assignment word sentences

Assignment in a Sentence  🔊

Definition of Assignment

a particular task or duty that one is expected to complete

Examples of Assignment in a sentence

On assignment for the Washington Post, the reporter combed the city in search of information.  🔊

The student’s math assignment was too difficult, so he asked his teacher for help completing it.  🔊

Each worker in the building is giving a different assignment that he or she is expected to complete by the end of the work day.  🔊

Although Laura didn’t enjoy her latest post assignment, she didn’t regret her decision to join the military.  🔊

The state attorney was recently given the assignment of prosecuting a West Virginian serial killer.  🔊

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

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

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Synonyms of assignment

• as in lesson
• as in appointment
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Thesaurus Definition of assignment

Synonyms & Similar Words

• responsibility
• undertaking
• requirement
• designation
• appointment
• authorization
• installment
• installation
• destination
• emplacement
• investiture
• singling (out)

Antonyms & Near Antonyms

• dethronement

Synonym Chooser

How does the noun assignment contrast with its synonyms?

Some common synonyms of assignment are chore , duty , job , stint , and task . While all these words mean "a piece of work to be done," assignment implies a definite limited task assigned by one in authority.

When is it sensible to use chore instead of assignment ?

While the synonyms chore and assignment are close in meaning, chore implies a minor routine activity necessary for maintaining a household or farm.

When is duty a more appropriate choice than assignment ?

Although the words duty and assignment have much in common, duty implies an obligation to perform or responsibility for performance.

When might job be a better fit than assignment ?

The synonyms job and assignment are sometimes interchangeable, but job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

When could stint be used to replace assignment ?

In some situations, the words stint and assignment are roughly equivalent. However, stint implies a carefully allotted or measured quantity of assigned work or service.

When can task be used instead of assignment ?

The meanings of task and assignment largely overlap; however, task implies work imposed by a person in authority or an employer or by circumstance.

Examples of assignment in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'assignment.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Thesaurus Entries Near assignment

assignments

Cite this Entry

“Assignment.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assignment. Accessed 13 Aug. 2024.

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17 academic words and phrases to use in your essay

(Last updated: 20 October 2022)

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.

For the vast majority of students, essay writing doesn't always come easily. Writing at academic level is an acquired skill that can literally take years to master – indeed, many students find they only start to feel really confident writing essays just as their undergraduate course comes to an end!

If this is you, and you've come here looking for words and phrases to use in your essay, you're in the right place. We’ve pulled together a list of essential academic words you can use in the introduction, body, and conclusion of your essays .

Whilst your ideas and arguments should always be your own, borrowing some of the words and phrases listed below is a great way to articulate your ideas more effectively, and ensure that you keep your reader’s attention from start to finish.

It goes without saying (but we'll say it anyway) that there's a certain formality that comes with academic writing. Casual and conversational phrases have no place. Obviously, there are no LOLs, LMFAOs, and OMGs. But formal academic writing can be much more subtle than this, and as we've mentioned above, requires great skill.

So, to get you started on polishing your own essay writing ability, try using the words in this list as an inspirational starting point.

Words to use in your introduction

The trickiest part of academic writing often comes right at the start, with your introduction. Of course, once you’ve done your plan and have your arguments laid out, you need to actually put pen to paper (or fingers to keyboard) and begin your essay.

You need to consider that your reader doesn’t have a clue about your topic or arguments, so your first sentence must summarise these. Explain what your essay is going to talk about as though you were explaining it to a five year old – without losing the formality of your academic writing, of course! To do this, use any of the below words or phrases to help keep you on track.

1. Firstly, secondly, thirdly

Even though it sounds obvious, your argument will be clearer if you deliver the ideas in the right order. These words can help you to offer clarity and structure to the way you expose your ideas. This is an extremely effective method of presenting the facts clearly. Don’t be too rigid and feel you have to number each point, but using this system can be a good way to get an argument off the ground, and link arguments together.

2. In view of; in light of; considering

These essay phrases are useful to begin your essay. They help you pose your argument based on what other authors have said or a general concern about your research. They can also both be used when a piece of evidence sheds new light on an argument. Here’s an example: The result of the American invasion has severely impaired American interests in the Middle East, exponentially increasing popular hostility to the United States throughout the region, a factor which has proved to be a powerful recruitment tool for extremist terrorist groups (Isakhan, 2015). Considering [or In light of / In view of] the perceived resulting threat to American interests, it could be argued that the Bush administration failed to fully consider the impact of their actions before pushing forward with the war.

3. According to X; X stated that; referring to the views of X

Introducing the views of an author who has a comprehensive knowledge of your particular area of study is a crucial part of essay writing. Including a quote that fits naturally into your work can be a bit of a struggle, but these academic phrases provide a great way in.

Even though it’s fine to reference a quote in your introduction, we don’t recommend you start your essay with a direct quote. Use your own words to sum up the views you’re mentioning, for example:

As Einstein often reiterated, experiments can prove theories, but experiments don’t give birth to theories.

Rather than:

“A theory can be proved by experiment, but no path leads from experiment to the birth of a theory.” {Albert Einstein, 1954, Einstein: A Biography}.

See the difference?

And be sure to reference correctly too, when using quotes or paraphrasing someone else's words.

Adding information and flow

The flow of your essay is extremely important. You don’t want your reader to be confused by the rhythm of your writing and get distracted away from your argument, do you? No! So, we recommend using some of the following ‘flow’ words, which are guaranteed to help you articulate your ideas and arguments in a chronological and structured order.

4. Moreover; furthermore; in addition; what’s more

These types of academic phrases are perfect for expanding or adding to a point you’ve already made without interrupting the flow altogether. “Moreover”, “furthermore” and “in addition” are also great linking phrases to begin a new paragraph.

Here are some examples: The dissociation of tau protein from microtubules destabilises the latter resulting in changes to cell structure, and neuronal transport. Moreover, mitochondrial dysfunction leads to further oxidative stress causing increased levels of nitrous oxide, hydrogen peroxide and lipid peroxidases.

On the data of this trial, no treatment recommendations should be made. The patients are suspected, but not confirmed, to suffer from pneumonia. Furthermore, five days is too short a follow up time to confirm clinical cure.

5. In order to; to that end; to this end

These are helpful academic phrases to introduce an explanation or state your aim. Oftentimes your essay will have to prove how you intend to achieve your goals. By using these sentences you can easily expand on points that will add clarity to the reader.

For example: My research entailed hours of listening and recording the sound of whales in order to understand how they communicate.

Dutch tech companies offer support in the fight against the virus. To this end, an online meeting took place on Wednesday...

Even though we recommend the use of these phrases, DO NOT use them too often. You may think you sound like a real academic but it can be a sign of overwriting!

6. In other words; to put it another way; that is; to put it more simply

Complement complex ideas with simple descriptions by using these sentences. These are excellent academic phrases to improve the continuity of your essay writing. They should be used to explain a point you’ve already made in a slightly different way. Don’t use them to repeat yourself, but rather to elaborate on a certain point that needs further explanation. Or, to succinctly round up what just came before.

For example: A null hypothesis is a statement that there is no relationship between phenomena. In other words, there is no treatment effect.

Nothing could come to be in this pre-world time, “because no part of such a time possesses, as compared with any other, a distinguishing condition of existence rather than non-existence.” That is, nothing exists in this pre-world time, and so there can be nothing that causes the world to come into existence.

7. Similarly; likewise; another key fact to remember; as well as; an equally significant aspect of

These essay words are a good choice to add a piece of information that agrees with an argument or fact you just mentioned. In academic writing, it is very relevant to include points of view that concur with your opinion. This will help you to situate your research within a research context.

Also , academic words and phrases like the above are also especially useful so as not to repeat the word ‘also’ too many times. (We did that on purpose to prove our point!) Your reader will be put off by the repetitive use of simple conjunctions. The quality of your essay will drastically improve just by using academic phrases and words such as ‘similarly’, ‘as well as’, etc. Here, let us show you what we mean:

In 1996, then-transport minister Steve Norris enthused about quadrupling cycling trips by 2012. Similarly, former prime minister David Cameron promised a “cycling revolution” in 2013…

Or Renewable Energy Initiative (AREI) aims to bridge the gap of access to electricity across the continent (...). Another key fact to remember is that it must expand cost-efficient access to electricity to nearly 1 billion people.

The wording “not only… but also” is a useful way to elaborate on a similarity in your arguments but in a more striking way.

Comparing and contrasting information

Academic essays often include opposite opinions or information in order to prove a point. It is important to show all the aspects that are relevant to your research. Include facts and researchers’ views that disagree with a point of your essay to show your knowledge of your particular field of study. Below are a few words and ways of introducing alternative arguments.

8. Conversely; however; alternatively; on the contrary; on the other hand; whereas

Finding a seamless method to present an alternative perspective or theory can be hard work, but these terms and phrases can help you introduce the other side of the argument. Let's look at some examples:

89% of respondents living in joint families reported feeling financially secure. Conversely, only 64% of those who lived in nuclear families said they felt financially secure.

The first protagonist has a social role to fill in being a father to those around him, whereas the second protagonist relies on the security and knowledge offered to him by Chaplin.

“On the other hand” can also be used to make comparisons when worded together with “on the one hand.”

9. By contrast; in comparison; then again; that said; yet

These essay phrases show contrast, compare facts, and present uncertainty regarding a point in your research. “That said” and “yet” in particular will demonstrate your expertise on a topic by showing the conditions or limitations of your research area. For example:

All the tests were positive. That said, we must also consider the fact that some of them had inconclusive results.

10. Despite this; provided that; nonetheless

Use these phrases and essay words to demonstrate a positive aspect of your subject-matter regardless of lack of evidence, logic, coherence, or criticism. Again, this kind of information adds clarity and expertise to your academic writing.

A good example is:

Despite the criticism received by X, the popularity of X remains undiminished.

11. Importantly; significantly; notably; another key point

Another way to add contrast is by highlighting the relevance of a fact or opinion in the context of your research. These academic words help to introduce a sentence or paragraph that contains a very meaningful point in your essay.

Giving examples

A good piece of academic writing will always include examples. Illustrating your essay with examples will make your arguments stronger. Most of the time, examples are a way to clarify an explanation; they usually offer an image that the reader can recognise. The most common way to introduce an illustration is “for example.” However, in order not to repeat yourself here are a few other options.

12. For instance; to give an illustration of; to exemplify; to demonstrate; as evidence; to elucidate

The academic essays that are receiving top marks are the ones that back up every single point made. These academic phrases are a useful way to introduce an example. If you have a lot of examples, avoid repeating the same phrase to facilitate the readability of your essay.

Here’s an example:

‘High involvement shopping’, an experiential process described by Wu et al. (2015, p. 299) relies upon the development of an identity-based alliance between the customer and the brand. Celebrity status at Prada, for example, has created an alliance between the brand and a new generation of millennial customers.

Concluding your essay

Concluding words for essays are necessary to wrap up your argument. Your conclusion must include a brief summary of the ideas that you just exposed without being redundant. The way these ideas are expressed should lead to the final statement and core point you have arrived at in your present research.

13. In conclusion; to conclude; to summarise; in sum; in the final analysis; on close analysis

These are phrases for essays that will introduce your concluding paragraph. You can use them at the beginning of a sentence. They will show the reader that your essay is coming to an end:

On close analysis and appraisal, we see that the study by Cortis lacks essential features of the highest quality quantitative research.

14. Persuasive; compelling

Essay words like these ones can help you emphasize the most relevant arguments of your paper. Both are used in the same way: “the most persuasive/compelling argument is…”.

15. Therefore; this suggests that; it can be seen that; the consequence is

When you’re explaining the significance of the results of a piece of research, these phrases provide the perfect lead up to your explanation.

16. Above all; chiefly; especially; most significantly; it should be noted

Your summary should include the most relevant information or research factor that guided you to your conclusion. Contrary to words such as “persuasive” or “compelling”, these essay words are helpful to draw attention to an important point. For example:

The feasibility and effectiveness of my research has been proven chiefly in the last round of laboratory tests.

Film noir is, and will continue to be, highly debatable, controversial, and unmarketable – but above all, for audience members past, present and to come, extremely enjoyable as a form of screen media entertainment.

17. All things considered

This essay phrase is meant to articulate how you give reasons to your conclusions. It means that after you considered all the aspects related to your study, you have arrived to the conclusion you are demonstrating.

After mastering the use of these academic words and phrases, we guarantee you will see an immediate change in the quality of your essays. The structure will be easier to follow, and the reader’s experience will improve. You’ll also feel more confident articulating your ideas and using facts and examples. So jot them all down, and watch your essays go from ‘good’ to ‘great’!

Essay exams: how to answer ‘To what extent…’

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Thesaurus for Assignment

Related terms for assignment - synonyms, antonyms and sentences with assignment, similar meaning.

• appointment
• designation
• responsibility
• apportionment
• undertaking
• distribution

Opposite meaning

• leisure time
• shore leaves
• oning leave
• misallotment
• vacation trip
• leisure travel
• leisure trip
• pleasure trip
• tourist journey
• tourist trip
• creative writing
• high level of unemployment
• high rate of unemployment
• unemployment

Common usage

• multitasking
• interest level
• positive outcome
• induction program
• do an errand
• academic performance
• multiple jobs
• work like a dog on
• throw a wrench in the works
• put a spanner in the works
• throw a monkey wrench in the works

Sentence Examples

Proper usage in context.

• Study personnel were unblinded to subject assignment
• To be on assignment
• The first task is the assignment of an address to each datum
• A homework assignment
• Action is disabled because cycle for assignment is canceled

• Top1000 word
• Top5000 word
• Conjunction
• Sentence into pic

Assignment in a sentence

• 某某   2016-01-13 联网相关的政策
• characteristic  (273+4)
• reject  (233+5)
• accuse  (158+5)
• fishing  (202+25)
• legislation  (216+25)
• hat  (296+54)
• typically  (224+14)
• solid  (258+36)
• gate  (155+30)
• secretary  (252+60)
• narrow  (224+43)
• Jew  (118+1)
• AIDS  (269+16)
• rural  (243+16)
• expose  (212+11)
• cable  (176+20)
• invest  (217+18)
• decline  (299+17)
• engineer  (192+18)
• massive  (279+40)

• 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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Watch CBS News

Former University of Kentucky student pleads guilty to assault in racist attack captured on video

Updated on: August 13, 2024 / 10:53 AM EDT / CBS/AP

A former University of Kentucky student pleaded guilty Monday to assault and other charges for a racist attack on a Black student that was captured on video.

Sophia Rosing , 23, pleaded guilty to four counts of fourth-degree assault, one count of disorderly conduct and public intoxication, the Lexington Herald-Leader reported .

Rosing, who is white, attacked a Black student in 2022 while she was working in a campus residence hall. Rosing was arrested the night of the assault and later expelled from school and banned from campus by the university president.

Rosing had been previously  indicted by a grand jury  on six counts, including assault and public intoxication, CBS affiliate WKYT reported.

Rosing faces up to 1 year in jail and 100 hours of community service, according to her attorney, Fred Peters. She is scheduled to be sentenced Oct. 17.

The attack was captured on video and posted to multiple social media platforms. Kylah Spring said in the video that Rosing hit her multiple times and kicked her in the stomach. Rosing could be heard using the n-word and "b*****" throughout the video.

Peters told the newspaper the guilty plea came after a mediation with the two parties.

"A lot of things got said, apologies were made and we worked it out," Peters said of the session. "She has had a lot of time to think about what she has done, and she wrote a nice letter of apology."

But Spring told WLEX after the hearing that she did not believe Rosing was remorseful.

"I feel that a person that is remorseful takes actions that are moving towards proving they are remorseful," Spring said. "Not just words."

In a message to students and staff after the incident, University of Kentucky President Eli Capilouto  said  the student who was attacked "acted with professionalism, restraint and discretion."

As a Black woman, Spring told "CBS Mornings" in 2022 she understood what was happening to her in that moment. Although disheartening, Spring said she understood it was critical that she remained composed even while being attacked.   

"I wanted to make sure I acted appropriately so that I could keep my job because the script could have been flipped at any time if I had retaliated," Spring said.  

• University of Kentucky

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Three men jailed in first Crown Court sentences after riots following Southport attack

The judge said the genuine grief over young girls' deaths was "hijacked" and rioters have "disgraced and damaged" the reputations of the Merseyside town and Liverpool.

Home affairs reporter and feature writer @Henry_Vaughan

Wednesday 7 August 2024 18:40, UK

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Three men have been jailed after they admitted to their roles in rioting in the wake of the killing of three young girls in Southport.

The sentences are the first at the Crown Court over the disorder after the cases were fast-tracked as Prime Minister Sir Keir Starmer promised quick punishment for those involved.

Derek Drummond, 58, from Southport, pleaded guilty to violent disorder and assault of an emergency worker in the Merseyside town last Tuesday.

Follow live updates: More than 100 far-right protests planned tonight

It was the day after Alice Dasilva Aguiar, nine, six-year-old Bebe King and seven-year-old Elsie Dot Stancombe, were killed in an attack at a Taylor Swift-themed dance class .

The court heard a group of up to 1,000 people were involved in the disorder outside a mosque on St Luke's Road, which lasted for hours and saw more than 50 police officers injured.

The crowd chanted "this is our f***ing country" and "scumbag bastards" before Drummond shouted "shithouses, shithouses" and punched PC Thomas Ball in the face.

'I have let the kids down'

When Drummond handed himself into police he admitted he "was a fool and was holding his hands up," adding: "I'm absolutely ashamed of the way I have behaved. I have let Southport down, I have let the kids down, I have let my family down."

He has 14 previous convictions for 19 offences from 1988, which prosecutors said show a "history of violence".

Drummond was jailed for three years.

Liam Riley, 41, from Kirkdale, admitted violent disorder and a racially aggravated public order offence in Liverpool city centre on Saturday night.

The court heard he went to the city wearing a St George's flag draped around his neck and had been in four or five pubs before becoming involved in a group of around 100 people who were aggressively chanting and throwing rocks and bottles.

'Clearly drunk'

He was "clearly drunk" when arrested and became abusive towards the arresting officer, who he called a "traitor" and a "Muslim lover", prosecutor Chris Taylor said.

Riley also "made comments about Muslims and immigrants" and "expressed a view both were to blame for the tragic events in Southport," he said.

Riley, who has no previous convictions but two previous cautions, was jailed for 20 months.

Declan Geiran, 29, from Liverpool, admitted violent disorder and arson over rioting in Liverpool city centre on Saturday afternoon.

He was caught on CCTV setting a police van on fire before sitting down and looking "casually" back at what he had done and was found with lighters when arrested, the court heard.

Geiran denied having any "negative feelings" about immigration and the prosecutor said the "motivation was to cause damage" by attacking the police van, which has been written off and will cost more than £32,000 to replace.

He was jailed for two-and-a-half years.

Read more: Snapshot of people in court over riots Elon Musk v Sir Keir Starmer

He received 28 months for charges related to the riot - and a further two months for sending threatening messages to a woman, totalling 30 months.

Brendan Carville, defending Riley and Geiran, said neither were organisers and "they are not political".

Teen 'celebrated' after throwing bricks at police

A teenager who was caught on CCTV "celebrating" after throwing bricks at police officers has also been convicted.

Cole Stewart threw multiple objects at officers after they had been deployed to combat violent disorder in Darlington, on Monday 5 August.

The 18-year-old was caught on CCTV throwing bricks, and other objects, at officers, with one hitting.

He was arrested at the scene and later appeared at Newton Aycliffe Magistrates' Court where he pleaded guilty to the charge of violent disorder.

Stewart, of Victoria Road, Darlington, was remanded in custody ahead of his sentencing at Teesside Crown Court on Friday 9 August.

'Appalled, horrified and deeply disturbed'

Judge Andrew Menary KC said "every decent member of the community affected by these events will have been appalled, horrified and deeply disturbed about what had taken place in their neighbourhoods".

The judge said some saw the young girls' deaths as "an opportunity to sow division and hatred" and spread false information about the nationality, ethnicity and supposed religion of the alleged attacker - who was later named as Axel Rudakubana - who was born in Cardiff to Rwandan parents.

Keep up with all the latest news from the UK and around the world by following Sky News

The judge said "the genuine and collective grief of the residents of Southport was hijacked" and the three men had "disgraced and damaged the reputations" of the town and Liverpool.

"Quite simply, those who deliberately participate in such disorder, causing injury, damage and fear to communities will inevitably be punished with sentences designed to deter others from similar activity," he added.

The prime minister has said he hopes this week's sentences will send a "powerful message" to anyone involved in rioting as police prepare for further potential unrest across the country tonight.

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Sentences are 'tip of the iceberg'

Speaking outside court, senior district Crown prosecutor Jonathan Egan said: "Today, the first prison sentences have been handed down for offenders involved in the widespread and unacceptable disorder we saw in Southport and Liverpool last week.

"Drummond, Riley and Geiran's actions would have caused panic, revulsion and chaos in their local communities.

"The three men sentenced today are the tip of the iceberg, and just the start of what will be a very painful process for many who foolishly chose to involve themselves in violent unrest. Many of those involved will be sent to prison for a long time."

'Unprecedented' aggression towards police

Merseyside Police chief constable Serena Kennedy said in a statement read in court 93 officers had been injured, with one suffering fractures to both legs, while others have had teeth knocked out and sustained a broken jaw in an "unprecedented" level of aggression.

She said it was "shocking to hear" the impact, with some officers "waking up in the night with panic attacks" and others describing the "fear they felt" of not returning safely home to their families.

They have "expressed disbelief officers haven't been killed as a result of the appalling scenes of violence," she said.

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California sheriff used in kamala campaign ad says he doesn’t endorse harris, who ‘did nothing’ to halt border crossings, cartels: report.

A California sheriff blasted Vice President Kamala Harris’ campaign on Tuesday for using his likeness in a new ad without his permission, according to a new report, adding that he doesn’t endorse the Democratic presidential nominee because she “did nothing to stop people from illegally crossing the border.”

“In light of a recent political ad put out by Kamala Harris featuring Sheriff Boudreaux, as well as other local law enforcement, the Sheriff wants to make it abundantly clear that his image is being used without his permission, and he does NOT endorse Harris for President or any other political office,” Tulare County Sheriff Mike Boudreaux told Fox News in a statement.

“The truth is, Harris never cared about the cartels and did nothing to stop people from illegally crossing the border,” Boudreaux fired back.

The Tulare County sheriff appears briefly in the TV ad as a narrator reads, “Kamala Harris has spent decades fighting violent crime as a border-state prosecutor. She took on drug cartels and jailed gang members for smuggling weapons and drugs across the border.”

Boudreaux, who served in the county’s law enforcement office for nearly 40 years, said that claim was “misleading” and that Harris’ appearance alongside him and other law enforcement officials when she was serving as California attorney general was “smoke and mirrors.”

The ad shows her brief trip “to the [Central] Valley in 2014 touting a years-long investigation into a multi-national drug operation, with ties to Mexican drug cartels and prison gangs,” he noted.

Later, the narrator also promises Harris will “hire thousands more border agents and crack down on fentanyl and human trafficking,” which Boudreaux said “completely made us mad.”

“How can you go in and promote that you were this tight border person when all the troops are coming across the border, and you literally are eliminating all these task forces?” he asked.

Tulare County District Attorney Tim Ward, who is included in the footage too, also slammed Harris and told Fox News her “hypocrisy knows no bounds.”

Boudreaux further recalled that Harris didn’t even say “hello to any of us” as she smiled for the cameras and took credit for the drug bust.

“We were in the green room. She never came in and said hello to any of us. She walked up front, gave her presser, literally walked out, never said hi to any of us,” he said. “I’m disgusted because, you know, she didn’t shake hands. She didn’t say hello. And she’s taken credit for all this work that the locals did.”

ABC 30 in Dinuba reported at the time that 11 people were arrested — including “suspected kingpin” Jose Magana — and authorities seized nearly 950 marijuana plants, 4 kilograms of cocaine and 56 pounds of meth.

Harris used the occasion to demand from then-California Gov. Jerry Brown an increase of $7.5 million in funding to her law enforcement budget for cracking down on drug trafficking statewide.

As vice president, however, she has expressed that “ nobody should have to go to jail for smoking weed ” and approved of President Biden’s signing off on dozens of pardons for those sentenced to federal prison for drug-related crimes .

In April, Harris teamed up with Kim Kardashian at the White House to celebrate some of those clemencies, including several ex-cons who had  cocaine or crack convictions , as well as others sentenced for methamphetamine distribution and heroin possession.

“We have pardoned all people for federal convictions for simple marijuana possession,” Harris boasted at the event.

None of those pardons were for people still behind bars, though, and a congressional estimate recently showed that roughly 2,700 are still federally incarcerated for pot-related offenses.

The Harris TV spot launched on Aug. 9. Reps for her campaign did not immediately respond to a request for comment.

Boudreaux ran as a Republican in the May special election to replace retiring Rep. Kevin McCarthy in California’s 20th Congressional District, just seven months after McCarthy had been ousted as House speaker.

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Colorado Springs-area woman, known as “praying Grandma,” sentenced to one year of probation for role in Jan. 6 riot

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A Falcon woman convicted of breaching the U.S. Capitol on Jan. 6, 2021, during the riot to disrupt the results of the 2020 presidential election was sentenced Monday to one year of probation.

Rebecca Lavrenz, known as “J6 Praying Grandma” on social media, will also be required to pay a $103,000 fine and $500 in restitution , a spokesperson for the U.S. District Attorney’s Office in Washington, D.C., said. She was convicted of four misdemeanor counts for entering the Capitol and conducting disorderly conduct inside. 

In a Facebook post before the ruling, the 72-year-old great-grandmother, who operates a bed and breakfast northeast of Colorado Springs, offered no apologies for her crimes and said she felt the judge’s decision was in God’s hands.

“I am confident that his sentence will be what God, the Highest Judge, thinks is best to wake up our country,” Lavrenz wrote Monday morning. “Trusting and obeying God is my assignment for today.”

Lavrenz’s defense attorneys requested a one-year probation, no fine and no restitution, in court documents filed last week. They argued that she was a retired, first-time offender with “countless ties” to her community and commitments to her extended family.

Her attorneys said that Lavrenz’s conduct Jan. 6 was peaceful and nonviolent, that she caused no property damage and that she complied with the conditions of her release over the past two years after she was arrested in 2022, according to court documents. 

Federal prosecutors requested the judge order Lavrenz to serve 10 months in prison, followed by a year of supervised release and 60 hours of community service. The sentence was justified, prosecutors wrote in a letter to the judge filed last week, because Lavrenz has been “one of the loudest public voices calling the prosecution of January 6 riots a corrupt exercise.”

“Although Lavrenz certainly has a First Amendment right to publicly espouse her views, her unrepentant promotion of the riot is powerful evidence that she continues to pose a threat to future acts of political violence like that which engulfed the nation on January 6,” they continued. 

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Prosecutors also asked the judge to impose a “substantial fine,” citing Lavrenz’s fundraising efforts after her trial. 

Lavrenz used her participation in the Jan. 6 riot and her convictions to raise more than $230,000 through online fundraising accounts and sought celebrity status based on her criminal conduct, prosecutors wrote. She also gave at least two dozen media interviews, where she continued her fundraising, questioned the fairness of her trial and showed no remorse for her criminal conduct. 

Her lawyers argued Lavrenz was not profiting from her crime and that all profits were going toward her legal defense, which have already exceeded six figures and her appeal will cost “additional tens if not hundreds of thousands of dollars” over the next year, court documents said. 

Lavrenz was arrested Dec. 19, 2022, in Denver after tipsters alerted the FBI she was part of the crowd who breached the Capitol. She told federal authorities that she spent 10 minutes inside the Capitol, according to court documents. 

Investigators confirmed her account by reviewing surveillance footage that shows Lavrenz in a red scarf and white hat among the crowd of hundreds of rioters illegally entering and picketing inside the building. 

Type of Story: News

Based on facts, either observed and verified directly by the reporter, or reported and verified from knowledgeable sources.

Olivia Prentzel General Assignment Reporter

Olivia Prentzel covers breaking news and a wide range of other important issues impacting Coloradans for The Colorado Sun, where she has been a staff writer since 2021. At The Sun, she has covered wildfires, criminal justice, the environment,... More by Olivia Prentzel

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Word of the day

Word of the Day: luminescent

This word has appeared in 13 articles on NYTimes.com in the past year. Can you use it in a sentence?

By The Learning Network

luminescent \ ˌluməˈnɛsənt \ adjective

: emitting light not caused by heat

Listen to the pronunciation.

The word luminescent has appeared in 13 articles on NYTimes.com in the past year, including on Jan. 15 in “ Diving Into the Dominican Republic’s Springs and Rivers ” by Mya Guarnieri:

The tree-ringed lagoon glowed a color you usually see only in the mouthwash aisle, and under the surface of its glassy water, fallen branches looked like open hands ready to make a catch. The boulders at the bottom were either a few feet down or impossibly deep — the clarity of the water made it impossible to tell. … Unable to resist any longer, I made the leap. The bottoms of my feet were the first to hit the cold water, and then I was swallowed entirely. My lungs seizing from the sudden immersion, I shot back up to the surface and gasped for air … I turned over onto my back and looked up at a cloudless blue sky framed by leaves that, backlit by the sun, appeared luminescent . The light reflected off the rippling surface of the water, casting undulating lines onto a tree that arched over the pool.

Daily Word Challenge

Can you correctly use the word luminescent in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

If you want a better idea of how luminescent can be used in a sentence, read these usage examples on Vocabulary.com . You can also visit this guide to learn how to use IPA symbols to show how different words are pronounced.

If you enjoy this daily challenge, try our vocabulary quizzes .

Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

The Word of the Day is provided by Vocabulary.com . Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary . See every Word of the Day in this column .