critical essay writing phrases

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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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Academic Phrasebank

• GENERAL LANGUAGE FUNCTIONS
• Being cautious
• Being critical
• Classifying and listing
• Compare and contrast
• Defining terms
• Describing trends
• Describing quantities
• Explaining causality
• Giving examples
• Signalling transition
• Writing about the past

The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological ‘nuts and bolts’ of writing organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of academic writing (see the menu on the left). The resource should be particularly useful for writers who need to report their research work. The phrases, and the headings under which they are listed, can be used simply to assist you in thinking about the content and organisation of your own writing, or the phrases can be incorporated into your writing where this is appropriate. In most cases, a certain amount of creativity and adaptation will be necessary when a phrase is used. The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people’s ideas and this does not constitute plagiarism. For some of the entries, specific content words have been included for illustrative purposes, and these should be substituted when the phrases are used. The resource was designed primarily for academic and scientific writers who are non-native speakers of English. However, native speaker writers may still find much of the material helpful. In fact, recent data suggest that the majority of users are native speakers of English. More about  Academic Phrasebank .

This site was created by  John Morley .  

Academic Phrasebank is the Intellectual Property of the University of Manchester.

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Academic Phrasebank – The Largest Collection of Academic Phrases

• Importance of topic
• About research domain or topic
• Active research area
• Well studied issue or topic
• Considerable interest in community
• New or Emerging techniques
• Recent advancements
• Future expectations and predictions
• Rise to prominence
• Generally accepted findings and facts
• Importance of understanding
• Conventional approach
• Problem definition
• Known problems or issues
• Problems cited in literature
• Solving a problem
• Possible solutions
• Current solutions
• Your solution
• Partial solution
• Unconventional approach or solution
• Problem review
• Complexity of the problem
• Efforts in the research community
• Research difficulties
• Difficulties and challenges
• Difficulty peforming an action
• Difficulty in making decision
• Limiting factors or issues
• Intro to literature review
• Well studied topic in literature
• Many studies in literature
• Methods and solutions in literature
• Drawbacks of previous studies
• Recent literature
• Seminal or pioneering work
• Similar works in literature
• Comparative studies
• Derivative work
• Agreements and Disagreements in literature
• Debated or controversial issues
• Questionable studies
• Referencing literature
• Drawing inspiraton from literature
• Summary of previous literature
• More information on the topic
• Evidence from previous studies
• Evidence from previous clinical studies
• Evidence from literature review
• Supporting evidence in literature
• Strong evidence in literature
• Mixed evidence
• Limited or lack of evidence
• Disputed evidence
• Evidence of association
• Evidence of risk factor
• Evidence of prevalance
• Limited previous studies
• Unexplored research area
• Research questions
• Lack of solution
• Need for research
• Need for a better method
• Need for a better understanding
• Need for more studies
• Aims and objectives
• Specific objectives or focus
• Secondary objectives
• Developing a new approach or method
• Breakdown of your work
• Study design
• Motivation of your work
• Benefits of your research
• Extending previous work
• Previous findings by you
• Scope and remit of work
• Overview of current methods
• Intro to methods section
• Paper or section breakdown
• Scope of discussion
• Summary of section
• Referring to other sections
• Further details
• About the method
• Method implementation
• Experimental setup
• Simple method
• Fast method
• Standard method
• Popular method
• Alternative methods
• Controversial method
• Comparing methods
• Lack of methods
• Combining methods
• Origins of the method
• Adapting or extending a method
• Uniqueness of your method
• Many methods available
• Advantages and features of methods
• Advantages and disadvantages of methods
• Drawback and limitations of methods
• Using previously published methods
• Previous usage of the method
• Pilot or preliminary studies
• Lack of validation
• Validation of the methods
• Testing and evaluation
• Measurement procedure
• Multiple measurements
• Consistency in measurements
• Difficulty performing measurements
• Using previously published data
• Reason for choice
• Inappropriate choice
• Adequate for the experiment
• Inadequate for the experiment
• Conditions, constraints and criteria
• Assumptions and approximations
• No assumptions
• Incorrect assumptions
• Validity of assumption
• Starting point
• Initialization
• Simplification
• Prerequisites
• Requirements
• Neglected or ignored aspects
• Important aspects
• Taking things into account
• Careful consideration
• Drawing attention
• Prior knowledge
• Practical issues
• Improving accuracy or performance
• Making modifications or improvements
• Lack of information
• Steps and Stages
• Special cases
• Guidance and recommendations
• Lessons from previous studies
• Raising concerns
• Data source
• Data collection methods
• About the study population
• About the study group
• Confidentality
• Ethical approval
• Inclusion and exclusion criteria
• Participants characteristics
• Participants behavior
• Participant recruitment
• Leaflets and information sheets
• Questionnaire
• Focus groups
• Effect or influence
• Increase or decrease
• Influencing factors
• Comparisions
• Over and under estimation
• Range and limits
• Association or relationship
• Variations or change
• Observations and behaviour
• Trend or pattern
• Reporting data
• Statistical tests
• Statistical significance
• Significance level
• Data distribution
• Correlations
• Making statistical adjustments
• Source of errors
• Small discrepancies or errors
• Large discrepancies or errors
• Reducing errors
• Error trend
• Results intro
• Analysis methods
• Analysis software
• General findings
• Positive findings
• Negative findings
• Neutral findings
• Key findings
• Interesting findings
• Expected findings
• Unexpected findings
• Inconclusive results
• Difficulty in analysis
• Additional analysis
• Comparing results with previous work
• Results in good aggreement with previous work
• Results in disaggreement with previous work
• Interpret with caution
• Generalising findings
• Future improvements
• Future work
• Further studies
• Applications
• Follow-up studies
• Implications of your findings
• Limitations of your study
• Inadequate or limited data
• Strengths of your work
• Lesson for future studies
• Novelty of your work
• Contributions
• Conclusions
• Reason or cause
• Speculations and doubts
• No explanation
• Reasons cited in literature
• Classifications
• Optimization
• Properties and characteristics
• Incidence or prevalance
• Risk factors
• Action - reasons
• Action - consequences
• Disadvantages or drawbacks
• Limitations
• Implications
• Thanking people
• Thank supervisor
• Thank colleagues
• Thank reviewers
• Financial support
• Declaration
• Partnership
• Clarifications
• Time consuming
• Reducing computation time
• Cost effective
• Publications

Phrase Templates

REF-N-WRITE is proud to announce the launch of the academic phrasebank. The phrasebank is now available as part of the Word AddIn. New buttons and options have been added to the AddIn for the users to access the academic phrasebank and search through academic phrases. A selection of academic phrases from the phrasebank has been made available above for demonstration purposes. The search results are limited to five academic phrases in the demo version.

1. Academic Phrasebank

Academic phrasebank refers to a library containing a collection of English phrases that can be readily used in scientific papers and academic reports. The REF-N-WRITE team has painstakingly created a phrasebank of 20,000 academic writing phrases for use by students and researchers writing research papers. These academic phrases were extracted from high-quality scientific journal articles by a team of academic experts. Only very small chunks of generic text were extracted from previous papers, and hence the use of these academic phrases in new papers will not constitute plagiarism. The academic phrases in the phrasebank are organized in the order in which you will be required to use in a scientific paper. The academic phrases can be accessed by simply clicking on each category.

The academic writing phrases are organized into following sections (1) Introduction; (2) Problem, Solution & Difficulties; (3) Literature Review; (4) Previous Evidence and Findings; (5) Research Gap; (6) Your Work; (7) Section Intro and Scope; (8) Materials and Methods; (9) Measurements and Calculations; (10) Technical Statements; (11) Data Collection and Processing; (12) Data Analysis & Presentation; (13) Statistics; (14) Errors and Discrepancies; (15) Results; (16) Discussion and (17) Acknowledgements. In addition to this, there are some general categories of academic phrases which include: (1) Reasons, Causes & Explanations; (2) Figures, Plots and Tables; (3) Explain or Describe; (4) General Statements and (5) Others.

The various categories available within the academic phrasebank is illustrated below in the following figure.

2. Getting Writing Ideas

You can search the academic phrasebank for writing themes and ideas by simply selecting a piece of text in MS Word and then clicking the ‘Writing Ideas’ button. The tool will perform an analysis on the selected text and bring up relevant categories from the academic phrasebank. Then the academic phrases belonging to the categories can be accessed by simply clicking on the category name. The screenshot below demonstrates how you can search for categories relevant to your writing in the academic phrasebank.

3. Getting Paraphrasing Ideas

REF-N-WRITE AddIn comes with a paraphrasing tool that allows users to search for rephrasing ideas from the academic phrasebank. The user has to select a sentence in MS Word document that they would like to rephrase or reword and click the ‘Paraphrasing Tool’ button in the REF-N-WRITE button panel. The tool will search through the academic phrases and bring up phrase templates relevant to the selected text. The user can use this collection of phrases to get paraphrasing ideas for the text. Furthermore, the user can bring up more similar phrases by clicking on the more button(…) that is shown next to each phrase template in the search results panel. The figure below illustrates how to get paraphrasing ideas from the academic phrasebank.

4. Ref-N-Write Phrasebank vs. Manchester Phrasebank

The Manchester academic phrasebank is the most popular resource of academic writing phrases and was put together by Dr John Morley at The University of Manchester. The academic phrase bank is available in different forms, it is accessible through their website and is also available to purchase as an e-book . One of the motivations behind REF-N-WRITE Phrasebank is to create a fully searchable library of academic phrases that students and researchers can search on-the-fly while writing their papers. The REF-N-WRITE phrase bank is available as a part of the REF-N-WRITE Word AddIn, it means that the users can search through the library and lookup for academic writing phrase ideas within Microsoft Word.

By combining both REF-N-WRITE and Manchester phrasebanks together it is possible to generate high-quality scientific articles. REF-N-WRITE offers import facility which allows users to import documents in PDF and word formats into MS Word and then search through them during the writing process. Since Manchester Phrasebank is available in PDF version, the user using REF-N-WRITE can import the Manchester Phrasebank PDF into REF-N-WRITE and access the phrases from both Manchester Phrasebank and REF-N-WRITE Phrasebank simultaneously. The figure below illustrates phrases from the Manchester phrasebank being accessed within REF-N-WRITE Word AddIn.

5. Importance of using Academic phrases and Scientific words in Research Papers

Academic writing is different from normal every day writing in the sense that most words and terms used in general writing will be considered colloquial if used in research papers. One of the requirements of academic writing is that it requires the use of formal language in writing. We define formal language as the use of well-accepted scientific terms and phrases widely used by your peers in your subject area. In other words, the language you use in your academic essay or paper should be broadly in line with the one used by your academic or research community.

Such a skill is not easy to acquire, it takes time. Typically, your academic supervisor will provide guidance in this regard. When you are writing a research paper, your academic supervisor will review the paper first and provide you with suggestions to improve the language. The benefit of using a good academic phrasebank is that you can start perfecting the writing right from the start as you will be able to lookup for academic phrases and scientific words as you write your first draft. This will reduce the need for multiple revisions as your first version will be in a state that is academically acceptable.

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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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Academic Phrasebank Enhanced Version

Navigable PDF – 2023 Edition

The Academic Phrasebank is an essential writing resource for researchers, academics, and students. You can download the enhanced version of the Academic Phrasebank as a 158 page navigable PDF file here:

You can view sample pages of the enhanced PDF version by clicking on the icon below:

Enhanced PDF includes:

Hundreds more phrases, additional sections on:, writing abstracts, indicating shared knowledge, writing acknowledgements, written academic style, using gender-neutral language, british and us spelling, punctuation, sentence structure, paragraph structure, commonly confused words, phrases used to connect ideas, commonly used verbs.

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Critical writing: Signposting

• Managing your reading
• Source reliability
• Critical reading
• Descriptive vs critical
• Deciding your position
• The overall argument
• Individual arguments
• Signposting
• Alternative viewpoints
• Critical thinking videos

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“Do not expect your reader to make the connections in your ideas ... make those connections explicit” Andy Gillet, Angela Hammond and Mary Martala, Successful Academic Writing

Signposting words and phrases are essential elements of academic writing - they make your writing flow. By making explicit how points are connected to each other you make it easier for your reader to follow your arguments . The reader is, after all, your marker and you don't want to make their job too hard. This page gives you a selection of common phrases that you can use to link together your paragraphs and so make logical connections between your ideas.

Signposts to introduce something new

One aspect which illustrates … can be identified as …

The current debate about … illustrates/identifies/highlights …

With regard to…/ with respect to…

Initially/secondly/finally, …

Continuing an argument with a related point

Furthermore, …

To further understand the role of …

In addition, …

Similarly, …

Likewise, …

What is more, …

Moreover, …

Another issue regarding … is …

Another line of thought on … is …

Going into more detail on a point/rephrasing

In particular, …

Specifically, …

Concentrating on …

By focusing on … in more detail, it is possible to …

To be more precise, …

In other words, …

To put simply … /To simplify, ...

Linking to a different point 

Having established …, it is possible to consider …

… is one key issue; another of equal/ similar importance/significance is …

Also of importance is the issue of …

Reintroducing a topic

As discussed/explained earlier, …

The earlier discussion on … can be developed further here, …

As stated previously, …

As noted above, …

Introducing an opposing/alternative view

However, …

Conversely, …

In contrast, …

Alternatively, …

Nevertheless/Nonetheless, …

An alternative perspective is given by … who suggests/argues that …

Despite this, …

This conflicts with the view held by …

Reasoning/summarising the point

Consequently/As a consequence, …

Accordingly, …

Therefore, …

What this means/suggests is...

It could be concluded that …

The strength of such an approach is that …

For this reason …

Evidently*, …

Clearly/It is clear that, …*

Naturally*, …

It is clear that* …

In short, …

From this, it can be concluded/inferred/suggested that …

The evidence highlights that …

------ *Only use such phrases if you really are sure that your arguments cannot be challenged.

These are just a selection of the phrases you can you to make your writing flow and to keep the reader with you and following your line of argument. Academics often complain about a lack of this in assignments they mark so make sure you use them in your writing.

Don't overdo it . Only use signposts when they add clarity to your work. Some students try to put a signposting word into every sentence which can actually obscure meaning.

Be precise . The signposting words have very specific meanings. Only use a word like 'consequently' if you really mean that the following sentence is a true consequence of the previous one!

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Being critical: a practical guide

• Critical writing
• Being critical
• Critical thinking
• Evaluating information
• Reading academic articles
• Critical reading

This guide contains key resources to introduce you to the features of critical writing.

For more in-depth advice and guidance on critical writing , visit our specialist academic writing guides:

What is critical writing?

Academic writing requires criticality; it's not enough to just describe or summarise evidence, you also need to analyse and evaluate information and use it to build your own arguments. This is where you show your own thoughts based on the evidence available, so critical writing is really important for higher grades.

Explore the key features of critical writing and see it in practice in some examples:

Introduction to critical writing [Google Slides]

While we need criticality in our writing, it's definitely possible to go further than needed. We’re aiming for that Goldilocks ‘just right’ point between not critical enough and too critical. Find out more:

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Quoting, paraphrasing and synthesising

Quoting, paraphrasing and synthesising are different ways that you can use evidence from sources in your writing. As you move from one method to the next, you integrate the evidence further into your argument, showing increasing critical analysis.

Here's a quick introduction to the three methods and how to use them:

Quoting, paraphrasing and synthesising: an introduction [YouTube video]  |  Quoting, paraphrasing and synthesising [Google Doc]

Want to know more? Check out these resources for more examples of paraphrasing and using notes to synthesise information:

Using evidence to build critical arguments

Academic writing integrates evidence from sources to create your own critical arguments.

We're not looking for a list of summaries of individual sources; ideally, the important evidence should be integrated into a cohesive whole. What does the evidence mean altogether?  Of course, a critical argument also needs some critical analysis of this evidence. What does it all mean in terms of your argument?

These resources will help you explore ways to integrate evidence and build critical arguments:

Building a critical argument [YouTube] |  Building a critical argument [Google Doc]

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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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5 Tips for writing a critical essay

The following table provides a helpful summary of key questions you should ask yourself as you prepare an essay that demonstrates the level of criticality expected at postgraduate level. The suggestions in the ‘do’ and ‘don’t’ columns are equally important so pay attention to suggestions.

Critical writing for Postgraduate Taught students: A short guide

• Descriptive Writing
• Critical Writing

Examples of descriptive and critical writing

• Differences in Subject Disciplines
• Useful References
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Example 1 Descriptive writing

This is a short example of descriptive writing from an essay on film history and a specific exhibition:

'The first juxtaposition is between One Week and Gordon Matta-Clark's  Splitting (1974) One Week tells the story of a newly married couple making their first home, and Buster Keaton plays the husband who builds the flat packed house. The twenty-five minutes flows with a series of predictable accidents, such as Keaton sawing a piece of wood on the roof whilst sitting on the end he is cutting away, he falls and simply carries on. There are two key moments of destruction: firstly the storm which causes the completed house to spin out of control, whilst the couple and their guests are in it; and secondly a train running through the house (when the couple try to move it to it's correct plot)'

(Postgraduate student. Essay, 2014. Very slightly adapted and used with permission)

The paragraph describes some incidents in a film. That’s fine, but to carry more weight and to satisfy the marker, the essay will also need some critical writing. Now here is a short example of critical writing from the same essay.

Example 2 Critical writing

'Some caution is required when using slapstick as an interpretive method. Keaton engineered films for comic effect, and as alluded to earlier, it is unlikely that he was seeking to intentionally challenge convention, or leave his audiences with thoughts of failure and the futility of life. As Bal and Bryson (1991) state, an evaluation of context can reveal what the work is supposed to be. Keaton's films were not intended as art, nor as a lens through which to view contemporary art. Further, it is unknown whether all of the artists' works exhibited are directly influenced by any of the Keaton films shown. However, O'Doherty's notion that, 'ideas are more interesting than art' is useful to articulate the idea that Keaton's processes have generated ideas for the curators (O'Doherty, 1999). Slapstick's historical context should not prevent its processes from being used as an interpretative approach; and as Dillon's theses suggests (2007), there is much to be gained from applying them.

(Postgraduate student. Essay, 2014. Used with permission)

In this paragraph, by contrast with Example 1, the writer suggests their own interpretation, relates the filmmaker’s work to critical theorists, and clearly presents themselves as being a member of an academic community. See for instance the phrases ‘slapstick’s historical context’ and ‘there is much to be gained by applying it. ’ Both these indicate a level of academic confidence and of comfort within the subject discipline of film studies. 

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• Academic skills

Critical thinking

Critical writing.

Students sometimes receive feedback such as "your essay is too descriptive" or "you need to show more critical analysis". While some description may be necessary – for instance if you are providing background information – most university assignments require you to produce work that is analytical and critical in its approach.

Your tutors want to know what you think

Your writing needs to show your interpretation of the evidence and source material, how you have used that information to demonstrate your understanding, and your subsequent position on the topic. Being critical in your writing means engaging in academic debates and research happening in your subject area.

The sources you select, the way you show how they agree or disagree with other pieces of evidence, and the way you structure your argument will all show your thought process and how you have understood the information you have read.

Use evidence to strengthen your position

Always keep your reader in mind and try to anticipate the questions they would ask — refer back to the Critical thinking questions (PDF) to help you with this. You can use evidence to help you strengthen your position, answer readers' questions, and "neutralise" opposing points of view.

Remember to keep descriptive statements to a minimum — there is no need to provide large amounts of background or historical information.

Make sure you move from description to analysis and evaluation . Give your interpretation of the facts, and explain the significance, consequences and implications of the statements you have made.

See our advice on structuring a paragraph for more information on how to attach analysis and evaluation to each point you make.

Descriptive vs critical writing examples

The following examples demonstrate the difference between descriptive writing and critical/analytical writing. They are taken from: Cottrell, S. 2003. The Study Skills Handbook . 2nd ed. London: Palgrave.

State what happened vs identify its significance

To write critically you will need to not only describe what happened, but also identify the significance of what happened.

Descriptive example

"The data shows that the incidence (new cases) of asthma rates in children under 15 years old increased rapidly from 1977, peaking in 1993 and then declining, though rates still remain significantly higher than pre-1976 levels."

Critical example

"The trend, from 1977 until 1993, of a rapid rise in rates of asthma diagnosis in children under 15 years, suggests that one of the causal factors was particularly prevalent during this time, but has since declined in importance or effect."

Explain the theory vs show its relevance

Descriptive writing will explain what the theory says. To write critically you need to go further and show why that theory is relevant.

"Carl Rogers' theory of a person-centred approach focuses on the freedom of the individual to determine what values should be used to measure successful personal outcomes or benefit, and is particularly relevant for social workers when wanting to take into account the diverse needs of the client group."

"Carl Rogers' theory of a person-centred approach is particularly suitable for social workers wanting to work with a client group with diverse needs because it allows the client to determine what values should be used to measure successful outcomes, rather than those externally determined by, for example, the service, state or dominant culture in society."

Note the method used vs indicate its appropriateness

Rather than simply noting the method used, which is the descriptive approach, a critical writer will show how appropriate that method was.

"In addition to competency-based questions, the candidates were asked to complete an in-tray exercise, which required them to allocate different priority levels to tasks, as an appropriate method to measure their likely performance in the actual job."

"In addition to competency-based questions, candidates were asked to complete an in-tray task prioritisation exercise. This was because it was considered a more effective way to measure likely performance in the actual role as the majority of the job would involve similar tasks, with little interaction with customers and therefore less requirement for highly developed communication skills."

You can apply our critical thinking model to your own work; use our Judging your own work (PDF) questions to help you decide if your writing is critical. These questions will take you through the description-analysis-evaluation stages. Take a look at further examples of descriptive writing vs. critical/analytical writing (PDF)

• Academic writing
• Commonly confused words
• Critical thinking
• PEEL Paragraphs
• Linking/transition words
• Paraphrasing
• Proofreading
• Terms and definitions
• Action Words: What is description, application, analysis and evaluation

Linking/transition words: Things you need to know...

All assignments are written in formal language.   You need to ensure that you demonstrate your knowledge and understanding alongside your ability to answer the question/solve the problem. 

Below are some ideas to help you to develop your structure and flow.

• Linking / transition words and phrases join ideas, sentences and paragraphs together. They should be used within sentences and to move from one idea to another (between sentences).   

These words and phrases indicate the direction, order and flow of ideas. Significantly, they strengthen the quality and structure of your work.

• Redundant Words - less is more.  P articularly when trying to reduce the word count, it is important to look for phrases which can be replaced with a single word.

Linking/Transition Words

Transitions link one main idea to another separated by a semi-colon or full-stop.  When the transition word is at the beginning of the sentence, it should be followed by a comma:

Among other functions, they can signal cause and effect or sequencing (see examples in the table below).

Linking words: conjunctions

Linking words within a sentence  are referred to as coordinating conjunctions.  Do not worry about the term: think about the function.

Conciseness / redundant words

Microsoft Word now has an additional feature within the Edito r - it is called conciseness or wordiness.  

• If you cannot see the Editor menu a quick tip is to hold down the function (fn key at the bottom left of the keyboard) + F7 (top line of keys).
• From the Refinements section - select Conciseness - if there are any suggestions a number will appear in the box alongside this option
• A dotted line will appear under any groups of groups
• Either select the identified text by clicking with your right mouse button OR click on the down down next to the Conciseness menu.
• MS Word will display any alternative words which you can either select and they will be replaced in your text or reject if you want to keep the original phrases.

Examples:  try to replace phrases with a single words which mean the same.

Need to know more...

• Related pages
• External links
• Academic writing Illustrates the main features of academic writing so that you are aware of what it is and what it involves
• Critical Thinking Academic work involves thinking, not just accepting what you read or are told.
• Terms and Definitions Important words appear in your assignments and examinations. The aim of this factsheet is to help you to fully understand what they mean.

Additional resources to help you to improve your confidence and grades:-

• Writing Effectively  demonstrates the importance of: clarity, structure, relevance, argument and precision.
• Writing Mechanics  gives further examples and resources on areas including: sentence structure, vocabulary, spelling, punctuation and grammar.

Linking/Transition words - Scribbr  https://www.scribbr.co.uk/syntax/transition-words-examples/ [Accessed 10 February 2023]

There are many books concerning academic writing, look around Dewey number  808

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David Firestone

Deputy Editor, the Editorial Board

Could Justice Barrett Limit Her Own Damage on Abortion?

Justice Amy Coney Barrett was one of six members of the Supreme Court who voted to end the constitutional right to abortion in 2022, so she has very little credibility among those who support a woman’s right to reproductive freedom. Nonetheless, she may yet play a significant role in determining the new landscape of abortion rights and has recently sounded skeptical of those on the extreme right who want to criminalize every form of abortion.

Granted, comments by justices at oral arguments are never reliable guides to how they will vote. But on Wednesday she appeared to be quite critical of a lawyer for the state of Idaho who was defending the state’s near-complete ban on abortion against the Biden administration’s case that all federally funded hospitals are required to provide emergency medical care, which can sometimes include abortions.

The Idaho lawyer, Joshua Turner, had been under fire from the court’s three liberal justices for not being willing to state the plain implications of the state’s ban — that in some circumstances, the health of women could be endangered if doctors are prohibited from ending dangerous pregnancies. Justice Sonia Sotomayor cited several real-life examples of women who suffered sepsis or later had to have a hysterectomy because doctors wouldn’t perform an abortion. Turner kept dodging about whether that was the effect of the law, saying it was a case-by-case decision. Finally, Barrett jumped in, saying she thought Idaho’s position was that abortions could be justified in those circumstances.

“I’m kind of shocked, actually,” she said, “because I thought your own expert had said below that these kinds of cases were covered, and you’re now saying they’re not?” Her comments, accusing Turner of “hedging,” suggested that she didn’t believe the state’s guidance to doctors was clear. She even got Turner to admit that an anti-abortion prosecutor could go after a doctor who made a difficult decision to end a pregnancy.

The overall impression she gave was that she doubted the state’s law superseded federal law on emergency care. Last month, in an even more important case involving the legality of abortion drugs, she also suggested a crackdown on such pills would be an overreach, as long as doctors who oppose abortion would have the right not to prescribe them.

If she and one other conservative justice — possibly John Roberts or Brett Kavanaugh — side with the three liberals on these cases, that could mitigate some of the worst effects of her earlier misjudgment to overturn Roe v. Wade.

David Brooks

Opinion Columnist

Why I’m Getting More Pessimistic About Biden’s Chances This Fall

Last fall I argued that Joe Biden was the Democratic Party’s strongest 2024 presidential nominee . I believed that for two reasons: He has been an effective president, and he is the Democrat most likely to appeal to working-class voters.

I still believe Biden is the party’s strongest candidate, but I’m getting more pessimistic about his chances of winning.

The first reason is not political rocket science: Voters prefer the Republicans on key issues like inflation and immigration. Most Donald Trump supporters I know aren’t swept up in his cult of personality; they vote for him because they are conservative types who like G.O.P. policies and think Trump is a more effective executive than Biden.

The second reason I’ve become more pessimistic is because of what’s happening to the youth vote. NBC News released an interesting poll last weekend finding that interest in this election is lower than in any other presidential election in nearly 20 years. Only 64 percent of Americans said they have a high degree of interest in the election, compared to, say, 77 percent who had high interest in 2020.

But what really leaps out is the numbers for voters ages 18 to 34. Only 36 percent of those voters said they are highly interested.

I imagine that’s partly because it’s difficult to get enthusiastic about candidates who are a half-century older than you. But part of it is also about Biden’s approach to the Israel-Hamas war. Young people are much more critical of Israel than other groups, and there are no candidates representing that point of view.

I think what we’re seeing at Columbia and on other elite campuses is a precursor to what we’re going to see at the Democratic convention in Chicago. In 1968 the clashes between the New Left activists and Mayor Richard Daley’s cops were an early marker of the differences between the more-educated and less-educated classes. They were part of the trend that sent working-class voters to the G.O.P.

If there are similar clashes in Chicago this August, the chaos will reinforce Trump’s core law-and-order message. It will make Biden look weak and hapless. Phrases like “from the river to the sea” will be 2024’s version of “defund the police” — a slogan that appeals to activists but alienates lots of other voters.

The folks in the administration project confidence that their man will prevail. I wish I could share that confidence.

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Jessica Bennett

A contributing editor in Opinion.

Trump Gets the Everyman Experience

I’m not sure what I was expecting when I walked into court in Lower Manhattan early Monday to hear opening statements in the criminal trial of Donald Trump, but somehow it was something a bit more grandiose. This is the most important trial in American political history. Shouldn’t it have looked more impressive than a decrepit D.M.V.?

But as Trump’s lawyers argued in opening statements, Trump is not merely the former president and presumptive Republican nominee. “He is also a man, he is a husband and a father,” one of them said. “He’s a person, just like you and just like me.” It was an attempt to humanize him — and yet all I could think, in that dreary courtroom, with a sour smell and a broken overhead clock, was that this is going to drive Trump mad.

For the next six weeks, four days a week, seven hours a day, including meals and coffee and bathroom breaks, Trump will be treated like an ordinary New Yorker, forced to sit in a drab 17-story municipal building.

Inside the court, the chairs were uncomfortable. It was so cold that reporters were bundled in heavy coats and scarves. (Trump wasn’t wrong when he complained, “It’s freezing.”) The speckled linoleum floors were drab, the fluorescent lighting was harsh, the rumpled shades were drawn. It was hard to see and hear. The monotony made my eyes droop.

Trump has called the courthouse “an armed camp,” but in reality it has remained open to the public, including spectators who want to attend the trial, like the young man in a beer sweatshirt who, on his way to work, decided to join the press line and peppered a young woman with questions. “Maybe they’ll let me in. I have a blog,” he said confidently. Hours later, I passed him in the hallway.

Court let out early Monday, after the judge explained that an alternate juror had a dental emergency. You could just imagine Trump seething at the thought of his time dictated by a root canal. But I was grateful to leave early — and satisfied that he would be there every day.

Jonathan Alter

Contributing Opinion Writer

David Pecker and ‘The Trump Tower Conspiracy’

Donald Trump famously calls journalists “enemies of the people.” It turns out the friendly “journalists” of the scuzzy National Enquirer may have done as much as anyone to get him elected in 2016.

Now the worm has turned, and David Pecker, the longtime publisher of the Enquirer, is delivering devastating testimony against his old pal, detailing crimes against Trump’s 2016 rivals, the standards of journalism and the truth.

Pecker is testifying under subpoena, but his plea agreement doesn’t require him to be an enthusiastic prosecution witness with the memory of an elephant. Trump, glaring at him from across the courtroom, seemed unappreciative of all that Pecker once did for him.

I covered the weird and historic 2016 campaign. While the celebrity candidate led in many early polls, he was far from a shoo-in for the nomination. Ben Carson was the front-runner for a spell in late 2015, Ted Cruz won the Iowa caucuses, and Marco Rubio was briefly seen as the logical young choice for the G.O.P.

Pecker testified that as part of what prosecutors call “the Trump Tower conspiracy,” hatched just before Trump announced his candidacy in June 2015, Trump — through Michael Cohen — helped The Enquirer generate phony stories about malpractice by Carson and adultery by Cruz and Rubio (not to mention an article sliming Cruz’s father as connected to John F. Kennedy’s assassination).

No one in the courtroom was laughing at the lurid tabloid headlines when they were introduced into evidence. It seems clear that these bogus stories, too, were part of the corrupt and journalistically disgraceful Trump Tower deal.

Under the terms of the “catch and kill” deal, Pecker was Trump’s “eyes and ears” for stories about dalliances that could harm the candidate. When a Trump Tower doorman, Dino Sajudin, shopped a tip that Trump had fathered a child with a Latina maid in Trump’s apartment, Pecker testified that he reported it to Cohen, who was adamant that the story was untrue. Trump would take a DNA test, Cohen told Pecker: “He is German-Irish, and this woman is Hispanic, and that would be impossible.”

Sure enough, Dino the doorman’s story turned out to be false. To protect Trump before the election, Sajudin nonetheless received an unheard-of $30,000 from The Enquirer for his bogus tip. But the contract introduced into evidence required Sajudin to pay $1 million if he talked about it. After the election, he was released from the nondisclosure agreement — more evidence that suggests that “catch and kill” was a prelude to the criminal cover-up of the Stormy Daniels hush-money payment that is the heart of the case.

On Thursday, we’ll hear more about Trump the double cheater: his efforts to silence his mistress Karen McDougal and Stormy Daniels. And we’ll see more of the mundane but critical documents that connect the man Pecker described as a “detail-oriented micromanager” to criminal wrongdoing.

Michelle Cottle

Opinion Writer

Joe Biden, Abortion Warrior?

I have covered politics for longer than I care to recall, so watching President Biden come out as a champion of abortion access feels a little weird.

I mean, I get why the president felt moved to wave the reproductive rights banner in Florida on Tuesday. With the state’s six-week abortion ban kicking in next week, this seems like a prime moment to remind voters everywhere that Donald Trump likes to brag about being the guy who killed Roe v. Wade.

Still, this issue has never really been in Biden’s comfort zone. The guy is a devout, old-school Catholic who has said he believes life begins at conception. “I’m not big on abortion,” he said last year , even as he insisted that “Roe v. Wade got it right.” And up to this point, he had largely left the reproductive rights crusading to Kamala Harris.

But there he was on Tuesday at a community college in Tampa, backed by big blue banners calling for “Reproductive rights” and “Restoring Roe,” fiercely bashing Trump for putting women’s health and lives at risk. “There is one person responsible for this nightmare!” he roared. It was enough to make my heart go pitter-patter.

In his brief remarks, Biden didn’t utter the word “abortion” very often, but he didn’t really need to. Rather, he emphasized the idea that Trump and his party are messing with women’s fundamental rights — and doing so at their peril. And on this point, he appeared to be enjoying himself. The president observed that in overturning Roe v. Wade, the Supreme Court “practically dared women to be heard” when Justice Samuel Alito wrote, “Women are not without political or electoral power.” Leaning in close to the mic, he dropped his voice and said, with a chuckle and a gleam in his eye, “No kidding.”

Raising the stakes, Biden warned that conservatives will be coming for people’s contraception and in vitro fertilization treatments next — maybe even same-sex marriage. And then he wrapped things up by urging voters to “teach Donald Trump a valuable lesson: Don’t mess with the women of America! I mean it!”

For a guy with deep moral qualms about abortion, it was an impressive call to arms.

Jesse Wegman

Editorial Board Member

The Legal Limits of Trump’s Contempt Defense

Donald Trump is on trial in New York for falsifying business records, but if you really want to appreciate just how far removed the rule of law is from the essence of Trumpism, you could have listened to the brief contempt hearing held Tuesday morning, out of the jury’s earshot, before the trial resumed.

At the request of prosecutors, Justice Juan Merchan earlier this month imposed a gag order on Trump, who has a bad habit of attacking anyone and everyone involved in his criminal cases, from prosecutors to witnesses to jurors to the judge and even the judge’s family members. To go by Trump’s recent activity on Truth Social, the order hasn’t worked. Prosecutors pointed to 11 different posts that they said violated the order, including references to two prosecution witnesses as “sleaze bags” and an attack on the jury pool that his lawyers claimed was a repost of comments by a Fox News host.

First things first: In criminal trials, process is everything. Trump is innocent until proven guilty, like any criminal defendant, and there is a process for making that determination. It involves the cooperation of many key players, including regular Americans who are there by duty, not choice. By attacking those people, Trump is making a mockery of the justice system and endangering real people’s lives.

Constant threats and insults against his perceived enemies are Trump’s stock in trade, of course; in the political world, he relies on them like other politicians rely on baby-kissing. It’s coarse and juvenile, but it’s not illegal.

In court, it’s a different matter. There are consequences for behavior like this. “I have never seen a criminal defendant go out and attack the process and the actors in the process while the trial was going on, while a jury was in the box,” Kristy Parker, a former federal prosecutor now with Protect Democracy, told me.

On Tuesday, Trump’s lawyers sought to explain away his posts as protected speech, but surely they know better. So does Justice Merchan, who was clearly out of patience and told them their arguments were “losing all credibility with the court.”

Trump may well come out of this contempt hearing with nothing more than a few thousand dollars in fines and an even sterner warning against similar behavior in the future. But the courts — and the American people — are watching and learning. Trump’s refusal to stop, even pursuant to an explicit court order, tells you all you need to know about the incompatibility of the man and the government he seeks to lead.

Will Justice Merchan Find Trump in Contempt of Court?

What are the chances that Justice Juan Merchan will find Donald Trump in contempt of court? “99.999 percent,” the retired judge George Grasso, a spectator at the trial, told me during a break.

It’s not clear when Merchan will rule on contempt or how many counts Trump will be cited for, but Count 10 is as close as you can get to a sure thing.

That’s the one related to Jesse Watters, the Fox News host who on April 17 made the despicable claim that Juror No. 2, a nurse, was lying during jury selection when she claimed she could be fair and unbiased because no one who said, as she did, that “no one is above the law” could possibly be fair. (Juror No. 2 soon stepped down from the jury, telling the judge she couldn’t handle the negative publicity.)

That day, Watters posted on Truth Social, “Catching undercover liberal activists lying to the judge.” When Trump reposted it, he added: “in order to get on the Trump jury.”

This put the lie to the claim of Trump’s lawyer Todd Blanche that Trump was merely responding to political attacks or reposting content, not willfully defying the gag order.

“This goes to the defendant’s willfulness,” the prosecutor Chris Conroy argued to the judge. “He added to it and posted it.” The judge appeared to agree.

Blanche made a lame attempt to explain. “This gag order — we’re trying to comply with it,” he said. “President Trump is being very careful to abide by your rules.”

That’s when the judge said, “Mr. Blanche, you’re losing all credibility with this court.”

Farah Stockman

Rural Voters Are More Progressive Than the Democratic Party Thinks

If you caught the scathing takedown of the book “White Rural Rage” in The Atlantic , then you’re aware of how intellectually dishonest it is to single out rural voters for special contempt. It’s also politically foolish, as a new poll by Rural Democracy Initiative , which will be released to the public in May, illustrates.

The group, which supports a network of progressive organizers in rural areas, commissioned the poll to help its members shape their messages in the most effective way. The survey, which was answered by 1,713 likely voters from rural areas and small towns in 10 battleground states, suggests that rural voters tend to be economic populists who would overwhelmingly support parts of the Democratic Party’s agenda — as long as the right messenger knocked on their doors.

Some 74 percent of rural voters who answered the poll agreed that decisions around abortion should be made by women and their doctors, not politicians or the government. That high figure helps explain why efforts to preserve abortion rights in Kansas, Ohio and other places have been so successful.

But it’s not just abortion. The survey found overwhelming support for leaders who fight to raise the minimum wage, to protect the right to form a union and to make quality child care more affordable — policy descriptions that seem ripped from President Biden’s campaign speeches.

The trouble is that a significant number of the respondents didn’t associate these policies with Democrats. In fact, once that partisan affiliation was added, support dropped significantly. Nonetheless, 47 percent of respondents said they would prefer to vote for a Democrat who grew up in a rural area and shared their values over a Republican business executive from the East Coast.

But perhaps the biggest problem the survey uncovered was that large numbers of respondents — especially young voters and people of color — reported that no one from the Democratic Party had reached out to them to offer information or ask for their support.

“It’s really clear that Democrats have a significant work to do to rebuild their brand in rural America, but that investment could pay dividends for Democrats, not just in the future but this year,” Patrick Toomey, a partner at Breakthrough Campaigns, which conducted the survey, told me.

In an election in which a few thousand votes could decide who wins the presidency or controls the Senate, it’s foolish to write off rural America.

Jurors Begin to Understand the ‘Trump Tower Conspiracy’

Donald Trump always wears a red necktie, right? Not anymore. For the last four days in court he’s gone with a blue one. Whether this is a lame bid for the sartorial sentiments of blue-state jurors or just a reflection of his mood, he heard more bad news in court on Monday.

We learned that if Trump testifies in his own defense, he will be chewed up on cross-examination. Justice Juan Merchan ruled that Trump can be questioned about lies he told in four of six prior judicial proceedings, including the E. Jean Carroll case and the ruling that the Trump Foundation was a fraud. Only a foolish megalomaniac would take the stand under such circumstances — so perhaps he will.

Merchan also made it very clear he doesn’t approve of “jury nullification,” instructing jurors, who seemed very attentive, that they must convict him if they are convinced beyond a reasonable doubt that he is guilty.

In the prosecution’s opening statement, Matthew Colangelo outlined what his team calls the August 2015 “Trump Tower conspiracy” hatched by Trump, Michael Cohen and David Pecker, boss of The National Enquirer, who began his testimony later in the day. Colangelo previewed a large amount of evidence that will corroborate Cohen’s testimony about the falsified business records (including handwritten notes) that will most likely be damaging to Trump.

The worst day for Trump could come when the prosecution plays a September 2016 taped call in which Trump can be heard asking Cohen, “So what do we have to pay for it? 150?” (Meaning $150,000.) The answer was $10,000 more. Colangelo concluded: “It was election fraud. Pure and simple.”

By saying of Trump, “he’s a man, he’s a husband, he’s a father, he’s a person like you and me,” Todd Blanche, Trump’s lead attorney, seemed to be setting up a defense partly based on Trump not wanting the Stormy Daniels story made public in order to protect his family. But Cohen and others are expected to testify that Trump tried to avoid paying the hush money on the theory that it wouldn’t matter if the story came out after the election. So much for shielding Melania.

The Trump lawyers are denying everything — the alleged affairs and the cover-up — which is unlikely to be persuasive. But they may have better luck arguing that for all the prosecution’s talk of conspiracy, that wasn’t a count in the indictment. Blanche’s best line was: “Spoiler alert: There’s nothing wrong with trying to influence this election. It’s called democracy.”

What the jurors don’t know yet and won’t learn until the judge instructs them just before they deliberate is that there is nothing in New York state law requiring prosecutors to prove that Trump broke tax laws, campaign finance laws or conspiracy laws to win a felony conviction. All they need to do is prove that Trump intended to do wrong in these areas.

And by insisting that Trump is completely innocent, his lawyers have made it harder for the jury to convict him of just misdemeanors, not felonies. But it will be a few weeks before the jury understands all of that.

Parker Richards

Opinion Staff Editor

The Impossible Matzo Ball

What do you call a person who keeps trying the same thing over and over again and expecting a different result? My mom, apparently: Each Passover, she tries once more to make vegan matzo ball soup. I’m sure she’s tried every published recipe, tried variations, tried anything she can think of. The thing about a matzo ball, of course, is that its structural integrity is everything: You need the egg, and most vegan egg substitutes just don’t seem to cut it.

The quixotic pursuit is an essential part of our Seders each year. It’s as much a tradition now as adding the Yankees to the list of Ten Plagues or slight eyebrow raising that accompanies the repeated crossing out and reinsertion of the founding years in Israel on the list of Jewish struggles in our much-modified family Haggadah — or even, for me, of the story of the first matzo, the unleavened bread made by the Israelites as they fled Egypt.

Standard matzo balls — which also have matzo meal and spices and herbs — are held together with egg. There are many vegan egg substitutes that add a bit of stickiness. Bananas work well in muffins; you might try cornstarch for a pie. The two most common versions are silken tofu and flaxseed mixed with water.

When I asked The Times’s recipe columnist Melissa Clark for a tip, she pointed me to Joan Nathan’s vegan matzo ball soup recipe. It calls for the use of aquafaba — chickpea water — as an egg substitute. (Clark noted that Ashkenazic dietary rules prohibit consuming legumes like chickpeas and soybeans, known as kitniyot, on Passover but Sephardic rules allow it. My mom’s veganism is more observant than her Judaism, however, so it’ll probably be all right.) The inside scoop is that this year my mom is going to use both silken tofu and flaxseed. Next year maybe aquafaba will join the list.

The plethora of options seems fitting for a holiday that celebrates liberation and, thus, relaxation; the need to labor in someone else’s name is gone, and so the labor of love that is the matzo ball can continue unhindered.

The quest for the structurally sound vegan matzo ball always made sense to me as latter-day Passover tradition. Judaism — especially of my family’s assimilated, not-really-observant-at-all kind — never seemed to me to require a logic that made sense independent of its own tradition. Jewish history and practice are rife with coincidences and traditions and loopholes. Why not add failed vegan matzo balls to the list? And who knows? Maybe this year the matzo balls will hold together.

Zeynep Tufekci

The N.I.H.’s Words Matter, Especially to Long Covid Patients

Bernie Sanders, who chairs the Senate’s Health, Education, Labor and Pensions Committee , has proposed allocating $1 billion annually for 10 years to the National Institutes of Health for long Covid research. One potential stumbling block to this good idea is bipartisan criticism of the N.I.H.’s sluggishness in producing useful results from the initial $1.15 billion allocated to long Covid.

It’s in that context the current N.I.H. director, Dr. Monica Bertagnolli, responded to a question about long Covid last week, saying, “We see evidence of persistent live virus in humans in various tissue reservoirs.” She said that the virus can “live a long time in tissues” and that this is “likely one of the ways that it produces some of its terrible symptoms.”

The statement rattled researchers and shocked communities of long Covid patients. Proving persistent live virus that can replicate long after the acute phase and showing that it relates to long Covid symptoms would be a Nobel-territory breakthrough and point to effective treatments.

However, while viral persistence is one hypothesized mechanism for long Covid, as far as I knew, only viral remnants — leftover virus pieces that cannot replicate — have been shown, not persistent live whole virus. Further, such remnants haven’t correlated with long Covid symptoms. (Some healthy and sick people have them.)

Patients were abuzz . Was this more unacceptable sluggishness? Was the N.I.H. sitting on crucial unpublished information? Was the N.I.H. director completely out of touch with the research? Had they all misunderstood the science?

I reached out to the N.I.H. The answer turns out to be mundane. Dr. Bertagnolli said she “misspoke” and had “meant to say ‘viral components’ rather than ‘live virus.’” The N.I.H. also confirmed to me such remnants have not yet been shown to correlate with long Covid symptoms.

Viral remnants may still play a role — maybe only some people are sensitive to them — or maybe leftover viral components are common and harmless. The N.I.H. also told me this is “an area of active investigation,” as it should be.

It’s good that Dr. Bertagnolli is so engaged with long Covid, and misspeaking during an interview is human. Hopefully, the institution keeps in mind that suffering patients are hanging on their every word.

An earlier version of this article misstated the initial amount of money allocated to the National Institutes of Health to study long Covid. It is $1.15 billion, not $1.5 billion.

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Patrick Healy

Deputy Opinion Editor

What Toll Will the Trial Take on Trump?

Every Monday morning on The Point, we kick off the week with a tipsheet on the latest in the presidential campaign. Here’s what we’re looking at this week:

The spring of a presidential election year is usually a slog, but this week brings more proof that 2024 is unlike any other campaign, with Donald Trump’s criminal trial getting fully underway, President Biden finally showing how he’ll frame abortion in the race and the Supreme Court taking up campaign-related cases.

But it’s Trump’s legal issues that matter most right now. Opening arguments are set for Monday in his 2016 election interference case, and the ultimate outcome of the trial will affect the presidential race. A conviction would be a blow to Trump in what will be a tight Electoral College race in November, while a hung jury would be a win for his effort to portray himself as a victim of partisan prosecutors. (An acquittal is a long shot, but you never know.)

I’m curious about the toll the trial takes on Trump. It’s already visible in his face, his body language. He’s frustrated and annoyed, tired, sometimes angry or sleepy. A lot of Americans like Trump’s brash, high-energy, sarcastic, upbeat performances. So will Dour Donald sour voters? Also, when pressure takes a toll on politicians, they can do dumb things (i.e., the Clinton-Lewinsky affair). As I wrote last week , Trump has never been more vulnerable (the NBC News poll out yesterday underscored that), and the trial will wear on him.

Biden will deliver a speech Tuesday in Florida on abortion rights, denouncing the state’s six-week abortion ban. Biden doesn’t like to say the word “abortion” and has a long and uneasy history on the issue — he has never been a vocal champion. Does he start changing that with this speech? Whatever he says will tell us a lot about how Biden plans to frame this race around abortion, which could be a winning issue for Democrats in Arizona, Nevada and some other swing states this November.

The Supreme Court will hear oral arguments in the historic Trump presidential immunity case on Thursday, as well as in interesting cases on abortion and homeless camps this week. Check out this good preview article .

As for the House speaker, Mike Johnson, it looks increasingly likely that he will hold on to his job through November, thanks to Democrats, after a grumpy Marjorie Taylor Greene held back on her motion to vacate after the foreign aid votes this past weekend. The House is in recess this week, and Greene might try to oust Johnson when the chamber is back next week, but it has the look of a fool’s errand right now.