complex words for english essays

115 Advanced English Words (Advanced Vocabulary List)

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

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

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

115 Advanced Words in English

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

1. Construe (verb)

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

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

2. Peruse (verb)

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

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

3. Condone (verb)

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

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

4. Latent (adjective)

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

Example: There was a latent threat in his words.

5. Acrimonious (adjective)

(typically of speech or discussion) angry and bitter.

Example: She rejected his offer with an acrimonious sneer.

6. Indubitable (adjective)

impossible to doubt; unquestionable.

Example: His version of the account was indubitable.

7. Propitious (adjective)

giving or indicating a good chance of success; favorable.

Example: He received a propitious message.

8. Tremulous (adjective)

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

Example: She was tremulous with fear.

9. Masquerade (noun/verb)

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

Example: The whole grand reception was a masquerade.

10. Salient (adjective)

most noticeable or important.

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

11. Embroil (verb)

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

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

12. Languish (verb)

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

Example: They just languished there in the sun.

13. Aspersion (noun)

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

Example: They hurled aspersions as she came along.

14. Sedulous (adjective)

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

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

15. Pertinacious (adjective)

holding firmly to an opinion or a course of action.

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

16. Encumber (verb)

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

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

17. Effusion (noun)

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

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

18. Waffle (verb)

speak or write at length vaguely or trivially.

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

19. Intrepid (adjective)

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

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

20. Mores (noun)

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

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

21. Disheveled (adjective)

untidy, disarranged

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

22. Sumptuous (adjective)

splendid and expensive-looking

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

23. Reciprocate (verb)

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

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

24. Infallible (adjective)

incapable of making mistakes or being wrong.

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

25. Dissident (noun/adjective)

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

Example: The government forces clashed with dissidents on Friday.

26. Dispatch (verb/noun)

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

Example: Troops were dispatched to quash the riot.

27. Intransigence (noun)

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

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

28. Pastoral (adjective/noun)

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

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

29. Concede (verb)

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

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

30. Manifold (adjective)

many and various

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

31. Punitive (adjective)

inflicting or intended as punishment.

Example: Punitive actions were taken against the delinquents.

32. Nonplus (noun/verb)

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

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

33. Salacious (adjective)

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

Example: The salacious dog had to be restrained.

34. Behoove (verb)

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

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

35. Vulpine (adjective)

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

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

36. Premise (noun)

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

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

37. Demise (noun)

a) a person’s death.

Example: The sudden fall led to his demise.

38. Megalomania (noun)

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

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

39. Asinine (adjective)

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

40. Surfeit (noun/verb)

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

Example: They were surfeited with the chocolate pancakes.

41. Reputable (adjective)

having a good reputation.

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

42. Oblique (adjective)

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

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

43. Jeopardize (verb)

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

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

44. Impudence (noun)

the quality of being impudent; impertinence.

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

45. Desolate (adjective/verb)

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

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

46. Ballast (noun/verb)

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

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

47. Disperse (verb/adjective)

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

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

48. Faze (verb)

disturb or disconcert (someone).

Example: He wasn’t fazed by their threats.

49. Compunction (noun)

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

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

50. Complacency (noun)

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

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

51. Caliber (noun)

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

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

52. Entreat (verb)

ask someone earnestly or anxiously to do something.

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

53. Dissection (noun)

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

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

54. Antiquated (adjective)

old-fashioned or outdated.

Example: Stop using antiquated phrases.

55. Anguish (noun/verb)

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

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

56. Effeminate (adjective)

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

Example: His effeminate nature was unattractive to most women.

57. Enmity (noun)

a state or feeling of active opposition or hostility.

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

58. Epoch (noun)

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

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

59. Intrinsic (adjective)

belonging naturally; essential.

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

60. Quotidian (adjective)

of or occurring every day; daily.

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

61. Hazardous (adjective)

risky; dangerous.

Example: They started on their hazardous mission to Mars.

62. Peregrination (noun)

a journey, especially a long or meandering one.

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

63. Attenuate (verb)

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

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

64. Unravel (verb)

untangle something.

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

65. Behemoth (noun)

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

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

66. Impeccable (adjective)

by the highest standards; faultless.

Example: His reputation was impeccable among his peers.

67. Jaded (adjective)

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

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

68. Figurative (adjective)

departing from a literal use of words; metaphorical.

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

69. Relic (noun)

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

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

70. Wreak (verb)

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

Example: They wreaked vengeance on those who crossed them.

71. Utopia (noun)

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

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

72. Vegetate (verb)

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

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

73. Infringe (verb)

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

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

74. Subtlety (noun)

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

Example: His paintings contained many subtleties and eclectic elements.

75. Epitaph (noun)

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

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

76. Grisly (adjective)

causing horror or disgust.

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

77. Libido (noun)

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

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

78. Epitome (noun)

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

Example: The president was an epitome of imbecility.

79. Topple (verb)

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

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

80. Morose (adjective)

a) sullen and ill-tempered.

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

81. Impalpable (adjective)

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

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

82. Gratuitous (adjective)

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

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

83. Opaque (adjective)

not able to be seen through; not transparent.

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

84. Postmortem (noun)

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

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

85. Eclectic (adjective/noun)

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

Example: His eclectic interests made him a peerless raconteur.

86. Delve (verb)

reach inside a receptacle and search for something.

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

87. Studious (adjective)

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

Example: His studious ejaculations obscured their view of reality.

88. Impel (verb)

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

Example: He impelled the soldiers to face the enemy.

89. Mannered (adjective)

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

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

90. Peevish (adjective)

having or showing an irritable disposition.

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

91. Stickler (noun)

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

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

92. Adulterate (verb)

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

Example: The adulterated vodka gave them a huge hangover.

93. Deplete (verb)

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

Example: All our resources are being depleted.

94. Nadir (noun)

the lowest or most unsuccessful point in a situation.

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

95. Prelude (noun)

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

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

96. Curtail (verb)

reduce in extent or quantity; restrict on.

Example: He curtailed his late trips into the night.

97. Tacit (adjective)

understood or implied without being stated.

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

98. Abstruse (adjective)

difficult to understand; obscure.

Example: His philosophy was abstruse.

99. Placate (verb)

make (someone) less angry or hostile.

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

100. Fathomless (adjective)

unable to be measured or understood; extremely deep.

Example: The fathomless expanding cosmos.

101. Iconoclastic (adjective)

criticizing or attacking cherished beliefs or institutions.

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

102. Antithesis (noun)

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

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

103. Magniloquent (adjective)

using high-flown or bombastic language.

Example: His magniloquent speech didn’t impress anyone.

104. Deference (noun)

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

105. Unwitting (adjective)

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

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

106. Mutinous (adjective)

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

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

107. Craven (adjective/noun)

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

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

108. Luminary (noun)

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

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

109. Homage (noun)

special honor or respect that is shown publicly.

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

110. Cupidity (noun)

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

111. Syllogism (noun)

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

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

112. Facetious (adjective)

treating serious issues with deliberately inappropriate humor; flippant.

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

113. Martinet (noun)

a person who demands complete obedience; a strict disciplinarian.

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

114. Irksome (adjective)

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

115. Defalcate (verb)

embezzle (funds with which one has been entrusted).

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

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

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

Parting words

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

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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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Words to Use in an Essay: 300 Essay Words

Hannah Yang

Table of Contents

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

It’s not easy to write an academic essay .

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

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

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

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

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

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

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

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

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

To use the words of X

According to X

As X states

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

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

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

In this essay, I will…

The purpose of this essay…

This essay discusses…

In this paper, I put forward the claim that…

There are three main arguments for…

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

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

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

First and foremost

First of all

To begin with

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

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

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

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

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

Transition Words and Phrases

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

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

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

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

Additionally

In addition

Furthermore

Another key thing to remember

In the same way

Correspondingly

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

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

In other words

To put it another way

That is to say

To put it more simply

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

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

For instance

To give an illustration of

To exemplify

To demonstrate

As evidence

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

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

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

As a result

Accordingly

As you can see

This suggests that

It follows that

It can be seen that

For this reason

For all of those reasons

Consequently

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

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

What’s more

Not only…but also

Not to mention

To say nothing of

Another key point

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

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

On the one hand / on the other hand

Alternatively

In contrast to

On the contrary

By contrast

In comparison

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

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

Having said that

Differing from

In spite of

With this in mind

Provided that

Nevertheless

Nonetheless

Notwithstanding

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

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

Strong Verbs for Academic Writing

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

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

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

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

Verbs that show change:

Accommodate

Verbs that relate to causing or impacting something:

Verbs that show increase:

Verbs that show decrease:

Deteriorate

Verbs that relate to parts of a whole:

Comprises of

Is composed of

Constitutes

Encompasses

Incorporates

Verbs that show a negative stance:

Misconstrue

Verbs that show a positive stance:

Substantiate

Verbs that relate to drawing conclusions from evidence:

Corroborate

Demonstrate

Verbs that relate to thinking and analysis:

Contemplate

Hypothesize

Investigate

Verbs that relate to showing information in a visual format:

Useful Adjectives and Adverbs for Academic Essays

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

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

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

Significant

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

Controversial

Insignificant

Questionable

Unnecessary

Unrealistic

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

Comprehensively

Exhaustively

Extensively

Respectively

Surprisingly

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

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

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

In conclusion

To summarize

In a nutshell

Given the above

As described

All things considered

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

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

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

Unquestionably

Undoubtedly

Particularly

Importantly

Conclusively

It should be noted

On the whole

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

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

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

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

So how do you improve your vocabulary skills?

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

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

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

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

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

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

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

Good writing = better grades

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

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

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100+ Useful Words and Phrases to Write a Great Essay

By: Author Sophia

Posted on Last updated: October 25, 2023

Sharing is caring!

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

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

Useful Words and Phrases to Write a Great Essay

Overview of an essay.

Useful Phrases for Proficiency Essays

Developing the argument

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

The other side of the argument

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

Ordering elements

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

Adding elements

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

Accepting other points of view

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

Personal opinion

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

Others’ opinions

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

Introducing examples

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

Introducing facts

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

Saying what you think is true

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

Accepting other points to a certain degree

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

Emphasizing particular points

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

Moderating, agreeing, disagreeing

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

Consequences

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

How to Write a Great Essay | Image 1

How to Write a Great Essay | Image 2

Phrases For Balanced Arguments

Introduction

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

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Complex and Abstract Words

By Nick Wright

Prefer a simpler word whenever you can.

Simple words help you express your message clearly. Too many complex words are like hurdles in a race, barriers to understanding which slows readers down. Replacing complex words with simpler words whenever possible lets your readers concentrate on your ideas and information.

Using simple and familiar words wherever possible doesn’t insult your readers’ intelligence but emphasizes clarity rather than formality. After all, sometimes the message of the document itself is complex and you want to make sure readers act as you hope or intend.

You may need to use a more complex word to give a more precise meaning. You may also find some words, such as prohibit or require, are difficult to avoid because of your writing task and subject matter. For example, you may find it easier to keep to simpler words in a memo or letter than in a report or regulation.

However, use shorter, simpler words as the basis of your writing and save longer or complex words for when they are essential.

For more guidance, see our list of words to avoid and their simple alternatives .

Although many complex words are not difficult in themselves, they have a cumulative effect on the writing style and affect your tone. Usually, familiar plain language alternatives work much better. So, keep to simpler, familiar words whenever you can. Your message will be clearer and your tone will improve and be less formal.

Abstract words

The Federal Government draws on the skills of many professions, and they each contribute their own words to the government’s writing. Many of these words are abstract, conveying little to the general public—and even to other specialists in the government. Here are some examples.

• bespoke development software co-ordination of departmental output customer relationship management enterprise resource planning live operation management mentoring relationship network-centric enterprises object relational technology ongoing contractual relationships overall control environment proactive system-based solutions

These clusters throw together two, three or four nouns and an occasional adjective to form an abstract phrase. This is the worst jargon. Sometimes, a phrase such as collateral damage is a euphemism to gloss over reality or hide the truth or information. Watch out for such strings of adjectives and nouns. Using too many abstract terms makes your writing vague and your message unclear.

The more information you give your readers, the better. Go through your writing looking for abstract words or phrases. Turn them into specific, concrete information your readers can picture and understand. This helps focus your mind on presenting relevant information to readers.

Words such as aspect , concept , elements , facilities , inputs , operation , resources , situation , and variables are common in abstract writing.

Agencies that have created a system performance-based, customer-driven, results-oriented culture (i.e., changed the internal dialog/conversation to center around these dimensions), aligned their organizational processes to support this new culture, and have used IT as an enabler to do so.

Agencies are aligned around the concept of their vision and values that their “groups of influence” – customers, taxpayers, employees, opinion makers, and policy makers – accept and that these groups perceive a noticeable change in dialog/operations/services.

Agencies with a performance-based, customer-driven, results-oriented culture have changed the organization by using IT to help them manage staff and their work. They have taken their vision and values and explained their ideas to the most important people: customers, taxpayers, employees, opinion makers and policy makers. When these people notice a change in the Agency, the new culture has started to succeed.

Look at the following example and see how little information readers get from the words “facilities” and “system”:

Our facilities will improve our system performance.

Readers have no idea what will improve the performance, or indeed what will perform better. You can be more specific by replacing the word facilities with something specific that readers can picture.

When you write, you want your readers to know exactly what you mean. Specific words conjure up a picture in your readers’ minds and so convey a clearer message than abstract words. Abstract words sometimes creep into writing without adding anything to the meaning. Often, you can just delete the word or reword the sentence to avoid them. When writing becomes too abstract, readers have little idea of what the writer means. Here’s an example from a report:

A broad spectrum of recovery strategies is available to aid the recovery of key systems and business activities. This can range from:

• outsourcing recovery to a third party supplier; to
• doing without certain systems activities or systems for a short time; to
• using internal resources, such as space and systems located in other, remote offices.

Vague phrases such as a number of, in due course, and at a later date also contribute to abstract writing. Instead of this vagueness about time, be as specific as you can by giving a date, a specified time or at least use a single word such as soon or later.

As the writer, you control how specific you make your information. The more you move away from the abstract words and go towards the specific end of the list, the more information you give and the clearer your meaning becomes.

Make sure you choose the right amount of information to meet your aim in writing and your readers’ needs. Readers often complain there is not enough information or the information is irrelevant. The key is to pitch the content at the right level – that is, keeping the information specific without straying into irrelevant detail.

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Free English Lessons

How to make complex sentences – video.

Download PDF

In this lesson, you can learn how to make complex sentences of all types in English.

Making complex sentences will help improve your english writing . by using a variety of complex sentence forms, your writing will become more versatile and elegant., using a range of complex sentences in your writing is also important if you’re preparing for an english writing exam like ielts, toefl, or fce., quiz: how to make complex sentences.

Now, test your knowledge of what you learned in the lesson by trying this quiz. The first nine questions ask you to identify the types of sentences covered in the lesson. For questions 10-20, write one or two words to complete the complex sentences.

You can get help with some questions if you press ‘Hint’. You will get your score at the end, when you can click on ‘View Questions’ to see all the correct answers.

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1 . Question

Which of these complex sentences does not have a conjunction? Choose one answer.

• The French Revolution was a time of great social change because it had an impact far beyond France’s borders.
• The French Revolution, which saw France change from a monarchy to a republic, had a great impact far beyond the country’s borders.
• The French Revolution saw France change from a monarchy to a republic and had a great impact far beyond the country’s borders.
• The French Revolution had a great impact far beyond the borders of France, so it is thought of as one the most significant periods of social change in history.

2 . Question

Which of these two sentences correctly uses an -ing participle clause to state two situations that occur at the same time?

• Being the only Portuguese-speaking country in South America, Brazil has a quite different culture from its neighbours.
• Speaking a different language from the others in South America, Brazilian culture is quite different from that of its neighbours.

What is the subject of each clause? The subject of an -ing participle clause must be the same as the subject of the main clause.

3 . Question

Which of these sentences uses an -ing clause to identify cause and effect? Choose one answer.

• Controlling shipping in the Mediterranean has always been a key role played by Gibraltar.
• Playing a key role in controlling shipping in the Mediterranean, Gibraltar is a British Overseas Territory.
• Shipping in the Mediterranean has always been controlled by Gibraltar, which stands at its entrance.
• Standing at the entrance to the Mediterranean, Gibraltar has always played a key role in controlling shipping in the area.

You can eliminate two options because they do not include a participle clause. One of the two options that has an -ing participle clause does not suggest a cause and effect. In the correct answer, the participle clause is the reason for the main clause.

4 . Question

Which sentence correctly uses an -ing participle clause to identify one thing happening before another? Choose one answer.

• Having given up smoking last year, I now feel a lot healthier.
• Giving up smoking last year, I now feel a lot healthier.
• Given up smoking last year, I now feel a lot healthier.

5 . Question

Which of these sentences correctly includes an ‘-ed’/past participle clause? There are two correct answers.

• Only intended to be temporary, the Eiffel Tower was built for the 1889 World’s Fair, but still stands today.
• Intending to be temporary, the Eiffel Tower was built for the 1889 World’s Fair, but still stands today.
• Having built for the 1889 World’s Fair, the Eiffel Tower was only intended to be temporary, but still stands today.
• Built for the 1889 World’s Fair, the Eiffel Tower was only intended to be temporary, but still stands today.

6 . Question

Which of these sentences correctly includes a non-defining relative clause to add factual information to a noun phrase? Choose as many as you think are correct.

• The 2004 Indian Ocean tsunami, which was caused by an undersea earthquake, really brought the phenomenon to the world’s attention.
• The 2004 Indian Ocean tsunami, caused by an undersea earthquake, occurred on 26 December, which is why it was dubbed the Boxing Day tsunami in the English-speaking world.
• The 2004 Indian Ocean tsunami, which was caused by an undersea earthquake, the world first took notice of how damaging the phenomenon could be.

Check the subject and the verb in the main clause and the relative clause. In one sentence the subject has no main verb.

7 . Question

Which one of these two sentences uses a relative clause to add an opinion about the whole idea?

• Online shopping, which has increased rapidly, has left high streets struggling to keep up.
• Online shopping has increased rapidly, which means high streets have struggled to keep up.

8 . Question

Which of these sentences correctly uses multiple relative clauses to add more information? There are two correct answers.

• The FIFA World Cup, which was first held in Uruguay in 1930, who also won the competition.
• The first FIFA World Cup, which took place in 1930, was hosted by Uruguay, who also won the competition.
• The first FIFA World Cup, which was won by Uruguay, who were also the hosts of the competition.
• The FIFA World Cup of 1930, which was the first ever tournament, was won by Uruguay, who were hosting it.

Check for the main verb in each case. The two sentences that are incorrect are missing the main verb.

9 . Question

Which of these are cleft sentences? Choose as many as you think are correct.

• It was as long ago as 1876 that Alexander Graham Bell registered the first patent for the telephone.
• First patented in 1876, the telephone’s invention is usually credited to Alexander Graham Bell.
• It was Alexander Graham Bell who, in 1876, registered the first patent for the telephone.
• Having registered the first patent in 1876, Alexander Graham Bell is largely credited with the invention of the telephone.

10 . Question

Write one word in the gap so that the second sentence means the same as the first:

Since its maximum altitude is less than five metres above sea level, the nation of Tuvalu is severely threatened by climate change.

a maximum of less than five metres above sea level, the nation of Tuvalu is severely threatened by climate change.

11 . Question

Write two words in the gap so that the second sentence means the same as the first:

The first dishwasher was invented in 1886 by a woman called Josephine Cochrane.

a woman called Josephine Cochrane who invented the first dishwasher in 1886.

12 . Question

Because it is so toxic, mercury is no longer used very much in thermometers.

so toxic, mercury is no longer used very much in thermometers.

13 . Question

Write one word in the gap so that the sentence includes the following information:

The All England Lawn Tennis and Croquet Club is best known as the venue for Wimbledon. The All England Lawn Tennis and Croquet Club was founded in 1868. In 1868, croquet was far more popular than tennis.

The All England Lawn Tennis and Croquet Club, best known as the venue for Wimbledon, was founded in 1868, croquet was far more popular than tennis.

Which relative pronoun do you need for a date?

14 . Question

Many councils invested a lot of money in public exercise facilities in parks, so they are dismayed to find that so few people use them.

invested a lot of money in public exercise facilities in parks, many councils are dismayed to find that so few people use them.

15 . Question

Write one word in each gap so that the last sentence means the same as the first two:

Countries that have never built adequate landline infrastructure have embraced mobile phone technology because it is cheaper to operate. This has transformed their populations’ power to communicate.

cheap to operate, mobile phone technology has been embraced in countries that have never built adequate landline infrastructure, has transformed their populations’ power to communicate.

16 . Question

You make a Spanish omelette with simple ingredients – eggs, potatoes, onions and oil – but the method of preparation is quite elaborate!

Although with simple ingredients – eggs, potatoes, onions and oil – the method of preparing a Spanish omelette is quite elaborate.

17 . Question

Young people who spend a gap year seeing the world and learning about other cultures arrive at university as far more mature adults than those coming straight from school.

the world and learned about other cultures, young people who do a gap year arrive at university as far more mature adults than those coming straight from school.

18 . Question

Governments can really have an impact on public health if they give tax incentives to companies that use great energy.

by giving tax incentives to companies for using green energy that governments can really have an impact on public health.

19 . Question

Amazonia covers an area about half the size of Europe, and is home to more than 50% of the world’s rainforest.

an area about half the size of Europe, Amazonia is home to more than 50% of the world’s rainforest.

20 . Question

Write one word in the gap so that the final sentence means the same as the first three:

There are millions of diseases caused by alcohol, drugs and tobacco. They create a hidden cost, because of the healthcare bills. Therefore, many suggest such treatment should not be free.

The hidden cost of alcohol, drugs and tobacco is the healthcare bills for the millions of diseases they cause, is why many suggest such treatment should not be free.

Before we start, we want to tell you about this lesson, who it’s for, what’s in it and what isn’t. This lesson will focus on grammar structures for forming complex sentences without using conjunctions. If you want to learn about using conjunctions to form complex sentences, you can watch this Oxford Online English video about linking words for IELTS writing .

Also, using these structures requires that you have at least an intermediate knowledge of English grammar. This lesson assumes that you know how to form different verb forms and use relative clauses, among other things. This lesson is technical and contains a lot of information. You might need to watch it in sections, and repeat sections several times.

Finally, a warning! Using complex sentences can enhance your writing, but only if you have complex, coherent ideas behind them. If your ideas are basic, or incoherent, using what you think are ‘advanced’ grammar structures won’t help.

OK, let’s start. Here’s how this lesson will work. First, look at four sentences:

• Tulip mania is the earliest well-known example of a financial bubble.
• Tulips started to be cultivated in Holland around 1593.
• Tulip prices collapsed dramatically in 1637.
• At the peak of tulip mania in 1636-7, a single tulip bulb could cost ten times an average worker’s salary.

Pause the video, read the sentences, and look up any words which you don’t know. If you want to read more about tulip mania, there’s a link to a Wikipedia article about tulip mania here .

Ready? These sentences are all grammatically simple, meaning that they each have one main verb.

Now, you’ll see four different grammatical tools you can use to combine and add to these sentences to make them richer and more complex.

1. Using -ing Participle Clauses

Do you know what -ing participle clauses are, and how you can use them? If not, don’t worry; look at an example based on our first sentence:

• Being the earliest well-known example of a financial bubble, tulip mania has been studied and discussed extensively.

Here, you use a participle clause to connect two ideas.

• Tulip mania has been studied and discussed extensively.

You can use an -ing participle clause to connect two ideas which happen at the same time, or to show cause and effect. In this case, you could express the same idea using ‘because’, like this:

• Because tulip mania is the earliest well-known example of a financial bubble, it has been studied and discussed extensively.

The -ing participle clause does not have a subject. In a sentence like this with two clauses, the -ing clause can only refer to the subject in the second clause. You can’t have two subjects. When writing, make sure your sentence has a clear subject. Don’t write something like this.

• Being the earliest well-known example of a financial bubble, it has been studied and discussed extensively.

Here, it isn’t clear what ‘it’ refers to. Let’s practise! Here are two ideas. Can you connect them using an -ing participle clause?

• The term ‘tulip mania’ is sometimes used to refer to similar situations, such as the Bitcoin bubble of 2017.

Pause the video and think about your answer. Want a hint? Your answer should be quite similar to the example you saw before. Ready? Here’s the answer.

• Being the earliest well-known example of a financial bubble, the term ‘tulip mania’ is sometimes used to refer to similar situations, such as the Bitcoin bubble of 2017.

There’s one more way to use -ing clauses: you can use a perfect -ing form, with ‘having’ plus a past participle, to show that one thing happened before another. For example:

• Having increased to the point that a single tulip bulb could cost ten times an average worker’s salary, tulip prices collapsed dramatically in 1637.

So, quick review: you can use -ing participle clauses to do three things. Do you remember them? One: use them to show that two actions happened at the same time. Two: use them to show cause and effect. Three: use them—with ‘having’ plus a past participle—to show that one thing happened after another. Remember that you can always review a section if you need more time to work on it. Let’s move on to our next point.

2. Using -ed Participle Clauses

There are two kinds of participle clauses: -ing clauses and -ed clauses. Look at an example of two ideas linked with an -ed participle clause:

• Introduced to northern Europe in the mid-16th century, tulips started to be cultivated in Holland around 1593.

This links two ideas.

• Tulips were introduced to Europe in the mid-16th century.

You can use -ed participle clauses when you have two clauses with the same subject, and one of the clauses has a passive verb . Like -ing clauses, -ed participle clauses do not have a subject in the participle clause. Let’s look at another example. This time, you can try to make the complex sentence:

• Tulips had been cultivated in Holland since 1593.
• Tulips increased in popularity and price until 1637, when prices collapsed dramatically.

Can you combine these two sentences with an -ed participle clause? Pause the video if you need time to make your answer. Ready? Here’s the answer.

• Cultivated in Holland since 1593, tulips increased in popularity and price until 1637, when prices collapsed dramatically.

Because the -ed clause doesn’t have a main verb, the verb tense information—‘had been cultivated’—disappears in the -ed clause. However, no meaning is lost. In these two sections, you’ve seen how to use -ing and -ed participle clauses to link two full, independent clauses. However, there’s another way to use them. Look at an example:

• Tulips, introduced to Europe in the mid-16th century, started to be cultivated in Holland around 1593.

Can you see how this is different? In this case, you’re using the -ed participle clause not to replace an independent clause, but instead to replace a relative clause. Relative clauses are one of the most powerful ways to add and combine ideas in complex sentences. Let’s look in more detail!

3. Relative Clauses

Relative clauses can do two things. One: you can use a relative clause to add information to a noun or noun phrase. Two: you can use a relative clause with ‘which’ to add information to a sentence or idea. Let’s look at an example of the first case: using a relative clause to add information to a noun.

• Tulip mania, which occurred in Holland, reached its peak in 1637.

Here, you use a relative clause—‘which occurred in Holland’—to add information to the noun phrase ‘tulip mania’. Relative clauses used like this can only describe the noun they come after. Don’t write something like this:

• Tulip mania reached its peak in 1637, which occurred in Holland.

If you’re using a relative clause to add information to a noun, the clause must come directly after the noun or noun phrase. You can use multiple relative clauses in the same sentence; for example:

• Tulip mania, which occurred in Holland, reached its peak in 1637, when prices collapsed dramatically.

Here, you add a second relative clause, with ‘when’, to add more information about the noun ‘1637’. Using multiple relative clauses like this allows you to structure your ideas in different ways. For example, you could also write this:

• Tulip mania, which reached its peak in 1637, occurred in Holland.

This might be useful if you want to add more information about ‘Holland’ later in the sentence, like this:

• Tulip mania, which reached its peak in 1637, occurred in Holland, where tulips had been cultivated since 1593.

Let’s practise! Look at two ideas:

• Tulip mania reached its peak in 1637.

Can you connect these two ideas using a relative clause? There are two possible answers. Pause the video and make your answer. Ready? Here are the two possibilities.

• Tulip mania, which reached its peak in 1637, is the earliest well-known example of a financial bubble.
• Tulip mania, which is the earliest well-known example of a financial bubble, reached its peak in 1637.

Did you get the right answer? Even better, did you get both? For extra challenge, can you add a third idea?

• In 1637, a single tulip bulb could cost ten times an average worker’s salary.

Here’s a hint: ‘1637’ appears twice, and you need to link the two instances. Here’s the best way to do it:

• Tulip mania, which is the earliest well-known example of a financial bubble, reached its peak in 1637, when a single tulip bulb could cost ten times an average worker’s salary.

Let’s look at one more point here. You can also use a relative clause to add information or explanation to a whole idea. Look at an example:

• Tulip mania is the earliest well-known example of a financial bubble, which means that it has been studied and discussed extensively.

Here, you’re using the relative clause to explain the whole idea of the first clause. You’re not just adding information to one noun phrase. To use relative clauses in this way, you need to do two things.

One: you can only use ‘which’ as the relative pronoun .

Two: your relative clause must add an explanation or an opinion related to the idea before the relative clause. You can’t add factual information or details in this way.

Now, let’s look at one more way to form complex sentences.

4. Cleft Sentences (Focusing Sentences)

To be a good writer, you should make it clear which ideas are more important. In English, ideas which are close to the beginning of the sentence are more important than others. So, if you want to emphasise an idea, you should find a way to move it to the beginning of the sentence. You can do this by using ‘it’, like this:

• It was in 1637 that tulip mania reached its peak.

Here, you’re focusing on the year, 1637. Often, you use this structure to focus on a factual detail, like a person, time, place and so on. You can also combine this with other structures you’ve seen in this lesson. For example, you could add a relative clause to the end of this sentence, like this.

• It was in 1637 that tulip mania reached its peak, at which point a single tulip bulb could cost ten times an average worker’s salary.

Look at a sentence.

• Tulips started to be cultivated in Holland in 1593.

Imagine you want to emphasise the idea of ‘Holland’ or the idea of ‘1593’. Can you write two different sentences, starting with ‘it’, to emphasise these two ideas? Pause the video and do it now. Did you get your answers? Take a look.

• It was in Holland that tulips started to be cultivated, in 1593.
• It was in 1593 that tulips started to be cultivated in Holland.

In the first sentence, you’ll probably need to change the structure a little by separating ‘in 1593’ from the main clause using a comma.

Now, you’ve seen several ways to form complex sentence structures in English. What should you do if you want more practice? First, you can use a grammar book or other resources to practise the topics you’ve seen in this lesson. Look for chapters and exercises on -ing participle clauses, -ed participle clauses, relative clauses, and cleft sentences. ‘Cleft sentences’ are also called ‘focusing clauses’ in some books and materials.

Secondly, remember that the ideas in this lesson are not the only way to connect ideas into complex sentences. You should also learn how to use a range of conjunctions and linking phrases to build sentences. Finally, practise writing, and try to use some of these ideas in your writing. Get good quality feedback to make sure that your writing is clear, well-organised and accurate. Our teachers can help you with your writing if you need. You can book a trial lesson here: https://www.oxfordonlineenglish.com/book-first-class

That’s all. Thanks for watching!

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33 Transition Words and Phrases

Transitional terms give writers the opportunity to prepare readers for a new idea, connecting the previous sentence to the next one.

Many transitional words are nearly synonymous: words that broadly indicate that “this follows logically from the preceding” include accordingly, therefore, and consequently . Words that mean “in addition to” include moreover, besides, and further . Words that mean “contrary to what was just stated” include however, nevertheless , and nonetheless .

as a result : THEREFORE : CONSEQUENTLY

The executive’s flight was delayed and they accordingly arrived late.

in or by way of addition : FURTHERMORE

The mountain has many marked hiking trails; additionally, there are several unmarked trails that lead to the summit.

at a later or succeeding time : SUBSEQUENTLY, THEREAFTER

Afterward, she got a promotion.

even though : ALTHOUGH

She appeared as a guest star on the show, albeit briefly.

in spite of the fact that : even though —used when making a statement that differs from or contrasts with a statement you have just made

They are good friends, although they don't see each other very often.

in addition to what has been said : MOREOVER, FURTHERMORE

I can't go, and besides, I wouldn't go if I could.

as a result : in view of the foregoing : ACCORDINGLY

The words are often confused and are consequently misused.

in a contrasting or opposite way —used to introduce a statement that contrasts with a previous statement or presents a differing interpretation or possibility

Large objects appear to be closer. Conversely, small objects seem farther away.

used to introduce a statement that is somehow different from what has just been said

These problems are not as bad as they were. Even so, there is much more work to be done.

used as a stronger way to say "though" or "although"

I'm planning to go even though it may rain.

in addition : MOREOVER

I had some money to invest, and, further, I realized that the risk was small.

in addition to what precedes : BESIDES —used to introduce a statement that supports or adds to a previous statement

These findings seem plausible. Furthermore, several studies have confirmed them.

because of a preceding fact or premise : for this reason : THEREFORE

He was a newcomer and hence had no close friends here.

from this point on : starting now

She announced that henceforth she would be running the company.

in spite of that : on the other hand —used when you are saying something that is different from or contrasts with a previous statement

I'd like to go; however, I'd better not.

as something more : BESIDES —used for adding information to a statement

The city has the largest population in the country and in addition is a major shipping port.

all things considered : as a matter of fact —used when making a statement that adds to or strengthens a previous statement

He likes to have things his own way; indeed, he can be very stubborn.

for fear that —often used after an expression denoting fear or apprehension

He was concerned lest anyone think that he was guilty.

in addition : ALSO —often used to introduce a statement that adds to and is related to a previous statement

She is an acclaimed painter who is likewise a sculptor.

at or during the same time : in the meantime

You can set the table. Meanwhile, I'll start making dinner.

BESIDES, FURTHER : in addition to what has been said —used to introduce a statement that supports or adds to a previous statement

It probably wouldn't work. Moreover, it would be very expensive to try it.

in spite of that : HOWEVER

It was a predictable, but nevertheless funny, story.

in spite of what has just been said : NEVERTHELESS

The hike was difficult, but fun nonetheless.

without being prevented by (something) : despite—used to say that something happens or is true even though there is something that might prevent it from happening or being true

Notwithstanding their youth and inexperience, the team won the championship.

if not : or else

Finish your dinner. Otherwise, you won't get any dessert.

more correctly speaking —used to introduce a statement that corrects what you have just said

We can take the car, or rather, the van.

in spite of that —used to say that something happens or is true even though there is something that might prevent it from happening or being true

I tried again and still I failed.

by that : by that means

He signed the contract, thereby forfeiting his right to the property.

for that reason : because of that

This tablet is thin and light and therefore very convenient to carry around.

immediately after that

The committee reviewed the documents and thereupon decided to accept the proposal.

because of this or that : HENCE, CONSEQUENTLY

This detergent is highly concentrated and thus you will need to dilute it.

while on the contrary —used to make a statement that describes how two people, groups, etc., are different

Some of these species have flourished, whereas others have struggled.

NEVERTHELESS, HOWEVER —used to introduce a statement that adds something to a previous statement and usually contrasts with it in some way

It was pouring rain out, yet his clothes didn’t seem very wet.

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Sample Original:

Sample output:.

Rewordify.com

Understand what you read.

Rewordify is a feature in Read&Write for Google Chrome , a literacy support tool that helps learners to improve their reading and comprehension.

Rewordify.com is powerful, free, online software that improves reading, learning, and teaching. This site can:

• Intelligently simplify difficult English , for faster comprehension
• Effectively teach words , for building a better vocabulary
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Rewordify.com's amazing features have helped millions of people read billions of words more easily.

The site is free and child-safe . Use it now; there's no software to install. Try the online demo and the first-time user guide . Teachers: You can print free, full-color literature to get started. Scroll down for more info...

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A Learning Session isn't an online quiz: it's an effective, step by step process where you hear words and phrases, type them, and read them. The software re-teaches you exactly what you need when you need it, and moves ahead when you're ready. When you've learned a word, the site stops "rewording" it, so the site grows with you as you learn! Learn more about Learning Sessions .

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Now you can easily get your students involved in their learning: let them select the text that interests them. Let them print and complete the activities with which they're most comfortable. Imagine each student learning vocabulary customized to his or her interests, while you have time to teach instead of typing. Could differentiation by interest or readiness be any easier? You can start doing it today, for free .

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Type (or copy-paste) in any block of text in the yellow box at the top of this page, click Rewordify text , and click the Print/Learning activities button. Here's how . You (or your students!) can select from a rich variety of quizzes and learning activities, with or without answer keys.

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Just log in, rewordify something, and click the Share button.

Select how public or private you want the document, enter the title, author, etc., and you're done!

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It's an app. Want the app? You're using it. Wasn't that easy? The site is a web app, which is great for you, because you get almost-daily site updates automatically —so you can read and learn, not download and install app updates.

We keep kids safe online. Rewordify.com requires no personal information . Student accounts are completely anonymous and cannot post or share anything. Read more about how we protect children's privacy .

Rewordify.com can display simplified versions of web pages. Our state-of-the-art web filtering technology blocks millions of inappropriate sites and questionable language, to protect kids online and keep them reading only what they should be reading. Read more about how we protect children from inappropriate material .

Features & benefits

Get started now.

Here's what to do next:

First, do the demo. You'll be an expert in five minutes: Click here for the demo.

Learn the site, step by step. Our First-Time User Guide clearly shows you how to get started.

Teachers: Learn about Educator Central and all it can do to help improve student learning outcomes. Also, you can print lots of free, full-color literature to help you get started in the classroom.

Have some fun. Are you up for a vocabulary challenge? Play Rewordo. Be aware: it's not easy.

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Check out the goodies. You can install our One-Click Learning browser applet that lets you rewordify most web pages in one click. Our cool (and free, of course) School Clock tells you the current time and date, what class period you're currently in, countdowns to the next period, and more. You can customize it for any school's schedule, and make as many different School Clocks as you have different day schedules. Use it now .

Show the love! Please tell us about mistakes the site makes when "rewording" and defining words. That feedback is the single most valuable thing you can do to help the site (and learners around the world). Click here to contact us. Do you want to help defray the site's operating costs, and read a great thriller at the same time? You can! Get your copy of Electric Dawn .

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Site summary: Rewordify.com helps with reading comprehension and vocabulary development by simplifying English to a lower reading level. It lets you reword a sentence or reword a paragraph. It will simplify English by reducing text complexity. It's a dictionary alternative that will improve comprehension and teach vocabulary. It's an important part of reading instruction and vocabulary instruction for ESL students, people with reading disabilities, people with a learning disability, or anyone who wants to improve reading skill.

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Complex Sentence Generator is a free content rewriter that can potentially rephrase, reword, paraphrase and/or rewrite sentences, paragraphs, articles, content, words and/or phrases into a more complex, unorthodox or convoluted alternative while delivering the same meaning. The vocabulary of this sentence paraphraser contains an abundance of rarely used words/phrases and can paraphrase sentences in a variety of ways that are chosen randomly. Aside from this web based software being used as a paraphrasing tool or a text spinner, it can also be used as a vocabulary improvement tool. The artificial intelligence of this paraphrase generator is so sophisticated that it is capable of understanding context. Use the dictionary or thesaurus to learn definitions for words or discover more synonyms.

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