out for the child. The parent does not have to be there.” He added that motorists who argued that they were not at fault, because the child had rushed out in front of them, were told, “That’s no excuse. You chose to operate a dangerous machine that gave you, the driver, the responsibility.”

Over time, however, deliberate efforts within the auto industry shifted the blame for traffic deaths to children and their parents. In the 1920s, the American Automobile Association dispensed free school-safety education materials aimed at teaching children that the road was not for them. Among other things, these curricula redefined the school-safety patrols run by older children tasked with escorting younger kids safely through the streets. Instead of walking into the street to stop traffic, kids were instructed to wait until there were no cars, then to cross. The message was that “if a child’s going to use the street at all, it’s only when there’s no cars,” Norton said. “This immediately became the excuse for raising speed limits.” By the 1940s, these curricula—still produced by AAA—cautioned children against even attempting to use streets at all. And it was hard to argue otherwise, Norton said, because the higher speed limits had in fact made roads quite dangerous.

The broader shift to a car-centric society only further undercut the notion that children have a place in or near the road, Norton told me. Suburbanization combined with school consolidation and court-ordered school busing meant that schools got farther apart, making it impractical for children to walk to them. In the 1980s, warnings about “stranger danger,” which intensified as news and crime shows stoked panic about child abductions, no doubt played a role in further curtailing children’s freedom—though stranger danger itself wasn’t new, Norton noted. Parents of the past relied on a combination of people—shopkeepers, residents, adults sitting on front steps—to keep an eye out for the rare unsavory character who might harm their kids. “But eyes on the street in the U.S., outside of a few surviving communities, is almost gone,” Norton said. “Eyes behind a windshield are no substitute.”

R ose and Ferguson’s project on Greville Road is of course not the first or only effort to reclaim the streets for children. In the U.K., play streets emerged roughly a century ago as a sort of compromise in the process of booting kids off the street. But after peaking in the 1960s, they largely dwindled out, to be revived only in the late 2000s. New York has had a play-streets program since 1914 , and Philadelphia for more than half a century—and recently, the idea has been taken up in other U.S. cities. Chicago launched a play-streets program in 2012 , followed by Los Angeles in 2015 ; an initiative in Portland, Oregon, hosted its first events in 2023 .

In the U.K., Rose, Ferguson, and their friend Ingrid Skeels expanded their experiment in 2011 by founding Playing Out , an organization that has helped residents on more than 1,000 streets in dozens of cities across the country set up their own play sessions. These typically last for two hours and occur weekly, biweekly, or monthly. And yes, as with any other sort of play these days, the process takes work: Residents who’d like to set up a play street must get buy-in from neighbors, agree on dates, book road closures well in advance, and recruit stewards to stand guard at either end of the block. Organizers are also working against the headwinds of a society unaccustomed to children playing in the street. Even when blocks are officially closed to traffic, stewards often have to address drivers frustrated that they can’t get through. Some residents ask why the kids can’t just go to the park, and they worry about the noise or what will happen to their cars. When Jo Chesterman, a Bristol-based mother of two, first broached the idea of a play session on her street several years ago, some neighbors, she told me, seemed to worry “it was maybe going to be like Lord of the Flies .”

But the street outside a child’s home is very different from a playground or a private yard. It’s a space that connects one home to another and is used by all residents, regardless of age or whether they have kids. On the street, Chesterman told me, kids learn how to find the homes of other children within walking distance. They also encounter children outside their own age group and a broader variety of adults. Rose’s daughter, Kaya, who just graduated from university but was 8 at the time of the inaugural play street, told me that mixing with younger kids afforded her opportunities to win the trust of their parents, which she otherwise wouldn’t have had, and that “feeling like the adults trusted us to look after their kids … made us trust those adults as well.” For the adults, Chesterman said, play streets make it “easier to get to know everyone, rather than wait to bump into each other when you’re doing the recycling.”

Read: Live closer to your friends

Surveys conducted by Alison Stenning, a professor of social and economic geography at Newcastle University who started studying the social impact of play streets after helping get one up and running in her own neighborhood, show that many play-street sessions manage to draw out nonparents as well. Sometimes, these connections lead to strong friendships. (Chesterman told me that on her street, plenty of play afternoons led to cozy social evenings with “far too much honey rum.”) But Stenning found that even where deep intimacy didn’t grow, neighbors did gain a more general “sense of knowing and being known”—which also has its value. Years ago, she told me, one rundown house at the end of her street, occupied by an older man and his sister, inspired rumors about who the two were and why their house looked so dilapidated. When the play streets started, the man occasionally emerged to watch the children and chat with the stewards stationed outside his house. There was no major breakthrough or kumbaya moment, but these small interactions helped demystify a slightly odd and somewhat-feared presence on the street.

S ome of this neighborly connection is likely the result of all the work and coordination involved in shutting a road to traffic. But it could also have something to do with the way children’s play alters the feel of the street, giving adults permission to engage in the sort of socializing “we’ve otherwise policed out,” Moran, of NYU, told me. Kids themselves function as a sort of “connective tissue for adults,” Moran said. This is true in the simple sense that when kids meet one another, their parents naturally connect. But children are also “very good at breaking down the learned reserve between adults,” Paul Tranter, an honorary associate professor at UNSW Canberra and the author of Slow Cities: Conquering Our Speed Addiction for Health and Sustainability , told me. Children’s tendency to violate social boundaries—to stare a little too long, ask someone an overly forward question, or wander into someone else’s yard—can nudge adults to reach across those boundaries too. It probably isn’t a coincidence that playgrounds are one of the few places in America where striking up a conversation with a stranger is considered socially acceptable and even expected. By siloing play there, we may have inadvertently undercut children’s capacity to bind us to one another.

In Chesterman’s neighborhood, after about four years, street-play sessions had so radically transformed the culture that the need for formal road closures fell away. “The vibe of the street is that [people] expect to see kids playing,” she said. But she suspects that this is possible largely because her road isn’t a through street, so most of the people driving on it actually live there.

Read: Surrendering our cities to cars would be a historic blunder

Her experience points to the limitations of play streets: For all their community benefits, they aren’t, in many places, sufficient to transform the way kids or adults use the street. On busier roads, play will always rely on a continuing rotation of people available to organize and steward formal closures. The sheer effort involved in coordinating them means that play streets sometimes fizzle out over time. Even on Greville Road, despite Rose and Ferguson’s deep commitment, weekly after-school sessions have dwindled to monthly Saturday afternoons. And in communities where people lack the time and resources necessary for sustaining regular traffic closures, play streets don’t happen at all.

This may be the ultimate finding of Rose and Ferguson’s experiment: Truly restoring a culture of street play will require society to make much more far-reaching, permanent changes to the built environment. It’s a daunting and perhaps impossible-sounding task. But it’s one that would meaningfully improve the well-being of children, of parents, of every person on the street.

​When you buy a book using a link on this page, we receive a commission. Thank you for supporting The Atlantic.

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Tim Walz ‘misspoke’ when he discussed using weapons ‘in war,’ campaign says

Minnesota Gov. Tim Walz "misspoke" in a 2018 video circulated by the Harris campaign earlier this week that included the vice presidential candidate talking about his handling of weapons "in war," a campaign spokesperson said Friday.

The clarification comes after Republicans, led by veteran and vice presidential candidate JD Vance, have attacked Walz over his military record .

“Governor Walz would never insult or undermine any American’s service to this country — in fact, he thanks Senator Vance for putting his life on the line for our country. It’s the American way," the Harris campaign spokesperson said in a statement.

"In making the case for why weapons of war should never be on our streets or in our classrooms, the Governor misspoke. He did handle weapons of war and believes strongly that only military members trained to carry those deadly weapons should have access to them, unlike Donald Trump and JD Vance who prioritize the gun lobby over our children,” the spokesperson added.

The video clip of Walz's previous remarks shows him discussing gun control and referring to his own military background. “We can make sure that those weapons of war, that I carried in war, is the only place where those weapons are at,” Walz says in the clip posted by Harris’ campaign on Tuesday.

Walz's 24 years in the military included serving overseas and supporting forward units, but he was not deployed to a combat zone.

Vance, a Marine Corps veteran, accused his political rival of "stolen valor" this week.

“What bothers me about Tim Walz is this stolen valor garbage. Do not pretend to be something that you’re not," Vance said at an event in Michigan. "I’d be ashamed if I was him and I lied about my military service like he did.”

When reached for comment about Friday's clarification from the Harris campaign, Trump campaign spokesperson Steven Cheung said in an email: “Why won’t Tim Walz address his lies himself? Why does he need to send out lowly spokespeople to clean up his own mess?”

Doug Julin, a retired national guardsman who has said he worked with Walz, criticized Walz’s handling of his retirement during a CNN interview, suggesting that Walz had used a “back-door process.”

“Tim Walz knew the processes and the procedures, he went around me,” Julin said, adding that Walz “basically went to get somebody to back him, to get him out of there.”

NBC News hasn’t independently verified Julin’s account.

In response to Julin's comments, the Harris campaign referred NBC News to statements from two men who served with Walz.

"From what I know of the situation, they’re lying. He was as good as a solider as you’ll find," Joseph Eustice, who noted he's not voting for Walz, told CNN .

Al Bonnifield described Walz as a man who didn't have fear about the possibility of danger.

“He was not that kind of man,” Bonnifield told the Washington Post . “Absolutely not.”

The Minneapolis Star Tribune in 2022 reported details of Walz's service that it attributed to the governor, saying he “was deployed to Italy in 2003 to protect against potential threats in Europe while active military forces were deployed to Iraq and Afghanistan."

Walz formally retired from the Minnesota National Guard in 2005, as he prepared to run for Congress. He won a House seat the following year.

Kelly O’Donnell is Senior White House correspondent for NBC News.

Zoë Richards is a politics reporter for NBC News.

How to cite ChatGPT

Use discount code STYLEBLOG15 for 15% off APA Style print products with free shipping in the United States.

We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

• Parenthetical citation: (OpenAI, 2023)
• Narrative citation: OpenAI (2023)

Let’s break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).

Other questions about citing ChatGPT

You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references—four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model’s interpretation of them.

We’ve also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications ?

On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.

For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.

Update: APA Journals has published policies on the use of generative AI in scholarly materials .

We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

• Don’t just list all the effects you can think of.
• Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
• Don’t just provide a selection of data on the measures’ effectiveness.
• Do build up your own argument about which kinds of measures have been most or least effective, and why.
• Don’t just analyze a random selection of doppelgänger characters.
• Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

• Make a claim
• Provide the grounds (evidence) for the claim
• Explain the warrant (how the grounds support the claim)
• Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

• Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
• Cite data to support your claim
• Explain how the data indicates that the method is ineffective
• Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

• Discuss what the opposing position gets right and why people might hold this position
• Highlight the problems with this position
• Present your own position , showing how it addresses these problems
• Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

• Acknowledge that students rely too much on websites like Wikipedia
• Argue that teachers view Wikipedia as more unreliable than it really is
• Suggest that Wikipedia’s system of citations can actually teach students about referencing
• Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

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.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

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

College essays

• Choosing Essay Topic
• Write a College Essay
• Write a Diversity Essay
• College Essay Format & Structure
• Comparing and Contrasting in an Essay

 (AI) Tools

• Grammar Checker
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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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A Blood Test Accurately Diagnosed Alzheimer’s 90% of the Time, Study Finds

It was much more accurate than primary care doctors using cognitive tests and CT scans. The findings could speed the quest for an affordable and accessible way to diagnose patients with memory problems.

By Pam Belluck

Scientists have made another major stride toward the long-sought goal of diagnosing Alzheimer’s disease with a simple blood test . On Sunday, a team of researchers reported that a blood test was significantly more accurate than doctors’ interpretation of cognitive tests and CT scans in signaling the condition.

The study , published Sunday in the journal JAMA, found that about 90 percent of the time the blood test correctly identified whether patients with memory problems had Alzheimer’s. Dementia specialists using standard methods that did not include expensive PET scans or invasive spinal taps were accurate 73 percent of the time, while primary care doctors using those methods got it right only 61 percent of the time.

“Not too long ago measuring pathology in the brain of a living human was considered just impossible,” said Dr. Jason Karlawish, a co-director of the Penn Memory Center at the University of Pennsylvania who was not involved in the research. “This study adds to the revolution that has occurred in our ability to measure what’s going on in the brain of living humans.”

The results, presented Sunday at the Alzheimer’s Association International Conference in Philadelphia, are the latest milestone in the search for affordable and accessible ways to diagnose Alzheimer’s, a disease that afflicts nearly seven million Americans and over 32 million people worldwide. Medical experts say the findings bring the field closer to a day when people might receive routine blood tests for cognitive impairment as part of primary care checkups, similar to the way they receive cholesterol tests.

“Now, we screen people with mammograms and PSA or prostate exams and other things to look for very early signs of cancer,” said Dr. Adam Boxer, a neurologist at the University of California, San Francisco, who was not involved in the study. “And I think we’re going to be doing the same thing for Alzheimer’s disease and hopefully other forms of neurodegeneration.”

In recent years, several blood tests have been developed for Alzheimer’s. They are currently used mostly to screen participants in clinical trials and by some specialists like Dr. Boxer to help pinpoint if a patient’s dementia is caused by Alzheimer’s or another condition.

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USA wins men's basketball Olympic gold: Highlights from win over France

PARIS – The global 5x5 men’s basketball torch remains in the grasp of the Americans.

Perhaps the grip is loosening. But it still belongs to the U.S.

The U.S. and its loaded roster filled with MVPs, All-Stars and NBA champions proved that once again, defeating France 98-87 for the Olympic gold medal Saturday at Bercy Arena.

Sorry France and Victor Wembanyama. Sorry Serbia and Nikola Jokic. You too, Germany and Franz Wagner and Canada and Shai Gilgeous-Alexander. It’s not your time for gold. Not yet. Maybe at the 2028 Los Angeles Olympics. Maybe.

But not now.

THE UNITED STATES OF AMERICA IS GOLDEN AGAIN! 🇺🇸🥇 #ParisOlympics pic.twitter.com/IfqvZHtvlC — NBC Olympics & Paralympics (@NBCOlympics) August 10, 2024

In what amounted to an Olympic road game for the U.S. in front of partisan French crowd, the U.S. relied on its biggest stars and 3-point shooting. LeBron James continued his stellar Olympics play with 14 points, 10 assists and six rebounds; Steph Curry dropped 24 – all coming on eight made 3s; and Kevin Durant and Devin Booker each scored 15 points.

The U.S. made 18-of-36 pointers, outscoring France 54-27 from that distance, and the U.S. owned a 31-9 edge in fastbreak points.

Team USA led for most of the game. France cut the deficit to two possessions a couple of times in the second half, including 82-79 with 2:57 left in the fourth quarter. A Curry 3 followed by two Durant free throws increased the U.S. edge to 87-79 with 2:22 to play.

CURRY TIME. 🥶 A huge three to shift the momentum late. #ParisOlympics | 📺 NBC and Peacock pic.twitter.com/kDSOCr9bao — NBC Olympics & Paralympics (@NBCOlympics) August 10, 2024

Curry made four huge 3s in the final three minutes, including one that gave the U.S. a 96-87 lead with 35 seconds remaining.

It is the fifth consecutive gold medal for the U.S. in men’s basketball. The team cruised through group play 3-0, handled Brazil in the quarterfinals, and needed a memorable comeback from a 13-point fourth-quarter deficit to beat Serbia in the semifinals.

The U.S. led the tournament in points per game, field-goal percentage, 3-point shooting percentage and assists per game, and had the second-best field-goal percentage allowed. Its combination of depth, offense and defense overwhelmed opponents.

The U.S. pushed its Olympic record to 144-5 overall and is 36-1 since 2004.

Durant became the first U.S. men’s basketball player to win four Olympic gold medals, James collected his third gold and first since last playing for Team USA at the 2012 London Olympics, and Curry won his first gold at his first Olympics.

France earned its second consecutive silver in the Olympics.

Victor Wembanyama played his best game of the tournament, posting 26 points and seven rebounds. Guerschon Yabusele, who was instrumental on getting France to the final game, had 20 points.

Steph Curry goes off to ice Team USA's win

PARIS – The sequence was pure  Steph Curry .

With France putting a small dent in the United States lead late in the fourth quarter of the men’s basketball gold-medal game, Curry unleashed a flurry of 3-pointers that left France flustered and  delivered the U.S. its fifth consecutive gold medal .

Curry scored a team-high 24 points – all coming on 3-pointers – and four of those 3s came in the game’s final 2:47, each one bigger and more important than the previous one.

The coupe de grace came with 35 seconds remaining. Hounded by France’s Nicolas Batum and Evan Fournier launched a deep, high-arching 3-pointer that put the U.S. ahead 96-87.

Curry ran down the court with his hands to head in his trademark “good night” gesture.

Curry rediscovered his 3-point shot at the most opportune time for the U.S. He struggled with his shot in the first four games of the  2024 Paris Olympics  – shooting 35.7% from the field and 25% on 3-pointers.

In his next two games, it was vintage Curry. He scored 36 points on 9-for-14 3-point shooting against Serbia in the semifinals, a game in which the U.S. came back from a 13-point deficit in the fourth quarter.

Against France, he was 8-for-12 on 3-pointers.

In the final two games of Curry’s first Olympics, he scored 60 points and made 17-of-26 3-pointers.

See a recap of the gold medal game below the photo gallery.

USA leads France 87-79 as fourth quarter winds down in gold medal game

France had cut the U.S. lead to three points before Steph Curry hit a three and Kevin Durant hit two free throws to build the lead back to eight with a little more than two minutes to go.

USA leads France 72-66 after third quarter of gold medal game

PARIS – The U.S. opened its largest lead of the game at 61-47 in the third quarter but took just a 72-66 lead into the fourth quarter.

The U.S. is 10 minutes from winning its fifth consecutive gold medal in the Olympics.

The Americans are 12-for-26 on 3-pointers, and LeBron James continues to dominate with his all-around play. He has 12 points, seven assists, six rebounds, two steals and one block, and Steph Curry has 12 points and five assists. Devin Booker has 13 points and Kevin Durant 10 for the U.S., which is shooting 52% from the field.

Victor Wembanyama leads France with 20 points and six rebounds, and teammate Guerschon Yabusele has 19 points. Evan Fournier gave France a lift in the third quarter with eight points, including six on two made 3-pointers. France is shooting 48% from the field but just 33% on 3s.

USA builds 14-point lead over France midway through third quarter

The U.S. has its biggest lead of the game at 61-47 with 6:57 left in the third quarter. Steph Curry has a pair of 3-pointers in the quarter, and Joel Embiid has made four free throws

Team USA leads France 49-41 at halftime of gold medal game

PARIS – LeBron James’ driving buckets and U.S. 3-point shooting pushed the U.S. to a 49-41 halftime lead against France in the gold-medal game.

James has seven points, five rebounds and two assists, and the U.S. made nine 3-pointer in the first half. Devin Booker has a team-high 13 points, and Kevin Durant, Steph Curry and Anthony Edwards each have six points for the U.S.

The U.S. fell behind 25-24 but ended the half on a 25-16 run, and owned a 49-39 lead just before France’s Guerschon Yabusele ended the half with a buzzer-beating layup. Yabusele has a game-high 15 points, and rising NBA star Victor Wembanyama is having his best offensive game of the Olympics with 13 points for France.

France, however, is 3-for-16 on 3-pointers and has been outscored 17-6 on fastbreak points

Clear the lane, LeBron coming through. 📺 NBC + Peacock 🇺🇸 #USABMNT #Paris2024 #Basketball pic.twitter.com/v60VuLWJpb — USA Basketball (@usabasketball) August 10, 2024

France goes on second-quarter run; USA calls time out

Paris — France is on an 8-0 run. Bilal Coulibaly's dunk on a fastbreak gave France a 25-24 lead with 7:10 left in the second quarter. U.S. coach Steve Kerr called timeout to settle the U.S. offense and get LeBron James, Steph Curry and Devin Booker back in the game.

Team USA leads France 20-15 after first quarter

PARIS — France’s Victor Wembanyama is off to a strong start with seven points, including two on a soaring dunk, but the U.S. owns a 20-15 lead after the first quarter.

The U.S. is getting easy buckets in transition off missed shots by France. Devin Booker leads the U.S. with seven points, Anthony Edwards has six points on a pair of 3-pointers, and LeBron James has two points, two rebounds, two assists and one steal.

The U.S. is shooting 42% from the field and is 4-for-11 on 3-pointers, and France is shooting 35% from the field and is 1-for-9 on 3s.

Former basketball stars in the house for gold medal game

Paris — Tony Parker, Scottie Pippen, Carmelo Anthony and Pau Gasol among former NBA stars in attendance for the gold medal game between Team USA and France.

The U.S. men had a 17-14 lead with two minutes left in the first quarter. Devin Booker and Victor Wembanyama led all scorers with 7 points apiece.

When does USA men's basketball play next at Paris Olympics?

Team USA will play France today, Saturday, Aug. 10, in the gold medal game.

What time is USA men's basketball vs. France?

Tip-off for USA vs. France is scheduled for 3:30 p.m. ET.

How to watch USA men's basketball vs. France

 The men's basketball gold medal final can be viewed on Peacock, NBC and Telemundo.

There is an encore broadcast at midnight ET on USA Network.

USA men's basketball Olympics roster

* Each asterisk represents an Olympic appearance (includes 2024 Paris Olympics)

• ** Anthony Davis , Los Angeles Lakers
• * Anthony Edwards , Minnesota Timberwolves
• ** Bam Adebayo , Miami Heat
• *Derrick White , Boston Celtics
• ** Devin Booker , Phoenix Suns
• ** Jayson Tatum , Boston Celtics
• * Joel Embiid , Philadelphia 76ers
• ** Jrue Holiday , Boston Celtics
• **** Kevin Durant , Phoenix Suns
• **** LeBron James , Los Angeles Lakers
• * Stephen Curry , Golden State Warriors
• * Tyrese Haliburton , Indiana Pacers

Kevin Durant getting his first start at the 2024 Paris Olympics

U.S. coach Steve Kerr put Kevin Durant in the starting lineup for the gold medal game against France. It's Durant's first start at the 2024 Paris Olympics. He'll start alongside LeBron James, Steph Curry, Joel Embiid and Devin Booker. Durant missed the five U.S. exhibition games with a sore calf, and Kerr decided it was best to bring Durant off the bench to start the Olympics.

USA men's basketball starting lineup

Team USA's starting five against France in the gold medal game:

• Stephen Curry
• Devin Booker
• LeBron James
• Kevin Durant
• Joel Embiid

France men's basketball starting lineup

Team France's starting five against the USA in the gold medal game:

• Victor Wembanyama
• Guerschon Yabusele
• Isaia Cordinier
• Frank Ntilikina

LeBron James sporting golden shoes for basketball final

LeBron James wasn't subtle for his sneaker selection for the final against France. He's wearing sparkling gold Nike basketball shoes.

The King 👑 debuts new gold LeBron 22s for the gold medal game 🥇 #Paris2024 x #Basketball pic.twitter.com/XqGvFpRbLP — FIBA (@FIBA) August 10, 2024

LeBron James, Victor Wembanyama take court for pregame warmups

About an hour before tip-off, U.S. assistant coaches Erik Spoelstra, Ty Lue and Mark Few are working with U.S. players, including LeBron James, who was the first American on the court. Anthony Davis and Bam Adebayo are also warming up.

Victor Wembanyama received a warm welcome from French fans he stepped onto the court for his pregame workout. Evan Fournier joined Wembanyama minutes later.

USA men's basketball vs. France predictions

Ever since France made changes to its starting lineup after the group stage of 5x5 men’s basketball, it has played its best ball of the Olympics, beating Canada and Germany to reach the gold medal game against the U.S. Both teams are coming off emotional victories in the semifinals.

France coach Vincent Collet benched Rudy Gobert and Evan Fournier and replaced them with Guerschon Yabusele and Isaia Cordinier. It worked. Fournier still gets regular minutes but Gobert’s minutes have decreased, and France is guaranteed at least a silver medal.

Can it win gold? It will need to use its size and a defense anchored by 7-4 rising NBA star Victor Wembanyama and find enough against offense against the U.S. France, which lost to the U.S. in the gold medal game at the Olympics three years in Tokyo, will need to play a near-perfect game against a deep and talented U.S. team that will be ready for a road-game atmosphere at Paris’ Bercy Arena.

• Dan Wolken: USA 90, France 73
• Jeff Zillgitt: USA 94, France 80

Who won Olympic men's basketball bronze medal

Aug. 6 : Serbia 93, Germany 83

Serbia rebounded from a heartbreaking 95-91 loss to the U.S. in the semifinals and prevented Germany from earning its first Olympic medal in men’s 5x5.

Serbia’s three-time NBA MVP Nikola Jokic had 19 points, 12 rebounds assists and 11 assists rebounds, and teammate Vasilije Micic scored 19 points. Bogdan Bogdanovic added 16 points for Serbia, which earned silver medals at the 2016 Rio Olympics and 2023 FIBA World Cup.

USA men's basketball Paris Olympics schedule

The U.S. men’s national team went 3-0 during group play and won its quarterfinal and semifinal matches. Here's the dates for the U.S. games: 

• Sunday, July 28:  USA 110, Serbia 84
• Wednesday, July 31:   USA 103, South Sudan 86
• Saturday, Aug. 3:   USA 104, Puerto Rico 83
• Tuesday, Aug. 6:   USA 122, Brazil 87
• Thursday, Aug. 8: USA 95, Serbia 91
• Saturday: USA vs. France, 3:30 p.m. ET in gold medal match

Olympic men's basketball group play results

• Australia 92, Spain 80
• Germany 97, Japan 77
• France 78, Brazil 66
• Canada 86, Canada 79
• South Sudan 90, Puerto Rico 79
• United States 110, Serbia 84
• Spain 84, Greece 77
• Canada 93, Australia 83
• France 94, Japan 90 (OT)
• Germany 86, Brazil 73
• Serbia 107, Puerto Rico 66
• United States 103, South Sudan 86
• Brazil 102, Japan 84
• Greece 77, Australia 71
• Canada 88, Spain 85
• Germany 85, France 71
• United States 104, Puerto Rico 83
• Serbia 96, South Sudan 85