judgement words for essays

The Value and Meaning of Judgment Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Judgment as a concept, judgment as a source of errors, judgment as a source of useful knowledge, works cited.

Judgment is commonly viewed as a negative action that needs to be avoided at all cost; however, it is judgment that the humankind needs to thank for surviving till these days. Today, judgment is mainly associated with social stereotyping and old-fashioned prejudice held about certain groups or persons. At the same time, the essential and vital aspects and uses of judgment are often overlooked or unrecognized.

In reality, thinking critically about judgment, one may quickly understand that some of the most basic knowledge about the world around and the dangers it holds is based on judgment. In other words, one’s staying alive and unharmed, to a massive extent, depends on how well this person can judge their surroundings, people, and environments. Quite naturally, a concept as critical as judgment made its way to literature where it can be found in implicit scenarios and questions concerning people’s ability and inability to deliver appropriate judgment in the right time and place.

The issues of proper and timely judgment, sound conclusions, and reaction to the received information can be found in the stories such as A Good Man Is Hard to Find by Flannery O’Connor and Young Goodman Brown by Nathaniel Hawthorne. In the two stories, one can find examples of correct and incorrect judgment that resulted in negative consequences for the characters due to various reasons. These examples teach readers to treat judgment with extra carefulness because it drives decision-making and often brings immediate and irreparable outcomes.

In the contemporary context, the word “judgment” is commonly associated with stereotyping, which, in turn, is aligned with prejudice and even discrimination. However, exploring the concept of judgement in a more general manner, it is possible to notice that it serves as the source of a person’s values, beliefs, worldview, and approaches to various situations (Dunion). In psychology, judgment represents the ways people use to evaluate one another and the surrounding circumstances (Banaji et al. 272).

Judgment can be born from individual experiences, but, in most cases, it is the result of group interactions (Wolfe and Spencer 177). In other words, judgment is comprised of self-obtained pieces of knowledge, as well as those taught to one by other people. In that way, beliefs and ideas based on judgments may change over time due to the reception of additional information elaborating on a certain situation, object, or person (Biernat and Manis 5-7).

The process of development of judgment is, practically, learning. This process is a part of the human nature and is responsible for people’s survival throughout the entire history. For example, touching fire once, an individual would learn that it burns and form a strong judgment based on which they will avoid toughing fire again. This mechanism of imprinting information and acting on it brings a multitude of benefits, as well as a number of disadvantages such as phobias, unreasonable fears, negative perceptions dictated by others, and biases held since childhood. As a consequence, judgment can result in negative outcomes whose effect may turn out irreparable.

Apart from helping people to survive and make decisions, judgment also may be carried out incorrectly thus becoming a source of errors. An illustration of this kind of situation is presented in the story Young Goodman Brown by Nathaniel Hawthorne. The plot revolves around a young Christian man who, for some mysterious reason, abandons his wife for one night to come to a secret meeting with a strange older man in the forest.

From the very beginning of his journey, Goodman Brown thought of it as carried out with an “evil purpose”; however, he continued his way regardless (Hawthorne 221). Soon, it became obvious that the older man led him to a satanic ceremony; and, as a result, Goodman Brown decided to stay away from it. Yet, hearing the familiar voices of his village mates whom he had known as faithful Christians, including his wife, Goodman Brown becomes drawn to the ceremony where he recognizes some of the most respected village residents. Due to this encounter, his worldview is changed forever.

The ideas and beliefs he used to have about his neighbors and loved ones are crashed, and Goodman Brown is stuck in the mindset of uncertainty, distrust, and misery. This story explores the concept of judgment, prejudice, and how the entire perception of the world around that has been persistent for decades may change overnight due to a single experience. The ceremony in the forest witnessed by the main character never proved to be a dream or reality.

However, its impact on the young man was permanent. The author of the story portrayed Goodman Brown as a miserable man who never recovered from what he had seen in the forest. This is a demonstration of the importance of one’s beliefs and ideas based on past judgments for their entire life and all of its aspects. Goodman Brown made a series of decisions in this story. He decided to meet the older man in the forest at night even though this meeting was extremely suspicious; he decided to stay away from the ceremony, but then changed his mind and visited it. Finally, he decided to believe in what he had seen in the forest and condemn his fellow villagers. It is impossible to tell where exactly he made a mistake, but its negative consequences remained with Goodman Brown for the rest of his life.

In contrast with the misjudgment of Goodman Brown, the main character of A Good Man Is Hard to Find by Flannery O’Connor is right in her judgment most of the time, and this still results in horrifying consequences. To be more precise, the grandmother begins speaking about the Misfit, a dangerous criminal, and his escape from prison a day before her entire family goes on vacation trip. Worrying for her family members, she decides to join them and even tries to lead them away from the route she initially perceived as dangerous.

However, an unfortunate coincidence and an accident lead the family exactly to the Misfit and his gang. During the first encounter with the criminals, the grandmother utters her suspicions, naming the criminal. However, the correct judgment is what causes the gang to murder the entire family. The grandmother spends her last minutes attempting to convince the Misfit that he “must come from nice people” and that he is a “good man” (O’Connor 238-239). However, his idea of being a good man does not match hers.

To sum up, it is important to note the importance of judgment and its purpose as a part of human nature and way of thinking. Judgment carries a multitude of benefits, but also serves as the source of pain, errors, anger, distrust, and fears that can persist for one’s entire life. Even making a correct judgment, one my find his- or herself in trouble leading to irreparable consequences and changing this person’s life forever.

Banaji, Mahzarin R., et al. “Implicit Stereotyping in Person Judgment.” Journal of Personality and Social Psychology , vol. 65, no. 2, 1993, pp. 272-281.

Biernat, Monica and Melvin Manis. “Shifting Standards and Stereotype-Based Judgments.” Journal of Personality and Social Psychology , vol. 66, no. 1, 1994, pp. 5-20.

Dunion, Paul. “ To Be or Not to Be Judgmental — That Is the Question .” Huffington Post . 2014. Web.

Hawthorne, Nathaniel. “Young Goodman Brown.” Reading Literature and Writing Argument . 6th ed., edited by Missy James, Alan P. Merickel, Greg Lloyd, and Jenny Perkins, Pearson, 2016, pp. 220-230.

O’Connor, Flannery. “A Good Man Is Hard to Find.” Reading Literature and Writing Argument . 6th ed., edited by Missy James, Alan P. Merickel, Greg Lloyd, and Jenny Perkins, Pearson, 2016, pp. 231-242.

Wolfe, Connie T. and Steven J. Spencer. “Stereotypes and Prejudice.” American Behavioral Scientist , vol. 40, no. 2, 1996, pp. 176-185.

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• Young Goodman Brown Setting Analysis, Symbolism, & Characters
• Hawthorne’s “Young Goodman Brown”: Facing the Darkness
• Young Goodman Brown. Puritanism and Hawthorne [Analysis]
• Classical Example of a Jerk
• Paradigms About the Nature of Reality and Knowledge
• Idealism in Hegel's Definition
• Mind-Body in Cartesian Dualism and Darwinian Monism
• Examined Life in Plato's and Conners' Works
• Chicago (A-D)
• Chicago (N-B)

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Bibliography

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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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22 Essay Question Words You Must Understand to Prepare a Well-Structured Essay

(Last updated: 3 June 2024)

Since 2006, Oxbridge Essays has been the UK’s leading paid essay-writing and dissertation service

We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.

Now, we may be experts in best essay writing , but we’re also the first to admit that tackling essay questions can be, well, a bit of a challenge. Essays first require copious amounts of background reading and research so you can include accurate facts in your writing. You then have to figure out how to present those facts in a convincing and systematic argument. No mean feat.

But the silver lining here is that presenting your argument doesn’t have to be stressful. This goes even if you’re a new student without much experience and ability. To write a coherent and well-structured essay , you just have to really understand the requirements of the question. And to understand the requirements of the question, you need to have a good hold on all the different question words. For example, 'justify', 'examine', and 'discuss', to name a few.

Lacking this understanding is a pitfall many students tumble into. But our guide on essay question words below should keep you firmly above on safe, essay-acing ground.

Definition of Question Words with Examples

No matter their nature, question words are key and must always be adhered to. And yet, many students often overlook them and therefore answer their essay questions incorrectly. You may be a font of all knowledge in your subject area, but if you misinterpret the question words in your essay title, your essay writing could be completely irrelevant and score poorly.

For example, if you are asked to compare the French and British upper houses of parliament, you won’t get many points by simply highlighting the differences between the two parliamentary systems.

So, what should you do? We advise you start by reading this guide – we’ve divided the question words either by ‘critical’ or ‘descriptive’ depending on their nature, which should help you identify the type of response your essay requires.

Question Words that Require a Critical Approach

Once you have done this, it’s also important that you critically (more on this word later) examine each part. You need to use important debates and evidence to look in depth at the arguments for and against, as well as how the parts interconnect. What does the evidence suggest? Use it to adopt a stance in your essay, ensuring you don’t simply give a narration on the key debates in the literature. Make your position known and tie this to the literature.

2. Evaluate

It is essential to provide information on both sides of the debate using evidence from a wide range of academic sources. Then you must state your position basing your arguments on the evidence that informed you in arriving at your position.

Also, you may want to consider arguments that are contrary to your position before stating a conclusion to your arguments. This will help present a balanced argument and demonstrate wide knowledge of the literature. Here, a critical approach becomes crucial. You need to explain why other possible arguments are unsatisfactory as well as why your own particular argument is preferable.

4. Critically evaluate

The key to tackling these question words is providing ample evidence to support your claims. Ensure that your analysis is balanced by shedding light on, and presenting a critique of, alternative perspectives. It is also important that you present extensive evidence taken from a varying range of sources.

State your conclusion clearly and state the reasons for this conclusion, drawing on factors and evidence that informed your perspective. Also try to justify your position in order to present a convincing argument to the reader.

Put another way, ‘review’ questions entail offering your opinion on the validity of the essay question. For example, you may be asked to review the literature on electoral reform in Great Britain. You'll need to give an overview of the literature. and any major arguments or issues that arose from it. You then need to comment logically and analytically on this material. What do you agree or disagree with? What have other scholars said about the subject? Are there any views that contrast with yours? What evidence are you using to support your assessment? Don’t forget to state your position clearly.

Review answers should not be purely descriptive; they must demonstrate a high level of analytical skill. The aim is not simply to regurgitate the works of other scholars, but rather to critically analyse these works.

However, when assessing a particular argument or topic, it is important that your thoughts on its significance are made clear. This must be supported by evidence, and secondary sources in the literature are a great start. Essentially, you need to convince the reader about the strength of your argument, using research to back up your assessment of the topic is essential. Highlight any limitations to your argument and remember to mention any counterarguments to your position.

Give a detailed examination of the topic by including knowledge of the various perspectives put forward by other scholars in relation to it. What are your thoughts on the subject based on the general debates in the literature? Remember to clearly state your position based on all the evidence you present.

You should also try to provide some context on why the issues and facts that you have closely examined are important. Have these issues and facts been examined differently by other scholars? If so, make a note of this. How did they differ in their approach and what are the factors that account for these alternative approaches?

‘Examine’ questions are less exploratory and discursive than some other types of question. They focus instead on asking you to critically examine particular pieces of evidence or facts to inform your analysis.

9. To what extent

Such questions require that you display the extent of your knowledge on a given subject and that you also adopt an analytical style in stating your position. This means that you must consider both sides of the argument, by present contrasting pieces of evidence. But ultimately, you must show why a particular set of evidence, or piece of information, is more valid for supporting your answer.

Question Words that Require a Descriptive Response

It is important that you provide more than one meaning if there are several of them as it shows that you are very familiar with the literature.

2. Demonstrate

Make sure you assert your position with these types of questions. It's even more important that you support your arguments with valid evidence in order to establish a strong case.

3. Describe

‘Describe’ question words focus less on the basic meaning of something, therefore, and more on its particular characteristics. These characteristics should form the building blocks of your answer.

4. Elaborate

In addition, always remember to back any claims with academic research. In explanatory answers it is important that you demonstrate a clear understanding of a research topic or argument. This comes across most convincingly if you present a clear interpretation of the subject or argument to the reader. Keep in mind any ‘what’, ‘how’ and ‘why’ questions as this will help you to structure a clear and logically coherent response. Coherence is extremely important in providing explanatory answers.

A somewhat detached, dispassionate tone can be particularly effective, in contrast to the more assertive, argumentative tone you might adopt for other types of essay question. Just remember that the key objective here is to give a nuanced account of a research topic or argument by examining its composite parts.

7. Identify

8. illustrate, 10. summarise, 11. clarify.

Such questions require you to shed light on a topic or, in some instances, break down a complex subject into simple parts. Coherence is very important for acing such questions, remembering to present your answer in a systematic manner.

12. Compare

Furthermore, you may also want to emphasise any differences, although the focus of your essay should be on establishing similarities.

13. Contrast

How to Strategically Structure Essay Based on Question Words

Understanding how to structure an essay based on question words is crucial for producing clear, focused, and compelling academic writing. The question words we analised above guide the direction of your response and dictate the type of content required. Recognising the demands of each question word allows you to strategically organise your essay, ensuring that your arguments are relevant and comprehensive. By mastering this approach, you can enhance the clarity and impact of your writing, making your academic work more persuasive and effective.

Here are a few more handy tips to bear in mind when addressing your essay questions:

When you first get your essay question, always try to understand exactly what the question means and what it is asking you to do. Look at the question word(s) and think about their meaning before you launch into planning what to write. Hopefully, our guide has shown you how to do this expertly.

Remember to read the question several times and consider any underlying assumptions behind the question. Highlight the key words and if possible, make a very basic draft outline of your response. This outline does not have to be detailed. But if you follow it as you write, it will help keep your response coherent and systematic.

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Judgment or Judgement: What’s the Difference?

Home » Judgment or Judgement: What’s the Difference?

The words judgment and judgement can cause a bit of confusion and unease in people’s writing because not many of writers are sure when to use which one. Are they just variants of the same word? Do they have different meanings or different functions within a sentence? Which spelling is correct?

In today’s post, I want to address all of these questions so that you will never again have to second-guess yourself while writing either of these words. So, what is the difference between judgement vs. judgment ?

What’s the Difference Between Judgment, Judgement?

• The judgment from the referee was that the touchdown stands.
• I’m not so sure about Joe; his judgement doesn’t seem very good.
• The criminal awaited his judgment from the court.
• Your judgement of market trends is impressive.

You’re probably still wondering, “Okay, when do I know which one to use?”

The answer to that question is that the difference between the words is entirely dialectal. There is no demonstrable difference of sense or function between them, meaning both words can be used interchangeably.

When to Use Judgment

Judgment (without the extra “e”) is the preferred word choice in American English (see below). If you find yourself writing to a predominately American audience or for an American newspaper, “judgment” is the correct word choice.

Why is this?

When Noah Webster was drafting the first American English dictionary, he sought to simplify many words from the traditional British English. Webster is usually credited with the creation of many American spellings that have fewer letters than their British counterparts. Abridgement/abridgment and acknowledgement/acknowledgment are a few examples of this, as are color/colour and flavor/flavour .

The word judgment , however, has been around just as long as the lengthier judgement and was in use long before Webster wrote his first dictionary, so while Webster didn’t invent the shorter judgment , he can still be credited with popularizing it in North America.

Most American dictionaries and usage guides prefer the shorter judgment . The AP Stylebook , The American Heritage Dictionary , and Merriam-Webster’s Dictionary all prefer judgment .

Interestingly enough, despite the fact that judgment is seen as a primarily American spelling, it is still the preferred form for legal works in British English.

When to Use Judgement

Judgement (with the extra “e”) is the preferred choice in British English. As the below chart shows, judgement is almost the invariable choice in British English. Should you use judgment instead, it will be viewed as incorrect (even though it isn’t).

As noted above, however, in English legal proceedings, judgment is actually the preferred choice, but in everyday usage, judgement is much more common.

This, again, is why it is important to keep your audience in mind when you are writing.

Remember the Difference

Judgement has an extra “e” in the word. Think of this “E” as standing for England and you will be able to remember which word to use. Unless you are in England, you don’t need the extra “e.”

While these two words are not different in meaning, judgment vs. judgement have important dialectical considerations to keep in mind.

Judgment is the best choice to use in North America.

Judgement is the best choice when writing in Great Britain.

• Apprentice Lawyer

Diary of an ex-judge: Art of Judgment Writing (Part III)

This is the third and the last part in a series on the ‘Art of Judgment Writing’ written for younger members of the Bar aspiring to be judges.

In the first two parts, we examined various facets of judgment writing such as: using an engaging introduction as a springboard for a well written judgment, explaining the facts clearly and succinctly, and, finally, penning-down the reasons for the decision - with greater clarity and precision.

We also tried looking at some international best practices of judgment writing, standing on the shoulders of some of the giants of clear legal writing.

In this part, we draw the curtain on the series by looking at some frequently misused words/phrases that one should avoid in order to make our judgments - not only more accessible and readable - but also more fun to read. We finally put a wrap on the series with some fun and games by looking at some examples of great ‘verse-atility’ in judgment writing.

You would recall - we ended the last part with some very fine specimens of judicial writing. Contrast those with the following judgment written by a High Court which was remanded back for re-writing of the judgment by the Supreme Court.

Let’s show you why. This is how it read :

"However, the learned counsel...cannot derive the fullest succour from the aforesaid acquiescence... given its sinew suffering partial dissipation from an imminent display occurring in the impugned pronouncement hereat where within unravelments are held qua the rendition recorded by the learned [xxxxx]”

"The summum bonum of the aforesaid discussion is that all the aforesaid material which existed before the learned Executing Court standing slighted besides their impact standing untenably undermined by him whereupon the ensuing sequel therefrom is of the learned Executing Court while pronouncing its impugned rendition overlooking the relevant and germane evidence besides its not appreciating its worth. Consequently, the order impugned suffers from a gross absurdity and perversity of mis-appreciation of material on record.”

This helps absolutely no one, including the judges writing the judgment. I would also say that the malaise does not only relate to expression of thought but of thought itself.

You’d have noticed that much of the advice in this article, or rather this series, has been as much about common sense/logic, as writing. Good legal writing is mostly about good logical thinking. Bryan A. Garner is right when he says, “it’s impossible to separate good writing from clear thinking”.

One of the best writers of this century, George Orwell, in his inimitable style, demonstrates the vicious cycle of sloppy thoughts and sloppier writing. In his book, Politics and the English Language , he writes: “A man may take to drink because he feels himself to be a failure, and then fail all the more completely because he drinks. It is rather the same thing that is happening to the English language. It becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts”.

Good thinking is, therefore, very important. What’s also important is letting the meaning choose the words and not the other way around. One must remember that words are only the means to an end.

The ultimate end being effective communication of information (which, hopefully, is useful information). We go awry when we let the words choose the meaning, rather than letting the meaning choose the words. Here’s what I mean:

“And in the outset we may as well be frank enough to confess, and, indeed, in view of the seriousness of the consequences which upon fuller reflection we find would inevitably result to municipalities in the matter of street improvements from the conclusion reached and announced in the former opinion, we are pleased to declare that the arguments upon rehearing have convinced us that the decision upon the ultimate question involved here formerly rendered by this court, even if not faulty in its reasoning from the premises announced or wholly erroneous in conclusions as to some of the questions incidentally arising and necessarily legitimate subjects of discussion in the decision of the main proposition, is, at any rate, one which may, under the peculiar circumstances of this case, the more justly and at the same time, upon reasons of equal cogency, be superseded by a conclusion whose effect cannot be to disturb the integrity of the long and well-established system for the improvement of streets in the incorporated cities and towns of California not governed by freeholders’ charters.”

When we unpack this agonisingly long 178-word sentence , we understand that all that the bench wanted to say was: “ We made a mistake last time .” 1

This problem of letting the tail wag the dog (letting words choose the meaning) is not particular to judgment writing; even legislation suffers from this. Take, for instance, the Code of Federal Regulations, where one of the sections provides:

“It is not necessary that an investment adviser’s compensation be paid directly by the person receiving investment advisory services, but only that the investment adviser receive compensation from some source for his or services”.

Nearly two-thirds of the sentence can be cut without any loss in meaning whatsoever, but with enhanced speed, clarity, and impact by rephrasing it as: “Although the investment adviser must be paid, the source of the payment does not matter.”

The shortest distance between two points is a straight line; writing simple and straight

Compelled by vocation and the quest to innovate we often find ourselves losing friends over-use of complicated words at family functions and parties.

The problem merits much more concern when jargon enters the language of the Courts; Courts which deal with a population which is structurally incapable of comprehending the language even in its simplest forms . This is more than a case of mere lack of clarity; I argue - that this amounts to monopolising the ability to understand the law and keeping it confined to a select few.

Some words phrases can be easily discarded as superfluous in the interest of ease of understanding.

A few examples 2 : Hereinbefore, aforementioned, hereinafter, sub-judice, dehors, Constitutional nodus, inter-alia, with regard to, gravamen, dramatis personae, sui generis, arguendo, be that as it may or the infamous - needless to state or its even more uglier cousin – it goes without saying. It is a no brainer that if it actually goes without saying – it should go without saying.

We’ve put together a few more words/phrases which should be avoided and substituted with, as far as may be, simpler alternatives that could be used in their place:

These words should be avoided and an easier word used whenever possible.

Some general Dos and Don’ts of Judgment Writing:

Each judge has an individual manner of expression. Judgments should be expressed in a language and style which is natural to the judgment writer.

Do not conflate style with substance. Substance is always more important than form.

Be conscious of the effect of the writing on the concerned persons. Remember your audience, always.

Be wary of broad generalisations based on personal experiences/world-view and things not before the court in the form of hard evidence;

Resist the temptation to go beyond the issue before the court;

Be temperate; think twice before recording adverse remarks.

Distinguish each case law relied upon by the parties.

Don’t quote from case laws extensively (Law Reports have already done it)

Talk in active voice as far as may be and not passive voice.

Avoid double negatives (“I cannot say that I don't disagree with you .” Grucho Marx)

Use maps, pictures, lists, clear headings.

Verse-atality in judgement writing

Writing and reading judgments can also be fun. In a case involving something as dry as a revenue matter, Justice Goldberg went on to start the judgement with some beautiful verse:

“Some farmers from Gaines had a plan.

It amounted to quite a big scam.

But the payments for cotton

began to smell rotten.

It was a mugging of poor Uncle Sam(US).

The ASCS and its crew

uncovered this fraudulent stew.

After quite a few hearings,

the end is now nearing—

It awaits our judicial review .”

- Judge Goldberg

In yet another interesting case, the counsel went on to file written submissions ‘in rhyme’; but what took the cake was the fact that the judge also rose to the challenge and wrote the decision also in rhyme. He ruled:

“ Counsel having had his say, Anders, California

Would seem to say: “New trial, no way.”

Forthright counsel I commend

For bringing this appeal to end.

He has served his client well:

A worthless issue would not sell.

Dropping his quixotic quest

Serves his client's interests best.

To press a cause of rank frivolity

Would not fill this court with jollity.

Though counsel was a courtroom terror,

He could not seed the case with error;

So nothing now could be much grander

Than witnessing his posttrial candor.

Lawyers tend to look facetious,

Pressing issues merely specious

Frank candor sure beats false bravado,

Defending Claudio Rosado.

This is how I see the moral:

Instead of never-ending quarrel,

A broken record, crying “foul”,

It's sometimes best to throw the towel.

Thus, before the bar of court

This defendant must report.

He shall have to do his time,For punishment must fit the crime.

And that will have to end this rhyme.”

These examples really stand out not only for their creativity and originality, but also the pithiness with which they make a point. But one has to remember that very few people can rhyme with the grace as the gentlemen above have done.

Also, while attempting something like this there’s always a risk of ending up trivializing or disrespecting someone’s life, because that is what one essentially talks about in a judgment.

Therefore, the broad advice would be to steer clear from something like this. If the urge to wax poetic is irrepressible, a few lines capturing the essence of the judgment may be written, after the judgment is over, but writing the whole judgment in verse alone may not be the best idea.

“Not all legal writers have the stature, the skill or the ability of Denning LJ” 3 . Everyone has an individual manner of expressing their opinion in a given matter. Judgments should be expressed in a language and style which suits the decision-maker and reflects their, personal understanding of the facts and the law. 4

The same may not be flawless and lucid to the readers at once - but as long as the same adequately accounts for facts and circumstances of the matter, it is good enough. The substance is the focus and not necessarily the style - which could, of course, adorn the substance and make it more palatable to a common person.

Write only what you cannot afford to not state in reaching your decision. A common charge against cryptic judgements is the difficulty to scrutinize them even by the most adept readers, including the Courts. One could be clearly wrong but one needs to be wrong clearly to afford proper scrutiny of their judgements. 5

Further, as they say, “Good judgments are never written; they are always ‘re-written’ , a meticulous review of the judgement is necessary before the same is handed out. At the end of a painstaking round of hearings and a formidable pile of documents, it is only human to make a mistake. But there is nothing that a fresh pair of eyes cannot spot or improve.

While finalizing, ask yourself: how easily would the judgement be understood by a literate non-lawyer and would I comfortable reading this out aloud to a non-legal friend?

As long as the communication gap is plugged, the job is done. The aspiring Lord Denning in you can then, finally take a bow! Hope this toolkit comes in handy every time you embark on the journey that is judgement writing.

The author is a Partner at L&L Partners and a former judge. The views of the author are personal.

[1] Bryan A. Garner, Legal Writing in Plain English: A Text with Exercises 3 (2001).

[2] Ross Guberman, Point Taken: How to Write Like the World's Best Judges, 2015, Page 197-198.

[3] Dessau, Linda and Tom Wodak, 'Seven Steps to Clearer Judgment Writing', Ruth Sheard (ed), A Matter of Judgment: Judicial Decision-Making and Judgment Writing, Education Monograph, (2003), Accessed on 18 th January, 2019.

[5] HLA Hart commenting on Oliver Wendell Homes, as found in H.L.A. Hart By Matthew H. Kramer, John Wiley & Sons. Copyright. Page 14.

100 Words and Phrases to use in an Essay

Thomas Babb

Writing a compelling essay involves much more than simply putting your thoughts on paper. It demands the use of a precise vocabulary that not only enriches your content but also structures it in a way that is both logical and engaging. The right words and phrases can transform your essay from a basic assignment to an insightful and persuasive piece of writing.

This guide introduces you to 100 essential words and phrases recommended by expert English tutors that will help you convey your ideas more effectively. From adding information to expressing contrasts, and from illustrating examples to summarising your points, these carefully selected terms will enhance the clarity and impact of your essays.

Adding Information

When crafting an essay, integrating additional details effectively can enrich the written content and present a well-rounded argument. Here's how you can use each phrase under this category:

1. Furthermore - Use this to add weight to a point already mentioned, providing further evidence without redundancy.

2. Moreover - Similar to "furthermore," it introduces information that not only adds to the argument but enhances it.

3. Similarly - This indicates that the upcoming point shares notable characteristics with the previous one, aiding in drawing parallels.

4. Additionally - Introduces extra information or arguments that augment the current discussion.

5. Also - A simpler form of "additionally" that integrates extra facts smoothly.

6. Likewise - Indicates similarity and supports points by showing how they relate to each other in terms of qualities or actions.

7. In addition - This phrase is useful for contributing additional supportive details in a clear manner.

8. As well as - Functions to include another subject or item into your discussion without diverging from the main topic.

9. Not only... but also - A powerful structure for emphasizing not just one, but two important points, enhancing the depth of the argument.

10. Alongside - Implies that the information being added runs parallel to the already established facts, reinforcing them.

These phrases, when used correctly, help to build a strong, cohesive narrative flow in your essays, guiding the reader through a logical progression of ideas. For more on enhancing your writing with effective information addition, explore resources like Oxford Royale's Essay Writing Tips .

Introducing Examples

Introducing concrete examples is crucial in illustrating and supporting your claims effectively in an essay. Here’s how to use each word or phrase linked to this category:

11. For instance - Introduces a specific example that illuminates a broader point, helping to clarify complex ideas.

12. For example - Functions similarly to "for instance," offering a direct illustration to support or demonstrate a claim.

13. Such as - Prepares the reader for an example that is part of a larger category, typically used to list items or concepts.

14. Like - Introduces comparisons or examples in a casual and relatable manner.

15. Particularly - Highlights an example that is especially relevant to the argument, focusing attention on significant details.

16. In particular - Similar to "particularly," but often used to introduce a standout example that underscores a critical point.

17. Including - Serves to add examples to a list that may already be understood to be part of the topic being discussed.

18. Namely - Specifies and introduces exact and often multiple examples or details directly related to the point.

19. Chiefly - Points to the most important or significant examples or reasons in support of an argument.

20. Mainly - Indicates that the examples provided are the primary ones to consider, focusing on the most relevant instances.

Effective use of these phrases not only clarifies your points but also strengthens your arguments by making abstract concepts tangible. For detailed guidance on how to incorporate examples effectively in your essays, refer to academic resources like Harvard College Writing Center .

Demonstrating Contrast

IB English tutors suggest that Using contrast effectively in your essays can highlight differences that clarify your points or show alternative perspectives. Here’s how to use each phrase to demonstrate contrast:

21. Conversely - Signals a stark contrast to what has just been discussed, often introducing an opposing viewpoint.

22. However - A versatile tool to introduce a contradiction or counterpoint, breaking from the previous line of reasoning.

23. Nevertheless - Indicates persistence of a stated fact or opinion despite the contrasting information that follows.

24. On the other hand - Used to present a different perspective or an alternative to the argument previously mentioned.

25. Although - Begins a sentence where the main clause contrasts with the lesser significant, conditional clause.

26. Even though - Similar to "although," but often emphasizes a stronger degree of contrast between the conflicting elements.

27. But - A simple and direct way to introduce a contradiction to the preceding statement.

28. Yet - Suggests a contrast that is surprising or unexpected based on the previous statements.

29. Instead - Introduces an alternative action or thought in response to what has been previously discussed.

30. Rather - Used to correct or propose a different idea from what was initially stated or understood.

These phrases are essential for essays where comparing and contrasting ideas, arguments, or perspectives is necessary to deepen understanding or enhance the argument’s complexity. To learn more about using contrast in writing, visit educational resources such as Purdue Online Writing Lab .

Showing Cause and Effect

A-Level English tutors point out that effectively indicating cause and effect relationships in your essays helps clarify the reasons things happen and the consequences that follow. Here’s how to use each word or phrase to illustrate these relationships:

31. Consequently - Signals a direct result from the action or situation mentioned, highlighting the effect or outcome.

32. Therefore - Used to introduce a logical conclusion or result that follows from the reasoning presented earlier.

33. Thus - Indicates a conclusion or result that is a natural consequence of the facts previously mentioned.

34. Hence - Similar to "thus," it conveys a consequence that is a logical extension from the argument or data presented.

35. Accordingly - Shows that an action or decision is a logical response to the circumstances or facts discussed.

36. As a result - Directly points out the outcome or effect resulting from a specific cause or set of conditions.

37. This leads to - Introduces a sequence where one event or fact causes another, often used to chain multiple effects.

38. It follows that - Used when deducing a conclusion that logically arises from the preceding argument or evidence.

39. Leading to - Connects an initial action or decision directly with its consequences, highlighting a progression of events.

40. Contributing to - Indicates that the action or event adds to a situation, leading to a particular result or effect.

Mastering the use of these phrases can enhance the persuasive power of your writing by clearly linking actions and their consequences.

Adding Emphasis

Effectively emphasising key points in your essays can make your arguments more compelling and memorable. Here’s how to appropriately use each word or phrase to add emphasis:

41. Significantly - Indicates that something is of great importance or consequence, drawing the reader's attention to the gravity of the point being made.

42. Importantly - Prioritises the following information as crucial for understanding the argument or situation.

43. Indeed - Reinforces the truth of a statement, often used to confirm and agree with a previously mentioned point that might be surprising or emphatic.

44. Absolutely - A strong affirmation that leaves no doubt about the veracity or importance of the statement.

45. Definitely - Communicates certainty about a fact or opinion, strengthening the author's stance.

46. Certainly - Similar to "definitely," it expresses a high degree of assurance about the information being provided.

47. Undoubtedly - Suggests that there is no doubt about the statement, reinforcing its truth and relevance.

48. Without a doubt - A more emphatic form of "undoubtedly," eliminating any ambiguity about the point’s validity.

49. Particularly - Highlights specific information as especially significant within a broader context.

50. Especially - Used to indicate that something holds more significance than other elements, often emphasizing exceptional cases or instances.

Using these expressions strategically can enhance the persuasive impact of your writing by underscoring the most critical elements of your argument. To see more words and further explore techniques for adding emphasis in academic writing, visit resources like Cambridge Dictionary Blog .

Explaining and Clarifying

In academic essays, clearly explaining and clarifying complex ideas is essential for effective communication. IGCSE tutors and GCSE tutors suggest that each of these phrases can be used to enhance understanding:

51. That is to say - Used to introduce a rephrasing or elaboration on something that has just been stated.

52. In other words - Helps clarify a statement by expressing it in different terms for better understanding.

53. To put it another way - Similar to "in other words," it offers an alternative explanation or perspective to ensure clarity.

54. To clarify - Directly states the intent to make something clearer or to resolve any misunderstandings.

55. To explain - Introduces a detailed explanation aimed at enhancing understanding of a complex issue or point.

56. This means that - Connects a statement or idea to its implications or necessary interpretations.

57. This implies - Suggests a deeper, often unspoken consequence or meaning behind the given information.

58. Put simply - Introduces a simpler or more straightforward version of what has been discussed, making it more accessible.

59. In simpler terms - Another phrase to ease comprehension by breaking down complex concepts into basic language.

60. Thus - Concludes an explanation by summarizing the logical result or conclusion derived from the argument made.

Using these phrases effectively can help articulate intricate arguments in a more digestible format, aiding the reader’s understanding and engagement.

Summarising and Concluding

Expert IB tutors and A-Level tutors recommend that effectively summarising and concluding your essays is crucial for reinforcing your main points and providing a satisfying closure to any persuasive essay. Here’s how to use each word or phrase to effectively wrap up your discussions:

61. In conclusion - Signals the beginning of the final summary, clearly stating that the argument is drawing to a close.

62. To sum up - Introduces a concise summary of the key points discussed, often used before the final conclusion.

63. Ultimately - Indicates a final, overarching conclusion derived from the arguments and evidence presented.

64. Finally - Marks the introduction of the last point or an additional important point that concludes the discussion.

65. Lastly - Similar to "finally," it is used to introduce the final argument or point in the list.

66. To conclude - Directly states the intent to wrap up the essay, leading into a summary of the main findings.

67. In summary - Offers a recap of the essential elements discussed, reinforcing the thesis without introducing new information.

68. All things considered - Provides an overall conclusion, taking into account all the points made throughout the essay.

69. In the final analysis - Suggests a thorough consideration of all aspects discussed, leading to a concluding viewpoint.

70. After all - Implies that the conclusion takes into account all arguments and evidences previously presented.

Mastering the use of these concluding phrases ensures that your essay ends on a strong note, summarising key points and reinforcing your argument.

Discussing Similarities

Highlighting similarities effectively can enhance your argument by showing connections and parallels between ideas or topics. Here’s how to use each phrase to discuss similarities in your essays:

71. Similarly - Indicates that what follows is in alignment with the previous statement, reinforcing the connection between two points.

72. Likewise - Also used to show agreement or similarity, it confirms that the upcoming point supports the previous one in terms of characteristics or outcomes.

73. Just as - Introduces a comparison, suggesting that the situation or argument is equivalent to another.

74. As with - Used before mentioning another example, indicating that it shares properties or conditions with what has been discussed.

75. Equally - Implies that two or more elements are on the same level in terms of importance, quality, or characteristics.

76. Analogous to - Introduces a more formal comparison, indicating that one situation is comparable to another, often used in more scientific or technical discussions.

77. Comparable to - Suggests that two things can be likened to each other, providing a basis for comparison.

78. In the same way - Confirms that the action, process, or idea mirrors another, reinforcing the similarity.

79. Just like - A more casual phrase used to draw a direct comparison, making the similarity clear and understandable.

80. Similarly important - Asserts that the importance or relevance of two or more aspects is equal, emphasising their comparative significance.

Utilising these phrases allows you to effectively link concepts and arguments, showing how they complement or mirror each other, which can strengthen your overall thesis. For further reading on comparing and contrasting ideas effectively, the University of North Carolina Writing Center offers excellent resources.

Providing Alternatives

Offering alternatives in your essays can demonstrate critical thinking by showing different possibilities or approaches. Here’s how to use each word or phrase to introduce alternative ideas:

81. Alternatively - Introduces a different option or suggestion, providing another route or perspective.

82. On the contrary - Used to present a direct opposition to the previously mentioned idea, emphasising a contrasting point.

83. Rather - Suggests a preference for one choice over another, typically used to propose a different approach or opinion.

84. Conversely - Indicates a reversal of what has been previously stated, introducing an opposing viewpoint.

85. Instead - Specifies a substitute or replacement, clearly stating that one option is to be considered in place of another.

86. On the flip side - Introduces a contrasting scenario or viewpoint in a more informal manner, often used in conversational or less formal writing.

87. Rather than - Presents a comparison between two choices, highlighting a preference for one over the other.

88. As an alternative - Explicitly states the introduction of a different option or method, providing variety to the discussion.

89. Either...or - Sets up a choice between two distinct options, forcing a decision that impacts the argument’s direction.

90. Neither...nor - Used to deny two possibilities simultaneously, often restructuring the argument by excluding common options.

Incorporating these phrases allows you to explore and present multiple facets of an issue, enriching the essay’s depth and persuasiveness. For tips on effectively presenting alternative arguments, visit Harvard College Writing Center .

Expressing Conditions

Effectively expressing conditions in your essays can help outline scenarios where certain outcomes or arguments hold true. Here’s how to use each word or phrase to specify conditions:

91. If - Introduces a conditional statement, setting up a scenario where a specific result depends on a preceding condition.

92. Unless - Specifies an exception to a general rule or statement, indicating that a condition will change the outcome if not met.

93. Provided that - Sets a stipulation or requirement for a scenario to occur, emphasizing that certain conditions must be satisfied.

94. Assuming that - Suggests a hypothesis or a precondition that needs to be accepted before proceeding with an argument or conclusion.

95. In case - Prepares for a situation that might occur, setting up precautions or actions based on potential scenarios.

96. Even if - Acknowledges that even under certain circumstances, the primary argument or conclusion still holds.

97. Only if - Restricts the conditions under which a statement or outcome is valid, narrowing down the scenarios to very specific ones.

98. Whether - Presents alternatives, usually offering a choice between possibilities within the condition stated.

99. As long as - Indicates that a condition is contingent upon the duration or continuation of a specified situation.

100. Given that - Introduces a premise as a fact, assuming its truth for the sake of argument or to advance the discussion.

Final Thoughts

In crafting compelling essays, the strategic use of specific words and phrases can significantly enhance both the clarity and persuasiveness of your writing. By mastering the use of these 100 essential terms, students can effectively structure their essays, convey complex ideas, and articulate contrasts and comparisons with precision. Each category of phrases serves a unique purpose, from adding information to providing alternatives, which empowers writers to construct well-rounded arguments and engage their readers more deeply.

As you continue to refine your essay-writing skills, remember that the power of your arguments often lies in the details—the precise words and phrases you choose to express your thoughts. The power of a well crafted essay introduction and precise essay conclusion should also not be overlooked. By integrating these tools into your writing repertoire, you are better equipped to present clear, persuasive, and engaging essays that stand out in academic settings.

How can I improve my essay planning process?

Effective essay planning begins with a clear understanding of the essay question. Break down the question to identify key terms and the required response. Create an outline to organise your main points and supporting arguments logically. Consider using a mind map to visually plot connections between ideas, which can spur creative thinking. Allocate time for research, writing, and revision within your plan. Practising essay plans for different questions can enhance your ability to organise thoughts quickly and efficiently, a crucial skill especially under exam conditions.

What makes an essay introduction effective?

An effective introduction grabs the reader's attention, sets the tone, and provides a clear thesis statement. Start with a hook such as a provocative question, a startling statistic, or a compelling quote. Provide some background information to set the context, ensuring it's directly relevant to the essay's question. The thesis statement should be concise and outline your main argument or response to the question. This setup not only intrigues but also informs the reader about the essay's focus, establishing your understanding and control of the subject.

How do I choose the best evidence for my essay?

The best evidence is relevant, credible, and supports your thesis directly. Use primary sources where possible as they provide first-hand accounts that you can analyse directly. When primary sources are not available, rely on peer-reviewed journals and reputable publications. Diversify your sources to avoid over-reliance on a single type of evidence, and critically evaluate sources for bias and reliability. Properly integrating this evidence into your argument involves summarising, paraphrasing, and quoting sources while always linking back to your main argument.

How can I make my essay arguments more persuasive?

To make your arguments more persuasive, begin with a clear, assertive thesis statement. Structure your essay so each paragraph introduces a single point supporting your thesis. Use credible evidence and explain how this supports your argument. Address potential counterarguments to show the depth of your understanding and strengthen your position by demonstrating why your approach is preferable. Employing a confident but respectful tone and precise language also enhances the persuasiveness of your essay.

What are common pitfalls in essay writing to avoid?

Common pitfalls in essay writing include poor structure, weak thesis statements, and lack of coherence. Avoiding these starts with a robust plan and clear outline. Stay on topic by linking each paragraph back to your thesis statement. Avoid plagiarism by properly citing all sources. Overly complex sentence structures can confuse readers, so strive for clarity and conciseness. Finally, neglecting proofreading can leave typographical and grammatical errors, which diminish the quality of your work, so always review your essay thoroughly.

How do I manage time when writing an essay under exam conditions?

Time management in exams is crucial. Allocate about 10% of your time for planning, 80% for writing, and 10% for revising. Quickly outline your main points to structure your essay from the start. Write your body paragraphs first, as these contain the bulk of marks, then your introduction and conclusion. Keep an eye on the clock and pace yourself to ensure you have enough time to adequately develop your arguments and conclude effectively.

What are the best practices for editing and proofreading essays?

After writing your essay, take a break before you start editing to give you a fresh perspective. Read your essay aloud to catch awkward phrasing and sentences that don't flow logically. Check for consistency in tense and point of view throughout the essay. Use spell-check tools, but do not rely on them solely—manually check for homophones and commonly confused words. Consider having someone else read your work to catch errors you might have overlooked and to provide feedback on the clarity of your arguments.

How can I develop a strong thesis statement?

A strong thesis statement is clear, concise, and specific. It should express one main idea that is debatable, meaning there is potential for argument. Reflect on the essay prompt and decide on your position regarding the topic. Your thesis should guide the reader through your arguments and indicate the rationale behind your viewpoint. It serves as the backbone of your essay, so ensure it is robust and directly linked to the question asked.

How do I handle counterarguments in my essays?

Handling counterarguments effectively involves acknowledging them and then refuting them with stronger evidence or reasoning. Present them fairly and objectively, then use logical, fact-based arguments to demonstrate why your position remains valid. This not only shows critical thinking but also strengthens your original argument by showing you have considered multiple perspectives.

What is the role of a conclusion in an essay?

The conclusion of an essay should effectively summarise the main arguments discussed while reaffirming the thesis statement. It should synthesise the information presented rather than introducing new ideas. Provide a final perspective on the topic or suggest implications, further research or practical applications to leave the reader with something to ponder. A strong conclusion can reinforce your argument and leave a lasting impression on the reader.

How can I ensure my essay flows logically?

To ensure logical flow, each paragraph should seamlessly connect to the next with clear transitions. Focus on structuring paragraphs around one main idea that supports your thesis. Use transitional words and phrases to show the relationship between paragraphs. Consistency in your argumentation style and maintaining a clear focus throughout the essay will help keep your writing coherent.

What techniques help maintain reader interest throughout an essay?

To maintain reader interest, start with a strong hook in your introduction and use engaging content like relevant anecdotes, striking statistics, or interesting quotes throughout your essay. Vary your sentence structure and use active voice to keep the narrative dynamic. Also, ensure your topic is relevant and your arguments are presented with passion and clarity.

How can I integrate quotes effectively in essays?

To integrate quotes effectively, introduce the quote with a sentence that sets up its relevance to your argument, then follow the quote with analysis or interpretation that ties it back to your main point. Do not rely heavily on quotes to make your points; use them to support your arguments. Ensure that every quote is properly cited according to the required academic style guide.

What are the differences between descriptive and argumentative essays?

Descriptive essays focus on detailing a particular subject to give the reader a clear image or understanding of the topic through vivid language and sensory details. In contrast, argumentative essays aim to persuade the reader of a particular viewpoint or position using evidence and reasoning. The former is more about painting a picture, while the latter is about convincing through argument.

How can I use feedback to improve my essay writing skills?

Feedback is invaluable for improving essay writing skills. Actively seek out feedback from teachers, peers, or tutors and focus particularly on recurring themes in their comments. Reflect on this feedback critically and apply it to your future essays. Regularly revisiting and revising your work based on constructive criticism allows you to develop a more refined and effective writing style over time.

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Written by: Thomas Babb

Thomas is a PhD candidate at Oxford University. He served as an interviewer and the lead admissions test marker at Oxford, and teaches undergraduate students at Mansfield College and St Hilda’s College. He has ten years’ experience tutoring A-Level and GCSE students across a range of subjects.

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