basic vocabulary essays

• 40 Useful Words and Phrases for Top-Notch Essays

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

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

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

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

General explaining

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

1. In order to

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

2. In other words

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

3. To put it another way

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

4. That is to say

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

5. To that end

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

Adding additional information to support a point

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

6. Moreover

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

7. Furthermore

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

8. What’s more

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

9. Likewise

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

10. Similarly

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

11. Another key thing to remember

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

12. As well as

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

13. Not only… but also

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

14. Coupled with

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

15. Firstly, secondly, thirdly…

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

16. Not to mention/to say nothing of

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

Words and phrases for demonstrating contrast

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

17. However

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

18. On the other hand

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

19. Having said that

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

20. By contrast/in comparison

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

21. Then again

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

22. That said

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

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

Adding a proviso or acknowledging reservations

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

24. Despite this

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

25. With this in mind

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

26. Provided that

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

27. In view of/in light of

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

28. Nonetheless

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

29. Nevertheless

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

30. Notwithstanding

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

Giving examples

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

31. For instance

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

32. To give an illustration

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

Signifying importance

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

33. Significantly

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

34. Notably

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

35. Importantly

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

Summarising

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

36. In conclusion

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

37. Above all

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

38. Persuasive

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

39. Compelling

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

40. All things considered

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

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

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

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Words to Use in an Essay: 300 Essay Words

Hannah Yang

Table of Contents

Words to use in the essay introduction, words to use in the body of the essay, words to use in your essay conclusion, how to improve your essay writing vocabulary.

It’s not easy to write an academic essay .

Many students struggle to word their arguments in a logical and concise way.

To make matters worse, academic essays need to adhere to a certain level of formality, so we can’t always use the same word choices in essay writing that we would use in daily life.

If you’re struggling to choose the right words for your essay, don’t worry—you’ve come to the right place!

In this article, we’ve compiled a list of over 300 words and phrases to use in the introduction, body, and conclusion of your essay.

The introduction is one of the hardest parts of an essay to write.

You have only one chance to make a first impression, and you want to hook your reader. If the introduction isn’t effective, the reader might not even bother to read the rest of the essay.

That’s why it’s important to be thoughtful and deliberate with the words you choose at the beginning of your essay.

Many students use a quote in the introductory paragraph to establish credibility and set the tone for the rest of the essay.

When you’re referencing another author or speaker, try using some of these phrases:

To use the words of X

According to X

As X states

Example: To use the words of Hillary Clinton, “You cannot have maternal health without reproductive health.”

Near the end of the introduction, you should state the thesis to explain the central point of your paper.

If you’re not sure how to introduce your thesis, try using some of these phrases:

In this essay, I will…

The purpose of this essay…

This essay discusses…

In this paper, I put forward the claim that…

There are three main arguments for…

Example: In this essay, I will explain why dress codes in public schools are detrimental to students.

After you’ve stated your thesis, it’s time to start presenting the arguments you’ll use to back up that central idea.

When you’re introducing the first of a series of arguments, you can use the following words:

First and foremost

First of all

To begin with

Example: First , consider the effects that this new social security policy would have on low-income taxpayers.

All these words and phrases will help you create a more successful introduction and convince your audience to read on.

The body of your essay is where you’ll explain your core arguments and present your evidence.

It’s important to choose words and phrases for the body of your essay that will help the reader understand your position and convince them you’ve done your research.

Let’s look at some different types of words and phrases that you can use in the body of your essay, as well as some examples of what these words look like in a sentence.

Transition Words and Phrases

Transitioning from one argument to another is crucial for a good essay.

It’s important to guide your reader from one idea to the next so they don’t get lost or feel like you’re jumping around at random.

Transition phrases and linking words show your reader you’re about to move from one argument to the next, smoothing out their reading experience. They also make your writing look more professional.

The simplest transition involves moving from one idea to a separate one that supports the same overall argument. Try using these phrases when you want to introduce a second correlating idea:

Additionally

In addition

Furthermore

Another key thing to remember

In the same way

Correspondingly

Example: Additionally , public parks increase property value because home buyers prefer houses that are located close to green, open spaces.

Another type of transition involves restating. It’s often useful to restate complex ideas in simpler terms to help the reader digest them. When you’re restating an idea, you can use the following words:

In other words

To put it another way

That is to say

To put it more simply

Example: “The research showed that 53% of students surveyed expressed a mild or strong preference for more on-campus housing. In other words , over half the students wanted more dormitory options.”

Often, you’ll need to provide examples to illustrate your point more clearly for the reader. When you’re about to give an example of something you just said, you can use the following words:

For instance

To give an illustration of

To exemplify

To demonstrate

As evidence

Example: Humans have long tried to exert control over our natural environment. For instance , engineers reversed the Chicago River in 1900, causing it to permanently flow backward.

Sometimes, you’ll need to explain the impact or consequence of something you’ve just said.

When you’re drawing a conclusion from evidence you’ve presented, try using the following words:

As a result

Accordingly

As you can see

This suggests that

It follows that

It can be seen that

For this reason

For all of those reasons

Consequently

Example: “There wasn’t enough government funding to support the rest of the physics experiment. Thus , the team was forced to shut down their experiment in 1996.”

When introducing an idea that bolsters one you’ve already stated, or adds another important aspect to that same argument, you can use the following words:

What’s more

Not only…but also

Not to mention

To say nothing of

Another key point

Example: The volcanic eruption disrupted hundreds of thousands of people. Moreover , it impacted the local flora and fauna as well, causing nearly a hundred species to go extinct.

Often, you'll want to present two sides of the same argument. When you need to compare and contrast ideas, you can use the following words:

On the one hand / on the other hand

Alternatively

In contrast to

On the contrary

By contrast

In comparison

Example: On the one hand , the Black Death was undoubtedly a tragedy because it killed millions of Europeans. On the other hand , it created better living conditions for the peasants who survived.

Finally, when you’re introducing a new angle that contradicts your previous idea, you can use the following phrases:

Having said that

Differing from

In spite of

With this in mind

Provided that

Nevertheless

Nonetheless

Notwithstanding

Example: Shakespearean plays are classic works of literature that have stood the test of time. Having said that , I would argue that Shakespeare isn’t the most accessible form of literature to teach students in the twenty-first century.

Good essays include multiple types of logic. You can use a combination of the transitions above to create a strong, clear structure throughout the body of your essay.

Strong Verbs for Academic Writing

Verbs are especially important for writing clear essays. Often, you can convey a nuanced meaning simply by choosing the right verb.

You should use strong verbs that are precise and dynamic. Whenever possible, you should use an unambiguous verb, rather than a generic verb.

For example, alter and fluctuate are stronger verbs than change , because they give the reader more descriptive detail.

Here are some useful verbs that will help make your essay shine.

Verbs that show change:

Accommodate

Verbs that relate to causing or impacting something:

Verbs that show increase:

Verbs that show decrease:

Deteriorate

Verbs that relate to parts of a whole:

Comprises of

Is composed of

Constitutes

Encompasses

Incorporates

Verbs that show a negative stance:

Misconstrue

Verbs that show a positive stance:

Substantiate

Verbs that relate to drawing conclusions from evidence:

Corroborate

Demonstrate

Verbs that relate to thinking and analysis:

Contemplate

Hypothesize

Investigate

Verbs that relate to showing information in a visual format:

Useful Adjectives and Adverbs for Academic Essays

You should use adjectives and adverbs more sparingly than verbs when writing essays, since they sometimes add unnecessary fluff to sentences.

However, choosing the right adjectives and adverbs can help add detail and sophistication to your essay.

Sometimes you'll need to use an adjective to show that a finding or argument is useful and should be taken seriously. Here are some adjectives that create positive emphasis:

Significant

Other times, you'll need to use an adjective to show that a finding or argument is harmful or ineffective. Here are some adjectives that create a negative emphasis:

Controversial

Insignificant

Questionable

Unnecessary

Unrealistic

Finally, you might need to use an adverb to lend nuance to a sentence, or to express a specific degree of certainty. Here are some examples of adverbs that are often used in essays:

Comprehensively

Exhaustively

Extensively

Respectively

Surprisingly

Using these words will help you successfully convey the key points you want to express. Once you’ve nailed the body of your essay, it’s time to move on to the conclusion.

The conclusion of your paper is important for synthesizing the arguments you’ve laid out and restating your thesis.

In your concluding paragraph, try using some of these essay words:

In conclusion

To summarize

In a nutshell

Given the above

As described

All things considered

Example: In conclusion , it’s imperative that we take action to address climate change before we lose our coral reefs forever.

In addition to simply summarizing the key points from the body of your essay, you should also add some final takeaways. Give the reader your final opinion and a bit of a food for thought.

To place emphasis on a certain point or a key fact, use these essay words:

Unquestionably

Undoubtedly

Particularly

Importantly

Conclusively

It should be noted

On the whole

Example: Ada Lovelace is unquestionably a powerful role model for young girls around the world, and more of our public school curricula should include her as a historical figure.

These concluding phrases will help you finish writing your essay in a strong, confident way.

There are many useful essay words out there that we didn't include in this article, because they are specific to certain topics.

If you're writing about biology, for example, you will need to use different terminology than if you're writing about literature.

So how do you improve your vocabulary skills?

The vocabulary you use in your academic writing is a toolkit you can build up over time, as long as you take the time to learn new words.

One way to increase your vocabulary is by looking up words you don’t know when you’re reading.

Try reading more books and academic articles in the field you’re writing about and jotting down all the new words you find. You can use these words to bolster your own essays.

You can also consult a dictionary or a thesaurus. When you’re using a word you’re not confident about, researching its meaning and common synonyms can help you make sure it belongs in your essay.

Don't be afraid of using simpler words. Good essay writing boils down to choosing the best word to convey what you need to say, not the fanciest word possible.

Finally, you can use ProWritingAid’s synonym tool or essay checker to find more precise and sophisticated vocabulary. Click on weak words in your essay to find stronger alternatives.

There you have it: our compilation of the best words and phrases to use in your next essay . Good luck!

Good writing = better grades

ProWritingAid will help you improve the style, strength, and clarity of all your assignments.

Hannah Yang is a speculative fiction writer who writes about all things strange and surreal. Her work has appeared in Analog Science Fiction, Apex Magazine, The Dark, and elsewhere, and two of her stories have been finalists for the Locus Award. Her favorite hobbies include watercolor painting, playing guitar, and rock climbing. You can follow her work on hannahyang.com, or subscribe to her newsletter for publication updates.

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100+ Useful Words and Phrases to Write a Great Essay

By: Author Sophia

Posted on Last updated: October 25, 2023

Sharing is caring!

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

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

Useful Words and Phrases to Write a Great Essay

Overview of an essay.

Useful Phrases for Proficiency Essays

Developing the argument

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

The other side of the argument

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

Ordering elements

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

Adding elements

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

Accepting other points of view

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

Personal opinion

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

Others’ opinions

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

Introducing examples

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

Introducing facts

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

Saying what you think is true

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

Accepting other points to a certain degree

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

Emphasizing particular points

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

Moderating, agreeing, disagreeing

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

Consequences

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

How to Write a Great Essay | Image 1

How to Write a Great Essay | Image 2

Phrases For Balanced Arguments

Introduction

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

How to Write a Great Essay | Image 3

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thank u so much its really usefull

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Basic Academic Vocabulary 

It's important for English Language Learners to understand basic academic vocabulary. They must recognize the exact meaning of writing instructions and test prompts to know what they're expected to do.

(As  Vocabulary.com  points out, quoting Jim Burke, “You cannot expect to succeed on assignments if you do not understand the directions." 

Burke’s A list  helped guide my choice of the most important words to teach explicitly.)

Understanding basic academic vocabulary will also help students' reading comprehension and class participation. 

The lessons in this packet show the ways about 30 important verbs (and related nouns and adjectives, as well as a few lone nouns or adjectives) can be used.

The words appear first in short texts about the scientific method and essay writing.

Then students practice them several times. They read example essays and complete task cards and a crossword. That lets students see them in different contexts and start to use them.

Key Vocabulary Introduced

• from the Scientific Method essay: analyze (including analysis & analytical), conclude/ conclusion, determine (etc.), evaluate, identify, interpret, predict (plus bias, evidence, and valid– not on cards).
• “Sharing Ideas” gives the most basic verbs for instructions: demonstrate, explain, illustrate, describe, respond, integrate, develop 
• The comparison essay adds: compare, contrast, similar, distinguish.
• "Essay Organization" demonstrates: organize, consequence, significance, persuade, argue, support, oppose, thesis, specific, transition, summarize, 
• "Transitions" practice: access, 
• & from the essay on Consequences/Proofreading practice:  imagine, imply (+ related practice with infer), & transform. 

You will need Adobe or another pdf reader to read this pdf. If you do not have Adobe Reader you can download it, free, here .

Basic Academic Vocabulary Lessons

Duration:  about a week and a half (or more if you want students to write more than one essay. (There are links to some fantastic lessons for helping English learners learn to write persuasive essays.)

These lessons can help ELLs ease into essay writing. They provide an explanation of English essay structure and several examples. Students also practice transition words and proofreading before they need to write much.

Some of the Common Core standards addressed:  CCSS. W8, 2 & 2c., 8.5, 9-10.2c & 5; L.8.4a, & L.9-10.4a.

• Teaching Suggestions pg.3-6
• Scientific Method 7-8
• Scientific Method Quiz 9
• Vocabulary Notebook Template- 10
• Sharing Ideas: Talking vs. Writing- 11
• Comparing Apples & Peaches- 12
•  Essay Organization -13
• Types of Transitions-14
• Practice Transitions with a Comparative Essay: Advantages and Disadvantages of Online Learning. (You might want to point out this could also be considered a persuasive essay, as it takes a definite point of view.)-15
• 3-page Revision and Proofreading Checklist -16-18
• Practice with Proofreading sample essay on Unintended Consequences. (This includes the unrevised essay as an example. Then students can work on the revised essay that still needs proofreading.)—2 pgs each 19-22
• Optional Graphic organizers:
• --Sample Essay Planning Template-23
• --Venn Diagram-24
• Task Cards, pages 25-35
• Crossword-36 
• Vocabulary Check (this could also be used as a pre-assessment, if you have some students that may not need most of these lessons.) -37
• Scientific Method Quiz Answers-38
• Transitions Practice (Advantages and Disadvantages of Online Learning) Answers-39
• Corrected (proofread) revised essay on the bomb with essay parts and transition words marked and a short example of a summary- 40-41        
• Task Card Answers[7 pages]-42-49
• Crossword Answers-50
• Vocabulary Check Answers-51 

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If you don't need the task card practice, see Basic Essay Vocabulary (for Classrooms)  on the English Essay Writing Practice page, $8.00. It includes the lessons that demonstrate the vocabulary but doesn't give all the word forms and gap-fill practice. 

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Words to use in an essay

A good essay presents a strong central idea (thesis) and supports this idea through discussion. The key to strong essay writing is to learn the essay vocabulary that will connect your ideas to make sure your reader follows your train of thought.

Here are some good words to use in an essay. Many of these words have similar meanings and functions. A good way to improve your essay vocabulary is by studying the words in a sentence. Click on the essay vocab words below to see examples courtesy of the YouGlish tool.

Essay vocabulary

To add two ideas: Additionally , Also , Besides , Further , Furthermore , Likewise , Moreover , In addition , Similarly , What’s more

To clarify, elaborate, or summarize a point: In other words , To put it another way , To put it more simply

To make your idea stronger: As a matter of fact , In fact , Indeed

To show an idea is important: Importantly , Notably , Significantly

To give an example: For example, For instance

To say why something is true: As , Because , Insofar as , Since

To draw a conclusion: Accordingly , As a result , Because of this , Consequently , For this reason , Hence , In conclusion , In consequence , Therefore , Thus

To make a contrast between two ideas: However , In contrast , On the other hand , Yet , Then again

To make an unexpected contrast: Although , Despite the fact that , Despite this , Even though , In spite of the fact that, Nevertheless , Nonetheless , Notwithstanding , On the contrary , Regardless of the fact that

To express a condition (something that might be true) : As long as , Assuming that , Given that , If , In the event of , Provided that , So long as

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50 Good Vocabulary Words to use in an IELTS Essay

Updated On Nov 16, 2023

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In this article, we will explore a compilation of 50 good vocabulary words to use in an IELTS essay, gaining insights into their meanings and examining illustrative sentences that showcase their usage.

Importance of Vocabulary in IELTS

Thousands of colleges, including the world’s top universities such as Oxford, Harvard, and Yale, accept IELTS scores for admission. The governments of English-speaking countries such as the USA, Australia, and the UK also accept IELTS for visa applications.

IELTS exam takers, however, frequently encounter substantial challenges. As the IELTS is designed to assess English language proficiency, one’s vocabulary proficiency, in particular, will exert a significant influence on all facets of the test. Consequently, the role of vocabulary assumes a paramount significance in the comprehensive preparation for the IELTS.

Tips for Improving IELTS Vocabulary

Effective communication requires an understanding of the complexities of the English language. Good vocabulary skills are thus crucial for professions requiring regular interaction with the public and customers, including management and leadership positions. Avoiding misconceptions and miscommunications can be accomplished by being aware of the minor variances between words.

Now, let’s take a look at some tips for learning new vocabulary and incorporating it into everyday language use.

• Repeat new words . This practice helps to stick those words in your memory.
• Make a pictorial representation of the words . You can remember the meaning of a word better when you draw it on paper.
• Utilise the new word in a sentence. Try to remember it an hour later. Just before you go to bed, go over it. Use it once more the next day.
• Use new words in phrases. When we learn words in short chunks, such as phrases made up of many words and common dialogues, we recall them better. By doing this, you can also guarantee that you are aware of how to employ this verb in at least one sentence.
• Challenge yourself with vocabulary quizzes. The brain is stimulated when it perceives a challenge. Playing games that teach you new words and meanings is a fun way to increase your vocabulary.
• Make use of flashcards. Flashcards are a popular study tool for memorising important information, such as new phrases or vocabulary from a second language.
• The best way to increase your vocabulary is by improving your spelling . For example, when writing an essay, you might memorise a writing template. By doing this, you’ll acquire new words while also improving the quality of your language.

List of Good Vocabulary Words for IELTS

Check this list for good vocabulary words to use in IELTS essays, given along with their meaning and an example sentence to illustrate how to use the word.

IELTS vocabulary level affects the overall band score of the candidate. If you wish to study in the top universities that require remarkably high scores, you must have a good vocabulary.

You can also purchase the e-book on vocabulary from our online store: Vocabulary for IELTS (Essential words for popular topics in IELTS) [pdf] Fine-tune your English with vocabulary exercises from this book.

To learn more and get access to top-edge IELTS study materials, sign up to IELTSMaterial !

Also, check:

• Work Vocabulary IELTS
• Advanced Vocabulary for IELTS
• Check your Vocabulary for the IELTS Exam
• IELTS Vocabulary books
• Sports Vocabulary IELTS

Frequently Asked Questions

Can I use these vocabulary words in both the Academic and General Training IELTS essays

Is it necessary to use all 50 words in a single essay

Are there any specific words that examiners prefer in IELTS essays

Can I use idiomatic expressions from my native language in my IELTS essay

Is it better to use complex vocabulary even if I'm not entirely sure about its meaning

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• How to structure an essay: Templates and tips

How to Structure an Essay | Tips & Templates

Published on September 18, 2020 by Jack Caulfield . Revised on July 23, 2023.

The basic structure of an essay always consists of an introduction , a body , and a conclusion . But for many students, the most difficult part of structuring an essay is deciding how to organize information within the body.

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Table of contents

The basics of essay structure, chronological structure, compare-and-contrast structure, problems-methods-solutions structure, signposting to clarify your structure, other interesting articles, frequently asked questions about essay structure.

There are two main things to keep in mind when working on your essay structure: making sure to include the right information in each part, and deciding how you’ll organize the information within the body.

Parts of an essay

The three parts that make up all essays are described in the table below.

Order of information

You’ll also have to consider how to present information within the body. There are a few general principles that can guide you here.

The first is that your argument should move from the simplest claim to the most complex . The body of a good argumentative essay often begins with simple and widely accepted claims, and then moves towards more complex and contentious ones.

For example, you might begin by describing a generally accepted philosophical concept, and then apply it to a new topic. The grounding in the general concept will allow the reader to understand your unique application of it.

The second principle is that background information should appear towards the beginning of your essay . General background is presented in the introduction. If you have additional background to present, this information will usually come at the start of the body.

The third principle is that everything in your essay should be relevant to the thesis . Ask yourself whether each piece of information advances your argument or provides necessary background. And make sure that the text clearly expresses each piece of information’s relevance.

The sections below present several organizational templates for essays: the chronological approach, the compare-and-contrast approach, and the problems-methods-solutions approach.

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The chronological approach (sometimes called the cause-and-effect approach) is probably the simplest way to structure an essay. It just means discussing events in the order in which they occurred, discussing how they are related (i.e. the cause and effect involved) as you go.

A chronological approach can be useful when your essay is about a series of events. Don’t rule out other approaches, though—even when the chronological approach is the obvious one, you might be able to bring out more with a different structure.

Explore the tabs below to see a general template and a specific example outline from an essay on the invention of the printing press.

• Thesis statement
• Discussion of event/period
• Consequences
• Importance of topic
• Strong closing statement
• Claim that the printing press marks the end of the Middle Ages
• Background on the low levels of literacy before the printing press
• Thesis statement: The invention of the printing press increased circulation of information in Europe, paving the way for the Reformation
• High levels of illiteracy in medieval Europe
• Literacy and thus knowledge and education were mainly the domain of religious and political elites
• Consequence: this discouraged political and religious change
• Invention of the printing press in 1440 by Johannes Gutenberg
• Implications of the new technology for book production
• Consequence: Rapid spread of the technology and the printing of the Gutenberg Bible
• Trend for translating the Bible into vernacular languages during the years following the printing press’s invention
• Luther’s own translation of the Bible during the Reformation
• Consequence: The large-scale effects the Reformation would have on religion and politics
• Summarize the history described
• Stress the significance of the printing press to the events of this period

Essays with two or more main subjects are often structured around comparing and contrasting . For example, a literary analysis essay might compare two different texts, and an argumentative essay might compare the strengths of different arguments.

There are two main ways of structuring a compare-and-contrast essay: the alternating method, and the block method.

Alternating

In the alternating method, each paragraph compares your subjects in terms of a specific point of comparison. These points of comparison are therefore what defines each paragraph.

The tabs below show a general template for this structure, and a specific example for an essay comparing and contrasting distance learning with traditional classroom learning.

• Synthesis of arguments
• Topical relevance of distance learning in lockdown
• Increasing prevalence of distance learning over the last decade
• Thesis statement: While distance learning has certain advantages, it introduces multiple new accessibility issues that must be addressed for it to be as effective as classroom learning
• Classroom learning: Ease of identifying difficulties and privately discussing them
• Distance learning: Difficulty of noticing and unobtrusively helping
• Classroom learning: Difficulties accessing the classroom (disability, distance travelled from home)
• Distance learning: Difficulties with online work (lack of tech literacy, unreliable connection, distractions)
• Classroom learning: Tends to encourage personal engagement among students and with teacher, more relaxed social environment
• Distance learning: Greater ability to reach out to teacher privately
• Sum up, emphasize that distance learning introduces more difficulties than it solves
• Stress the importance of addressing issues with distance learning as it becomes increasingly common
• Distance learning may prove to be the future, but it still has a long way to go

In the block method, each subject is covered all in one go, potentially across multiple paragraphs. For example, you might write two paragraphs about your first subject and then two about your second subject, making comparisons back to the first.

The tabs again show a general template, followed by another essay on distance learning, this time with the body structured in blocks.

• Point 1 (compare)
• Point 2 (compare)
• Point 3 (compare)
• Point 4 (compare)
• Advantages: Flexibility, accessibility
• Disadvantages: Discomfort, challenges for those with poor internet or tech literacy
• Advantages: Potential for teacher to discuss issues with a student in a separate private call
• Disadvantages: Difficulty of identifying struggling students and aiding them unobtrusively, lack of personal interaction among students
• Advantages: More accessible to those with low tech literacy, equality of all sharing one learning environment
• Disadvantages: Students must live close enough to attend, commutes may vary, classrooms not always accessible for disabled students
• Advantages: Ease of picking up on signs a student is struggling, more personal interaction among students
• Disadvantages: May be harder for students to approach teacher privately in person to raise issues

An essay that concerns a specific problem (practical or theoretical) may be structured according to the problems-methods-solutions approach.

This is just what it sounds like: You define the problem, characterize a method or theory that may solve it, and finally analyze the problem, using this method or theory to arrive at a solution. If the problem is theoretical, the solution might be the analysis you present in the essay itself; otherwise, you might just present a proposed solution.

The tabs below show a template for this structure and an example outline for an essay about the problem of fake news.

• Introduce the problem
• Provide background
• Describe your approach to solving it
• Define the problem precisely
• Describe why it’s important
• Indicate previous approaches to the problem
• Present your new approach, and why it’s better
• Apply the new method or theory to the problem
• Indicate the solution you arrive at by doing so
• Assess (potential or actual) effectiveness of solution
• Describe the implications
• Problem: The growth of “fake news” online
• Prevalence of polarized/conspiracy-focused news sources online
• Thesis statement: Rather than attempting to stamp out online fake news through social media moderation, an effective approach to combating it must work with educational institutions to improve media literacy
• Definition: Deliberate disinformation designed to spread virally online
• Popularization of the term, growth of the phenomenon
• Previous approaches: Labeling and moderation on social media platforms
• Critique: This approach feeds conspiracies; the real solution is to improve media literacy so users can better identify fake news
• Greater emphasis should be placed on media literacy education in schools
• This allows people to assess news sources independently, rather than just being told which ones to trust
• This is a long-term solution but could be highly effective
• It would require significant organization and investment, but would equip people to judge news sources more effectively
• Rather than trying to contain the spread of fake news, we must teach the next generation not to fall for it

Signposting means guiding the reader through your essay with language that describes or hints at the structure of what follows.  It can help you clarify your structure for yourself as well as helping your reader follow your ideas.

The essay overview

In longer essays whose body is split into multiple named sections, the introduction often ends with an overview of the rest of the essay. This gives a brief description of the main idea or argument of each section.

The overview allows the reader to immediately understand what will be covered in the essay and in what order. Though it describes what  comes later in the text, it is generally written in the present tense . The following example is from a literary analysis essay on Mary Shelley’s Frankenstein .

Transitions

Transition words and phrases are used throughout all good essays to link together different ideas. They help guide the reader through your text, and an essay that uses them effectively will be much easier to follow.

Various different relationships can be expressed by transition words, as shown in this example.

Because Hitler failed to respond to the British ultimatum, France and the UK declared war on Germany. Although it was an outcome the Allies had hoped to avoid, they were prepared to back up their ultimatum in order to combat the existential threat posed by the Third Reich.

Transition sentences may be included to transition between different paragraphs or sections of an essay. A good transition sentence moves the reader on to the next topic while indicating how it relates to the previous one.

… Distance learning, then, seems to improve accessibility in some ways while representing a step backwards in others.

However , considering the issue of personal interaction among students presents a different picture.

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

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

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

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Caulfield, J. (2023, July 23). How to Structure an Essay | Tips & Templates. Scribbr. Retrieved March 20, 2024, from https://www.scribbr.com/academic-essay/essay-structure/

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Vocabulary for Academic IELTS Writing Task 2 (part 1)

The general format for writing academic writing task 2/ ielts essay is as follows:, many/some people claim/opine/believe that... there is no denying that... it is often said that... these days.../ nowadays.../ in this day and age... it goes without saying that... it is universally accepted that... we live in an age when many of us are... people are divided in their opinion regarding... .... is one of the most important issues... whether .... or .... is a controversial issue..., let us examine both views before reaching a concrete decision. the following paragraphs discuss whether ...... or ...... and reach a reasonable conclusion. the following essay takes a look at both sides of the argument. my two cents go for... however, i strongly believe that... i oppose the view and my reasons will be explained in the following paragraphs. i will support this view with arguments in the following paragraphs. i personally believe that... thus the advantages far outweigh the disadvantages... i wholeheartedly believe that this trend should be changed., in my opinion... i strongly opine that... i strongly agree with the idea that... i strongly disagree with the given topic... i think... my opinion is that... personally speaking... in my view... i believe... apparently... personally speaking... according to me... from my point of view... ( not 'in my point of view') as far as i am concerned... from my perspective... i realise... to my way of thinking... it seems to me that... to me... to my mind... my own view on the matter is... it appears that... i feel that... i understand... i suppose..., it is true that... first... first of all... firstly... first and foremost... initially... to begin with... to start with... let us take a look at... it is worth considering... in the first place... though it is true that... some people believe that... many people think that... according to many... some people believe that... many support the view that... on the one hand..., second(ly)...  ( not 'second of all') third(ly)... then... next... after that... and... again... also... besides... likewise... in addition... consequently... what’s more... furthermore... moreover... other people think that... other people believe that... on the other hand... apart from that... finally... last but not least..., in the same way... likewise... similarly... like the previous point... similar to... also... at the same time... just as..., on the other hand... on the contrary... however... nevertheless.../ nonetheless... but... nonetheless/ nevertheless... oppositely... alternatively... unlike... while... whilst... although... though... even though... despite... / in spite of... in spite of the fact that... alternatively... in contrast to this... then again... on the other hand... despite the fact that... even so... yet... meanwhile..., as an example... as an illustration... as an instance... as for instance... for instance... for example... as for example... by way of illustration... by way of example... to illustrate... to paraphrase... to show an example... to give an example... to cite an example... to cite an instance... take one example... take one instance... like... as... that is... among others... such as... particularly... specifically... regarding... in particular... including/ to include... namely... with respect to... as far .... is concerned... as a piece of evidence... an example is... ...could be a good/ideal example here a case... when it comes to... as a model..., research shows that... research has found that... when it comes to... with respect to... not only... but also... in terms of..., furthermore... in addition... on top of that... besides... what is more... another point worth noting is... another factor to consider is... furthermore... not only .... but also... also..., as a result... consequently... as a consequence... as an effect... thus... so... the reason why... therefore... on account of... because of... hence... eventually... for this/that reason... thereby... due to... owing to..., as a result... as a result of... due to... one reason behind this is... ... has led to/ ... has resulted in... consequently... therefore..., to sum up... in short... in a word... to put it simply... that is to say... to repeat in short... to summarise..., it goes without saying that... obviously... needless to say... there is little doubt that... although... thought... nonetheless... nevertheless... still... yet... must... after after all... even if... therefore... thus....., to put it simply... to put it in another way... that is to say... in other words..., then... else... otherwise... besides... as soon as... as much as......

In conclusion... In summary... To conclude... To conclude with... In closing... To sum up... In general... To summarise... In short... All in all... Overall... On the whole... To draw the conclusion... Given these points... Ultimately... In a nutshell... To elucidate... ('To elucidate' means - 'make something clear' or 'to explain'.) All things considered... By and large... Taking everything into consideration... Taking everything into account... In light of these arguments... Weighing up both sides of the argument...

Next (Vocabulary-Writing Task 2 - part 2) »

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115 Advanced English Words (Advanced Vocabulary List)

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

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

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

115 Advanced Words in English

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

1. Construe (verb)

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

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

2. Peruse (verb)

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

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

3. Condone (verb)

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

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

4. Latent (adjective)

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

Example: There was a latent threat in his words.

5. Acrimonious (adjective)

(typically of speech or discussion) angry and bitter.

Example: She rejected his offer with an acrimonious sneer.

6. Indubitable (adjective)

impossible to doubt; unquestionable.

Example: His version of the account was indubitable.

7. Propitious (adjective)

giving or indicating a good chance of success; favorable.

Example: He received a propitious message.

8. Tremulous (adjective)

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

Example: She was tremulous with fear.

9. Masquerade (noun/verb)

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

Example: The whole grand reception was a masquerade.

10. Salient (adjective)

most noticeable or important.

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

11. Embroil (verb)

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

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

12. Languish (verb)

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

Example: They just languished there in the sun.

13. Aspersion (noun)

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

Example: They hurled aspersions as she came along.

14. Sedulous (adjective)

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

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

15. Pertinacious (adjective)

holding firmly to an opinion or a course of action.

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

16. Encumber (verb)

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

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

17. Effusion (noun)

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

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

18. Waffle (verb)

speak or write at length vaguely or trivially.

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

19. Intrepid (adjective)

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

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

20. Mores (noun)

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

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

21. Disheveled (adjective)

untidy, disarranged

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

22. Sumptuous (adjective)

splendid and expensive-looking

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

23. Reciprocate (verb)

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

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

24. Infallible (adjective)

incapable of making mistakes or being wrong.

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

25. Dissident (noun/adjective)

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

Example: The government forces clashed with dissidents on Friday.

26. Dispatch (verb/noun)

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

Example: Troops were dispatched to quash the riot.

27. Intransigence (noun)

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

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

28. Pastoral (adjective/noun)

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

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

29. Concede (verb)

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

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

30. Manifold (adjective)

many and various

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

31. Punitive (adjective)

inflicting or intended as punishment.

Example: Punitive actions were taken against the delinquents.

32. Nonplus (noun/verb)

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

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

33. Salacious (adjective)

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

Example: The salacious dog had to be restrained.

34. Behoove (verb)

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

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

35. Vulpine (adjective)

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

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

36. Premise (noun)

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

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

37. Demise (noun)

a) a person’s death.

Example: The sudden fall led to his demise.

38. Megalomania (noun)

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

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

39. Asinine (adjective)

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

40. Surfeit (noun/verb)

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

Example: They were surfeited with the chocolate pancakes.

41. Reputable (adjective)

having a good reputation.

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

42. Oblique (adjective)

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

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

43. Jeopardize (verb)

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

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

44. Impudence (noun)

the quality of being impudent; impertinence.

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

45. Desolate (adjective/verb)

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

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

46. Ballast (noun/verb)

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

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

47. Disperse (verb/adjective)

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

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

48. Faze (verb)

disturb or disconcert (someone).

Example: He wasn’t fazed by their threats.

49. Compunction (noun)

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

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

50. Complacency (noun)

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

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

51. Caliber (noun)

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

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

52. Entreat (verb)

ask someone earnestly or anxiously to do something.

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

53. Dissection (noun)

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

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

54. Antiquated (adjective)

old-fashioned or outdated.

Example: Stop using antiquated phrases.

55. Anguish (noun/verb)

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

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

56. Effeminate (adjective)

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

Example: His effeminate nature was unattractive to most women.

57. Enmity (noun)

a state or feeling of active opposition or hostility.

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

58. Epoch (noun)

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

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

59. Intrinsic (adjective)

belonging naturally; essential.

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

60. Quotidian (adjective)

of or occurring every day; daily.

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

61. Hazardous (adjective)

risky; dangerous.

Example: They started on their hazardous mission to Mars.

62. Peregrination (noun)

a journey, especially a long or meandering one.

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

63. Attenuate (verb)

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

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

64. Unravel (verb)

untangle something.

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

65. Behemoth (noun)

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

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

66. Impeccable (adjective)

by the highest standards; faultless.

Example: His reputation was impeccable among his peers.

67. Jaded (adjective)

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

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

68. Figurative (adjective)

departing from a literal use of words; metaphorical.

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

69. Relic (noun)

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

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

70. Wreak (verb)

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

Example: They wreaked vengeance on those who crossed them.

71. Utopia (noun)

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

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

72. Vegetate (verb)

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

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

73. Infringe (verb)

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

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

74. Subtlety (noun)

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

Example: His paintings contained many subtleties and eclectic elements.

75. Epitaph (noun)

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

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

76. Grisly (adjective)

causing horror or disgust.

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

77. Libido (noun)

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

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

78. Epitome (noun)

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

Example: The president was an epitome of imbecility.

79. Topple (verb)

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

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

80. Morose (adjective)

a) sullen and ill-tempered.

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

81. Impalpable (adjective)

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

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

82. Gratuitous (adjective)

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

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

83. Opaque (adjective)

not able to be seen through; not transparent.

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

84. Postmortem (noun)

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

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

85. Eclectic (adjective/noun)

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

Example: His eclectic interests made him a peerless raconteur.

86. Delve (verb)

reach inside a receptacle and search for something.

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

87. Studious (adjective)

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

Example: His studious ejaculations obscured their view of reality.

88. Impel (verb)

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

Example: He impelled the soldiers to face the enemy.

89. Mannered (adjective)

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

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

90. Peevish (adjective)

having or showing an irritable disposition.

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

91. Stickler (noun)

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

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

92. Adulterate (verb)

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

Example: The adulterated vodka gave them a huge hangover.

93. Deplete (verb)

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

Example: All our resources are being depleted.

94. Nadir (noun)

the lowest or most unsuccessful point in a situation.

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

95. Prelude (noun)

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

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

96. Curtail (verb)

reduce in extent or quantity; restrict on.

Example: He curtailed his late trips into the night.

97. Tacit (adjective)

understood or implied without being stated.

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

98. Abstruse (adjective)

difficult to understand; obscure.

Example: His philosophy was abstruse.

99. Placate (verb)

make (someone) less angry or hostile.

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

100. Fathomless (adjective)

unable to be measured or understood; extremely deep.

Example: The fathomless expanding cosmos.

101. Iconoclastic (adjective)

criticizing or attacking cherished beliefs or institutions.

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

102. Antithesis (noun)

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

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

103. Magniloquent (adjective)

using high-flown or bombastic language.

Example: His magniloquent speech didn’t impress anyone.

104. Deference (noun)

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

105. Unwitting (adjective)

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

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

106. Mutinous (adjective)

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

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

107. Craven (adjective/noun)

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

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

108. Luminary (noun)

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

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

109. Homage (noun)

special honor or respect that is shown publicly.

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

110. Cupidity (noun)

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

111. Syllogism (noun)

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

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

112. Facetious (adjective)

treating serious issues with deliberately inappropriate humor; flippant.

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

113. Martinet (noun)

a person who demands complete obedience; a strict disciplinarian.

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

114. Irksome (adjective)

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

115. Defalcate (verb)

embezzle (funds with which one has been entrusted).

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

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

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

Parting words

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

Digital marketing course: Join my full AI Marketing course, with over 6h and 30 minutes of video lessons and 5 bonuses and learn the skills necessary to thrive as a marketer in the digital era.

Rafal Reyzer

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

A1-A2 vocabulary

Are you a learner at A1 (elementary) or A2 (pre-intermediate)  English level?

In this section you will find activities to help you learn the meaning, pronunciation and spelling of new words. Learning vocabulary will help you improve your language level and communicate in English confidently and effectively. The pages are organised by topic and include interactive exercises to help you learn and remember the new words.

Choose a vocabulary lesson

Accessories

Do the exercises to learn the words for some accessories.

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Do the exercises and learn the words for some common actions.

• Read more about Actions

Appearance 1

Do the exercises to learn words to describe people's appearance.

• Read more about Appearance 1

Do these exercises to learn words to talk about your bedroom.

• Read more about Bedrooms

Body parts 1

Do these exercises to learn words for parts of the body.

• Read more about Body parts 1

Do the exercises to learn words for different kinds of clothes.

• Read more about Clothes 1

Do the exercises to learn vocabulary to talk about clothes.

• Read more about Clothes 2

Do these exercises to learn the names of colours. What's your favourite colour?

• Read more about Colours

Daily routine

Do the exercises and learn how to talk about what you do every day.

• Read more about Daily routine

Do these exercises to learn the names of some common drinks.

• Read more about Drinks

Everyday objects

Learn words for everyday objects by doing these exercises.

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Farm animals

Learn words for some farm animals and pets by doing these exercises.

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Food in Britain 1

What do people eat in the UK? Do these exercises and learn words for some common foods in Britain.

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Food in Britain 2

Vocabulary exercises to help learn words for more common foods in Britain.

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Do these exercises and learn words for some common fruits.

• Read more about Fruit 1

Vocabulary exercises to help learn words for talking about holidays.

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Do these exercises and learn words to talk about your home.

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What's the word for a bed for two people? Learn this and other words to talk about staying in a hotel with these exercises.

• Read more about Hotels

Learn words for different jobs in these exercises. Is your job in the list?

• Read more about Jobs 1

Do these exercises and learn the names of more jobs. Have you ever done any of these jobs?

• Read more about Jobs 2

Do these exercises to learn words for things you find in a kitchen.

• Read more about Kitchens 1

Living rooms

What do you call the object that we use to control the TV? Learn this and other words for things you find in a living room by doing these exercises.

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Meals and cooking

Do these exercises and learn words to talk about meals and ways of cooking food.

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Do you know what a 'cheque' is? Find out and learn other words to talk about money by doing these vocabulary exercises.

• Read more about Money

What is the word for moving a ball with your foot? Do these exercises about words for movements and find out.

• Read more about Moving

Vocabulary exercises to help learn words to talk about nature.

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Places in a town 1

Do these exercises and improve your vocabulary for talking about places in a town.

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Restaurants 1

Do these exercises and learn words to talk about things in a restaurant.

• Read more about Restaurants 1

Do these exercises and learn words for things at school.

• Read more about School

Do these exercises and learn words to talk about shopping.

• Read more about Shopping

Snacks and desserts in Britain

Vocabulary exercises to help learn words for some snacks and desserts in Britain.

• Read more about Snacks and desserts in Britain

Transport 1

Do these exercises to improve your vocabulary and learn words to talk about transport.

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Transport 2

Do these exercises to learn more words for different kinds of transport.

• Read more about Transport 2

Do these exercises and learn some words to talk about the weather.

• Read more about Weather

A1-A2 vocabulary – start learning today

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Five Takeaways From Nikole Hannah-Jones’s Essay on the ‘Colorblindness’ Trap

How a 50-year campaign has undermined the progress of the civil rights movement.

By Nikole Hannah-Jones

Nikole Hannah-Jones is a staff writer at the magazine and the creator of The 1619 Project. She also teaches race and journalism at Howard University.

Last June, the Supreme Court ruled that affirmative action in college admissions was not constitutional. After the decision, much of the discussion was about its impact on the complexions of college campuses. But in an essay in The Times Magazine, I argue that we were missing the much bigger and more frightening story: that the death of affirmative action marks the culmination of a radical 50-year strategy to subvert the goal of colorblindness put forth by civil rights activists, by transforming it into a means of undermining racial justice efforts in a way that will threaten our multiracial democracy.

What do I mean by this? Here are the basic points of my essay:

The affirmative-action ruling could bring about sweeping changes across American society.

Conservatives are interpreting the court’s ruling broadly, and since last summer, they have used it to attack racial-justice programs outside the field of higher education. Since the decision, conservative groups have filed and threatened lawsuits against a range of programs that consider race, from diversity fellowships at law firms to maternal-health programs. One such group has even challenged the medical school of Howard University, one of the nation’s pre-eminent historically Black universities. Founded to educate people who had been enslaved, Howard’s mission has been to serve Black Americans who had for generations been systematically excluded from American higher education. These challenges to racial-justice programs will have a lasting impact on the nation’s ability to address the vast disparities that Black people experience.

Conservatives have co-opted the civil rights language of ‘colorblindness.’

In my essay, I demonstrate that these challenges to racial-justice programs often deploy the logic of “colorblindness,” the idea that the Constitution prohibits the use of race to distinguish citizens and that the goal of a diverse, democratic nation should be a society in which race does not determine outcomes for anyone. Civil rights leaders used the idea of colorblindness to challenge racial apartheid laws and policies, but over the last 50 years, conservatives have successfully co-opted both the rhetoric and the legal legacy of the civil rights era not to advance racial progress, but to stall it. And, I’d argue, reverse it.

Though the civil rights movement is celebrated and commemorated as a proud period in American history, it faced an immediate backlash. The progressive activists who advanced civil rights for Black Americans argued that in a society that used race against Black Americans for most of our history, colorblindness is a goal. They believed that achieving colorblindness requires race-conscious policies, such as affirmative action, that worked specifically to help Black people overcome their disadvantages in order to get to a point where race no longer hindered them. Conservatives, however, invoke the idea of colorblindness to make the case that race-conscious programs, even to help those whose race had been used against them for generations, are antithetical to the Constitution. In the affirmative-action decision, Chief Justice John G. Roberts Jr., writing for the majority, embraced this idea of colorblindness, saying: “Eliminating racial discrimination means eliminating all of it.”

The Supreme Court’s decision undermines attempts to eliminate racial inequality that descendants of slavery suffer.

But mandating colorblindness in this way erases the fact that Black Americans still suffer inequality in every measurable aspect of American life — from poverty to access to quality neighborhoods and schools to health outcomes to wealth — and that this inequality stems from centuries of oppressive race-specific laws and policies. This way of thinking about colorblindness has reached its legal apotheosis on the Roberts court, where through rulings on schools and voting the Supreme Court has helped constitutionalize a colorblindness that leaves racial disparities intact while striking down efforts to ameliorate them.

These past decisions have culminated in Students for Fair Admissions v. Harvard, which can be seen as the Supreme Court clearing the way to eliminate the last legal tools to try to level the playing field for people who descend from slavery.

Affirmative action should not simply be a tool for diversity but should alleviate the particular conditions of descendants of slavery.

Part of the issue, I argue, is that the purpose of affirmative action got muddled in the 1970s. It was originally designed to reduce the suffering and improve the material conditions of people whose ancestors had been enslaved in this country. But the Supreme Court’s decision in the 1978 Bakke case changed the legally permissible goals of affirmative action, turning it into a generalized diversity program. That has opened the door for conservatives to attack the program for focusing on superficial traits like skin color, rather than addressing affirmative action's original purpose, which was to provide redress for the disadvantages descendants of slavery experienced after generations of oppression and subordination.

Working toward racial justice is not just the moral thing to do, but it is also crucial to our democracy.

When this country finally abolished slavery, it was left with a fundamental question: How does a white-majority nation, which wielded race-conscious policies and laws to enslave and oppress Black people, create a society in which race no longer matters? After the short-lived period of Reconstruction, lawmakers intent on helping those who had been enslaved become full citizens passed a slate of race-conscious laws. Even then, right at the end of slavery, the idea that this nation owed something special to those who had suffered under the singular institution of slavery faced strident opposition, and efforts at redress were killed just 12 years later with Reconstruction’s end. Instead, during the nearly 100-year period known as Jim Crow, descendants of slavery were violently subjected to a dragnet of racist laws that kept them from most opportunities and also prevented America from becoming a true democracy. During the civil rights era, when Black Americans were finally assured full legal rights of citizenship, this question once again presented itself: In order to address the disadvantage Black Americans faced, do we ignore race to eliminate its power, or do we consciously use race to undo its harms? Affirmative action and other racial-justice programs were born of that era, but now, once again, we are in a period of retrenchment and backlash that threatens the stability of our nation. My essay argues that if we are to preserve our multiracial democracy, we must find a way to address our original sin.

Nikole Hannah-Jones is a domestic correspondent for The New York Times Magazine focusing on racial injustice. Her extensive reporting in both print and radio has earned a Pulitzer Prize, National Magazine Award, Peabody and a Polk Award. More about Nikole Hannah-Jones