critical essay phrases

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• 40 Useful Words and Phrases for Top-Notch Essays

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

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

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

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

General explaining

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

1. In order to

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

2. In other words

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

3. To put it another way

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

4. That is to say

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

5. To that end

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

Adding additional information to support a point

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

6. Moreover

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

7. Furthermore

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

8. What’s more

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

9. Likewise

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

10. Similarly

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

11. Another key thing to remember

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

12. As well as

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

13. Not only… but also

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

14. Coupled with

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

15. Firstly, secondly, thirdly…

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

16. Not to mention/to say nothing of

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

Words and phrases for demonstrating contrast

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

17. However

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

18. On the other hand

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

19. Having said that

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

20. By contrast/in comparison

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

21. Then again

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

22. That said

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

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

Adding a proviso or acknowledging reservations

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

24. Despite this

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

25. With this in mind

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

26. Provided that

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

27. In view of/in light of

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

28. Nonetheless

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

29. Nevertheless

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

30. Notwithstanding

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

Giving examples

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

31. For instance

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

32. To give an illustration

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

Signifying importance

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

33. Significantly

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

34. Notably

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

35. Importantly

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

Summarising

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

36. In conclusion

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

37. Above all

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

38. Persuasive

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

39. Compelling

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

40. All things considered

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

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

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

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Critical writing: Signposting

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

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

Signposts to introduce something new

One aspect which illustrates … can be identified as …

The current debate about … illustrates/identifies/highlights …

With regard to…/ with respect to…

Initially/secondly/finally, …

Continuing an argument with a related point

Furthermore, …

To further understand the role of …

In addition, …

Similarly, …

Likewise, …

What is more, …

Moreover, …

Another issue regarding … is …

Another line of thought on … is …

Going into more detail on a point/rephrasing

In particular, …

Specifically, …

Concentrating on …

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

To be more precise, …

In other words, …

To put simply … /To simplify, ...

Linking to a different point 

Having established …, it is possible to consider …

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

Also of importance is the issue of …

Reintroducing a topic

As discussed/explained earlier, …

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

As stated previously, …

As noted above, …

Introducing an opposing/alternative view

However, …

Conversely, …

In contrast, …

Alternatively, …

Nevertheless/Nonetheless, …

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

Despite this, …

This conflicts with the view held by …

Reasoning/summarising the point

Consequently/As a consequence, …

Accordingly, …

Therefore, …

What this means/suggests is...

It could be concluded that …

The strength of such an approach is that …

For this reason …

Evidently*, …

Clearly/It is clear that, …*

Naturally*, …

It is clear that* …

In short, …

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

The evidence highlights that …

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

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

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

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

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How to Write a Critical Essay

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• An Introduction to Punctuation

Olivia Valdes was the Associate Editorial Director for ThoughtCo. She worked with Dotdash Meredith from 2017 to 2021.

• B.A., American Studies, Yale University

A critical essay is a form of academic writing that analyzes, interprets, and/or evaluates a text. In a critical essay, an author makes a claim about how particular ideas or themes are conveyed in a text, then supports that claim with evidence from primary and/or secondary sources.

In casual conversation, we often associate the word "critical" with a negative perspective. However, in the context of a critical essay, the word "critical" simply means discerning and analytical. Critical essays analyze and evaluate the meaning and significance of a text, rather than making a judgment about its content or quality.

What Makes an Essay "Critical"? 

Imagine you've just watched the movie "Willy Wonka and the Chocolate Factory." If you were chatting with friends in the movie theater lobby, you might say something like, "Charlie was so lucky to find a Golden Ticket. That ticket changed his life." A friend might reply, "Yeah, but Willy Wonka shouldn't have let those raucous kids into his chocolate factory in the first place. They caused a big mess."

These comments make for an enjoyable conversation, but they do not belong in a critical essay. Why? Because they respond to (and pass judgment on) the raw content of the movie, rather than analyzing its themes or how the director conveyed those themes.

On the other hand, a critical essay about "Willy Wonka and the Chocolate Factory" might take the following topic as its thesis: "In 'Willy Wonka and the Chocolate Factory,' director Mel Stuart intertwines money and morality through his depiction of children: the angelic appearance of Charlie Bucket, a good-hearted boy of modest means, is sharply contrasted against the physically grotesque portrayal of the wealthy, and thus immoral, children."

This thesis includes a claim about the themes of the film, what the director seems to be saying about those themes, and what techniques the director employs in order to communicate his message. In addition, this thesis is both supportable  and  disputable using evidence from the film itself, which means it's a strong central argument for a critical essay .

Characteristics of a Critical Essay

Critical essays are written across many academic disciplines and can have wide-ranging textual subjects: films, novels, poetry, video games, visual art, and more. However, despite their diverse subject matter, all critical essays share the following characteristics.

• Central claim . All critical essays contain a central claim about the text. This argument is typically expressed at the beginning of the essay in a thesis statement , then supported with evidence in each body paragraph. Some critical essays bolster their argument even further by including potential counterarguments, then using evidence to dispute them.
• Evidence . The central claim of a critical essay must be supported by evidence. In many critical essays, most of the evidence comes in the form of textual support: particular details from the text (dialogue, descriptions, word choice, structure, imagery, et cetera) that bolster the argument. Critical essays may also include evidence from secondary sources, often scholarly works that support or strengthen the main argument.
• Conclusion . After making a claim and supporting it with evidence, critical essays offer a succinct conclusion. The conclusion summarizes the trajectory of the essay's argument and emphasizes the essays' most important insights.

Tips for Writing a Critical Essay

Writing a critical essay requires rigorous analysis and a meticulous argument-building process. If you're struggling with a critical essay assignment, these tips will help you get started.

• Practice active reading strategies . These strategies for staying focused and retaining information will help you identify specific details in the text that will serve as evidence for your main argument. Active reading is an essential skill, especially if you're writing a critical essay for a literature class.
• Read example essays . If you're unfamiliar with critical essays as a form, writing one is going to be extremely challenging. Before you dive into the writing process, read a variety of published critical essays, paying careful attention to their structure and writing style. (As always, remember that paraphrasing an author's ideas without proper attribution is a form of plagiarism .)
• Resist the urge to summarize . Critical essays should consist of your own analysis and interpretation of a text, not a summary of the text in general. If you find yourself writing lengthy plot or character descriptions, pause and consider whether these summaries are in the service of your main argument or whether they are simply taking up space.
• An Introduction to Academic Writing
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• How to Write a Good Thesis Statement
• The Ultimate Guide to the 5-Paragraph Essay
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• Critical Analysis in Composition
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• What Is a Critique in Composition?
• How to Structure an Essay
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5 Tips for writing a critical essay

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

Michael Ullyot

Effective Critical Writing

Effective critical writing: an introduction.

Critical thinking delves beneath the surface of things, turning them into objects for study, interpretation, and judgement. The aim of critical writing is to express these thoughts.

Effective critical writing offers a rigorous and thorough argument composed in clear, concise, and natural language that obeys the rules of grammar .

Other resources

My separate guide to close reading offers step-by-step instructions and a list of terms and principles.

In my YouTube video series , learn how to read and write about texts like a literary critic. There are videos on avoiding common grammatical mistakes , on turning ideas into arguments , and on quoting and citing other writing in your writing .

You might also find the  writing-related posts throughout my blog  worthwhile; they offer personal observations and unsolicited advice on the ideal writing environment, software, journals, mindsets, and habits.

1: Write a rigorous & thorough argument

• Always ensure that your argument deals with the terms and scope of the question posed to you.
• When you posit an argument, you need to illustrate it with strong and sustained textual evidence (and, often, secondary sources), linked together with your articulate and thoughtful analysis. Your personal judgments are only the beginning of an academic argument, when they are grounded in a sound knowledge of the text and its nuances, when they move from opinions to arguments .
• Literary criticism is neither wholly objective, nor wholly subjective. There are no right or wrong analyses, only well- and poorly-argued ones.
• A strong argument begins with an effective thesis statement .
• A paragraph should be like an essay in miniature, with a discrete (unique) purpose, and a beginning, middle, and end. It should begin and end with analytical statements, rather than with descriptions, paraphrases, or quotations.
• A strong argument uses clear and confident language to present its ideas and evidence, avoiding non-committal phrases like “perhaps” or “this might be interpreted to mean”. If you’re uncertain about your interpretation, buttress it with more (or better) textual evidence–or do some thinking about whether what you’re writing is what you truly think.
• When responding to a text, don’t simply retell the story or argument in your own words. Assume that the reader shares your well-earned mastery of the text. Weave the text’s narrative into the pattern of your argument and analysis. This usually means that you don’t need (necessarily) to stick to the author’s chronology of events: move laterally through the material, according to your own priorities. Make the plot serve your analysis, not the other way round.
• In sum, show the reader that you’re truly engaged with the both text and with the question(s) at hand.

Writing an Effective Thesis Statement

• The thesis statement tells your reader (1) what you will argue, and (2) how you will argue it (what categories of evidence you will use).
• It is more than just a topic sentence or starting point.
• Shakespeare uses metaphors to express Romeo and Juliet’s feelings.
• Shakespeare uses the metaphors of beholding and reading, in Romeo and Juliet’s conversations, to express their desires and judgements.
• This is more effective because it’s explicit about which feelings you’ll discuss, and it tells the reader what evidence you’ll examine.
• In this YouTube video, learn more about writing an effective thesis statement . It’s the last of a four-stage process from annotating, to thinking, to filtering, to summarizing.

Faulty Arguments

• Strong writers argue with the confidence that comes from resourceful use of evidence. Weak writers state and restate arguments to make up for faulty or absent evidence.
• One sure sign of weak argumentation is an abrupt shift at the end of a paragraph or essay from bland analysis and excessive quotation to over-confident assertions: “thus we see…” “therefore it is clear…”. This is too glib to be trusted: your job is to make it clear , transitioning smoothly between close readings of your chosen (few) quotations and natural conclusions.

2: Use clear, concise, & natural language

• Be active, engaging, and clear in your style. Critical writing is a highly self-conscious, if not paranoid, act: you write with an imaginary (and acutely critical) reader looking over your shoulder. Ensure that every word in a sentence needs to be there; superfluous words clutter the page and give the impression that you’re being evasive.
• The greatest challenge in critical writing is to present ideas you have spent many hours crafting and clarifying as if they occurred to you naturally, without excessive strain or effort. The same applies to the structure of your argument: while you need a logical argument, you must conceal the blueprints after you build the house. Avoid phrases which simply turn your point-form notes into prose, like “In this essay I will argue…” or “In conclusion…” or “The idea of appearance versus reality also appears in Act II, Scene 3.” Essays should show the product, not the gestation, of your ideas.

Analysis / Description / Paraphrase / Quotation

• Think of these four modes of writing on a spectrum: at one end, there’s a purely analytical statement (eg. “ Hamlet  is a play about epistemological uncertainty”).
• For more on selecting quotations, see here .
• At the other end of the spectrum, there’s pure quotation: words quoted directly from the text (“To be or not to be”).
• Description and paraphrase are modes between these two extremes: they tell the reader about the text in your own words–describing events and dialogue, paraphrasing speeches, and so on.
• What should you do with this information? Think of paraphrase and description as a way to balance analysis with description. All four modes of writing have a place in your writing, and both ends of the spectrum need each other: you need description to tell the reader what’s happening, and analysis to tell the reader what to think (or what you’re thinking). Use paraphrase and description to move between them, to make the distinction less overt.

Rather than saying, “In Hamlet , revenge is depicted as…”, say it outright: “ Hamlet depicts revenge as…”.

Avoid the passive voice, where possible: don’t say, “Tybalt is killed by Romeo” when it’s more direct to say, “Romeo kills Tybalt.” Here are some resources on how to identify and avoid it, from the writing centres at  Toronto and Purdue and UNC Chapel Hill .

There are exceptions to this rule, as to most: when you truly don’t know who did an action. It’s appropriate, even necessary, to ask (for example), “Where were these peaches grown?” If you don’t know where they grew, it likely follows that you don’t know who grew them.

Be confident

Rather than writing, “It seems that Horatio is a loyal friend”, try the more direct, “Horatio is a loyal friend.” Avoid non-committal phrases like “perhaps” or “this might be interpreted to mean.” If you can’t strengthen an assertion with textual evidence, don’t bother making it.

Audience responses, which are notoriously unpredictable, are an exception to this rule. (eg. You can argue that a speech is designed to elicit sympathy, not that it will evoke sympathy from an audience.

Be explicit

Don’t shy away from your critical responsibilities, or pretend that you know something you don’t. Don’t tell your reader that “it is clear” or “it can be argued that” when your task is to make the argument or idea clear.

Ensure that every word in every sentence needs to be there. If you can remove it without changing the meaning, do so. The same goes for sentences within paragraphs.

The most elegant writing is also the most economical. Unnecessarily long words and wordy phrases strain the reader’s sense that you truly believe what you are writing, rather than cloaking it in unnecessary verbiage.

To improve the flow of your argument and the cadences of your sentences, try reading your early drafts aloud as you revise them. This technique also helps you avoid run-on sentences, in which you lose the original idea by the end of the sentence, a phenomenon I’m demonstrating in this very sentence, which is, if you are reading it aloud, already incoherent.

My assignments have maximum word-limits because it is far more difficult, and more important, to be concise than to be verbose.

Most writers love to fill space with words — the length of this web page is all the evidence you need. Many of those words are unnecessary verbiage, or words that merely take up space without contributing to your argument.

Here are some egregious examples:

• Sure, and many of them have been reluctant undergraduates eager to impress their professors with claims of Shakespeare’s timeless genius or statements of self-evident literary history.
• Well, maybe. I appreciate the sentiment that literature can teach us to experience the world differently. But bland therapeutic pronouncements about text X teaching us moral lesson Y usually replace rigorous evidence-based arguments about that text.

Specific terms & phrases to avoid

“This piece by Sir Philip Sidney…”

• Be precise and direct. In modern usage, ‘piece’ means a short article (“Your piece in the New York Times “) or brief artistic/literary compostion (a piece of music, of rhyme). Can everybody agree to use more precise words than ‘piece’?

“Through this text society learns valuable lessons.”

• No,  individual readers read texts. They might together alter the social fabric, but society is not a hive mind: it cannot read or learn anything. As Margaret Thatcher said in one of her rare moments of critical lucidity, there’s no such thing as society .

Malapropisms

These are words used mistakenly, in the place of a similar-sounding other words””often with amusing results. In Richard Sheridan’s play The Rivals (1775), Mrs. Malaprop commits this error all the time: “she’s as headstrong as an allegory [alligator] on the banks of Nile,” for instance. “Michelangelo painted the Sixteenth [Sistene] Chapel” is another example. Most student examples are more feasible (and less ludicrous) than that, and they tend to fall into the category of what Fowler’s Modern English Usage (1926) calls “the love of the long word.” This is a trap that students often fall into, in an effort to make their language sound impressive, at the expense of clarity, precision and directness: virtuosity for virtue, orientate for orient. H. W. Fowler also wrote The King’s English (1906), which begins with this advice: “Any one who wishes to become a good writer should endeavour, before he allows himself to be tempted by the more showy qualities, to be direct, simple, brief, vigorous, and lucid.”

And this is Fowler’s advice on diction (word choice): “Prefer the familiar word to the far-fetched. Prefer the concrete word to the abstract. Prefer the single word to the circumlocution. Prefer the short word to the long.” Enough said.

3: Follow the rules of grammar

Grammatical errors are the easiest to fix, and are therefore the most exasperating to your readers.

My YouTube video, “ Look Smart: Avoid Bad Grammar ,” addresses the Top Ten most common grammatical errors: commas, semicolons, apostrophes, homonyms, inconsistent verbs, passive-voice verbs, vague pronouns, misplaced modifiers, dangling modifiers, and parallelism.

Specific matters of grammar:

• Avoid singular/plural errors when you’re trying to avoid gender-specific language. Rather than saying, “ The reader understands that they are not given the full story,” say “ Readers understand that they are not given the full story.”
• Write in the ‘timeless present’ tense, not mixing past and present verb-tenses. Don’t write “This was one of the recurring themes in the book. There are numerous moments when it appears .” Instead, use the present tense throughout: “This is one of the recurring themes…” etc.
• Don’t make semicolon errors; they are to be used only between complete sentences, or between articles in a list which consist of multiple words (eg. “Daniel Price addresses his sermon to three classes of readers: his dedicatee Charles; former members of Henry’s household; and young men who neglect their spiritual duties”).
• For other amusing examples, visit The “Blog” of “Unnecessary” Quotation Marks .
• Use two long dashes or two double-hyphens–not single-hyphens–when interjecting a parenthetical word or statement.
• For example: “ It’s in its infancy.”
• plural forms of words very rarely require an apostrophe

Citation Style

Follow the MLA citation style. as outlined in the MLA Handbook for Writers of Research Papers . Always include a Works Cited section at the end of your essay.

Remember that you are citing authors, not editors: don’t list Romeo and Juliet under its modern editor, but under Shakespeare.Don’t introduce a sentence by saying ‘In Act III Scene 7, Enobarbus tells Cleopatra…”; rather, quote the character and then close the sentence with the citation (III.7.35). Remember that the citation always goes at the end of your sentence, even if the quotation ends in the middle.

Presentation Guidelines

Here are some of those idiosyncratic guidelines I mentioned in my note at the top of this page. Following these will make me happier when I draw your essay from the groaning piles on my desk.

• Do proofread carefully, especially a text you’re quoting from any source.
• Do include the following at the top of page one ( not in a separate title-page): name, student number, date, course, professor, due date, word count , essay title, and question number.
• Do double-space your essay, with margins of at least an inch on all sides.
• Don’t justify the right-hand margin, which makes your paper look like a magazine article.
• Do include page numbers.
• Writing with style can also mean writing in style. Many students use Times New Roman font, without considering the aesthetic appeal of other fonts like Garamond or Georgia or Lucida. Anything but Courier, or one of those Baroque script-like fonts, makes for a more pleasant reading experience. But please: nothing smaller than 12 point, and no coloured text or paper.
• Finally, do give your essay an insightful title, rather than parroting the words in the question. (E.g. If the question asks you to analyze Falstaff’s sense of humour, don’t call your essay “An Analysis of Falstaff’s Sense of Humour.”)

Quoting Primary Texts

In my YouTube video, “ Quote with Integrity ,” you learn why and how to quote other people’s writing, in your writing. You also learn how to cite your sources, whether they’re prose or verse. And how to integrate that textual evidence smoothly into your analysis, and when to paraphrase it. Finally, you learn why plagiarizing sources in your essay is the equivalent of claiming that you and your friends recorded Rihanna songs in your garage.

How do you use quotations in your argument? Use them to support your claims and to return the reader back to the text at hand, especially in the midst of long analytical sections. Quotations show that you have done a careful reading and that your analysis can be phrased in the text’s own terms and language.

Try at all times to integrate quotations into your own prose. This effectively reassures your readers that they are reading a reliable account of the text, one that is almost interchangeable with it. I’m overstating the case somewhat, but when you adroitly interweave an author’s words and phrases with your own, you display a proficiency and adeptness that suggests your trustworthiness.

Integrating quotations begins with ensuring that if we removed the quotation-marks from your sentence, it would still be grammatically correct (more or less) and would still make sense. It’s jarring for a reader to switch syntactical gears mid-sentence: ease the transition.

Always proofread your quotations very carefully. If your transcription is wrong, can your interpretation be any more trustworthy?

Gratuitous quotations are equally tiresome. Remember when you quote a text, at any length, to JUSTIFY its presence in your argument. Why is it quoted, rather than paraphrased? The answer comes from your analysis, which interprets the quotation’s meaning and clarifies its purpose in the essay.

When you quote a text, you assume the responsibility to discuss particular details like its tone, syntax, and diction. When you quote verse (rather than prose) you must acknowledge the ends of lines, either by inserting line breaks ( / ) or by presenting the verse as it’s laid out in the quoted text. How do you decide which one to do? If you’re quoting within your own prose, use line breaks. If you’re using the block-quotation (indented) format, lay it out as it appears. When introducing a quotation, use the proper punctuation. You should also not use “quotation marks” for block quotations.

Here’s what I mean. In these two examples, the first instance uses the correct format. The wrong format follows below, with errors in bold type .

Note that in the first example I quote Lepidus within my own prose, because the speech is only two lines. For quotations longer than three lines, use the block format shown in the second example.

Also note that you should  never use an ellipsis (…) at the beginning and ends of quotations. Only use them when you are replacing words in the middle of quotations (e.g. “Evils … to darken … his goodness” — wherein “enough” and “all” are replaced by “…”).

Right format:

Responding to Caesar’s critique of Anthony’s revelry, Lepidus has a more indulgent view: “I must not think there are / Evils enough to darken all his goodness” (1.4.10-11).

Wrong format:

Responding to Caesar’s critique of Anthony’s revelry, Lepidus has a more indulgent view, “ … I must not think there are evils  enough to darken all his goodness … “ (1.4.10-11).

Lepidus has a more indulgent view:

I must not think there are Evils enough to darken all his goodness. His faults in him seem as the spots of heaven, More fiery by night’s blackness. (1.4.10-13)

Lepidus has a more indulgent view,

“I must not think there are / Evils enough to darken all his goodness. / His faults in him seem as the spots of heaven, / More fiery by night’s blackness” (1.4.10-13)

Quoting Critical Texts

Effective critical writing is both independent and original. It presents the results of your own critical engagement with a central question about a text, and the series of problems that arise from that question.

To achieve this, your writing must weave the ideas of other critics (quoted from articles and books) into your own argument. That is, it must use those critics to add complexity — not just support — to your argument.

A common problem in undergraduate essays is that critics feel slighted: students quote them briefly and then move ahead with their arguments, as if they were merely filling a quota. Think of them as fellow readers whose interpretations you are testing, not as talking-heads in a documentary you’re editing. Engage with each of the ideas you introduce; agree or disagree with them, develop them or depart from them””use any rhetorical method that suggests you are in conversation with them.

That’s why, for instance, you should always begin a paragraph with your own ideas, not with the words of Critic X. Your own ideas should always be at the forefront: they are stucturing the argument and determining the subjects of each paragraph.Similarly, end each paragraph with a summation of its subject (its argument in miniature)””not with another quotation, from any source.Speaking of documentaries, don’t introduce critics like they’re on a panel discussion (“In his 2001 book Managing Readers, William Slights of the University of Saskatchewan argues”). The convention is to integrate them more subtly (“William Slights argues that”), and to leave publication information for the Works Cited page.

Another common problem is the use of broad interpretive or “˜background’ ideas without attribution (e.g. “pilgrims were often poor,” or “Una represents Christian truth”). These are fine when you cite the source or critic you got them from (even, say, “English 408 Lecture on November 17th, 2008″), and then when you pull them apart and question their truth. But you should never accept them at face value, or (worse) base your argument on them. You have clearly done some extra research, which is good, but you can’t let that research go unattributed. If it’s from Wikipedia and you’d rather not say so, stop using Wikipedia and find the information from a more reputable source: usually a printed book, journal, or encyclopedia in the library. This means that yes, you have to go to the library to research your subject. 

4: More general advice

Time management.

The most common mistake among students is not allowing adequate time to complete an assignment. (Having been there, I can sympathize–to a point.) So plan your time carefully, particularly when you can anticipate weeks when many assignments will be due. Write your various due dates on a calendar at the beginning of each term, and plan in advance when you will work on each of them. As these dates approach, give yourself time to work on the assignment regularly: half an hour every day  is a modest and thus an achievable goal. The final few days before the essay is due should be dedicated only to revision and editing–fine-tuning of what you have already written.Effective critical writing is never a last-minute endeavour. Good essays rarely emerge as “blear-eyed wisdom out of midnight oil,” to quote W. B. Yeats. If this doesn’t convince you, consider what Thomas Cogan, the High Master of Manchester Grammar School, wrote in 1584:

“nothing is more hurtfull than studying in the night. …Wherefore to watch and to be occupied in minde or bodie in the day time, is agreeable to the motions of the humours and spirites: but to watch and studie in the night, is to strive against nature, and by contrarie motions to impaire both the bodie and minde” (from The haven of health: chiefly gathered for the comfort of students ).

Writing Resources

• No writer’s desk should be without a good dictionary and thesaurus . Any acknowledged dictionary will do, but the Oxford Paperback Canadian Dictionary should be useful to English students in Canada. A thesaurus, when used judiciously, is another excellent resource for finding the words that will do justice to your ideas.
• The Penguin Dictionary of Literary Terms and Literary Theory , 4th edition. (1998). Unparalleled.
• Fowler’s Modern English Usage , the longstanding standard authority on English usage, has been thoroughly revised by R. W. Burchfield (3rd. edition, 1996). It’s an excellent guide to common and particular problems, like ‘that’ vs. ‘which’, or ‘who’ vs. ‘whom’. And it offers such entertaining definitions as the entry for “pedantry”: “the saying of things in language so learned or so demontratively accurate as to imply a slur upon the generality, who are not capable or not desirous of such displays”. Classic. For more like these, see John Ralston Saul’s The Doubter’s Companion: A Dictionary of Aggressive Common Sense (1994).
• Dan White and Jeannine DeLombard’s “ Papers: Expectations, Guidelines, Advice, and Grading “ is a comprehensive guide covering all it promises to cover.
• Jack Lynch’s Guide to Writing and Style , and his Resources for Writers , at Rutgers University.
• Writery Resources [ sic ] is a site hosted by the University of Missouri, with online guides to style and grammar, dictionaries and thesauri. It also has links to a number of other online resources.
• Online edition of Strunk & White’s Elements of Style .

Academic Integrity

In my YouTube video, “ Quote with Integrity ,” I compare plagiarizing your sources to claiming that you and your friends recorded Rihanna songs in your garage.

Plagiarism is the deliberate or inadvertent presentation of someone else’s work as your own. If you submit an assignment that includes material (even a very small amount) that you did not write, but that is presented as your own work, you are guilty of plagiarism. Your readers must know at every point whether they are reading your ideas, or someone else’s.

The definition of plagiarism is simple, but its penalties are severe, as detailed in the University guidelines. Ignorance is not a defence: it is your responsibility to ensure that you understand and apply the citation rules outlined in the MLA Handbook .

Plagiarism includes, but is not limited to, the following scenarios: using the work of someone else, from whatever source, without citation; recycling work from other university or high school courses; or submitting the same paper in two different courses.

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• Subject Guides

Being critical: a practical guide

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

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

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

What is critical writing?

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

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

Introduction to critical writing [Google Slides]

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

Forthcoming training sessions

Forthcoming sessions on :

CITY College

Please ensure you sign up at least one working day before the start of the session to be sure of receiving joining instructions.

If you're based at CITY College you can book onto the following sessions by sending an email with the session details to your Faculty Librarian:

[email protected]

There's more training events at:

Quoting, paraphrasing and synthesising

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

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

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

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

Using evidence to build critical arguments

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

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

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

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

• << Previous: Critical reading
• Last Updated: Mar 25, 2024 5:46 PM
• URL: https://subjectguides.york.ac.uk/critical

100+ Useful Words and Phrases to Write a Great Essay

By: Author Sophia

Posted on Last updated: October 25, 2023

Sharing is caring!

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

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

Useful Words and Phrases to Write a Great Essay

Overview of an essay.

Useful Phrases for Proficiency Essays

Developing the argument

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

The other side of the argument

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

Ordering elements

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

Adding elements

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

Accepting other points of view

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

Personal opinion

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

Others’ opinions

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

Introducing examples

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

Introducing facts

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

Saying what you think is true

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

Accepting other points to a certain degree

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

Emphasizing particular points

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

Moderating, agreeing, disagreeing

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

Consequences

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

How to Write a Great Essay | Image 1

How to Write a Great Essay | Image 2

Phrases For Balanced Arguments

Introduction

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

How to Write a Great Essay | Image 3

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Critical writing for Postgraduate Taught students: A short guide

• Descriptive Writing
• Critical Writing

Examples of descriptive and critical writing

• Differences in Subject Disciplines
• Useful References
• Need an appointment?

Example 1 Descriptive writing

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

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

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

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

Example 2 Critical writing

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

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

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

• << Previous: Critical Writing
• Next: Differences in Subject Disciplines >>
• Last Updated: Nov 13, 2023 3:48 PM
• URL: https://libguides.bham.ac.uk/asc/criticalwritingPGT

Academic Phrasebank

Introducing work.

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

There are many ways to introduce an academic essay or short paper. Most academic writers, however, appear to do one or more of the following in their introductions:

• establish the context, background and/or importance of the topic
• present an issue, problem, or controversy in the field of study
• define the topic and/or key terms used in the paper
• state the purpose of the essay or short paper
• provide an overview of the coverage and/or structure of the writing

Slightly less complex introductions may simply inform the reader: what the topic is, why it is important, and how the writing is organised. In very short assignments, it is not uncommon for a writer to commence simply by stating the purpose of their writing.

Introductions to research dissertations and theses tend to be relatively short compared to the other sections of the text but quite complex in terms of their functional elements. Some of the more common elements include:

• establishing the context, background and/or importance of the topic
• giving a brief review of the relevant academic literature
• identifying a problem, controversy or a knowledge gap in the field of study
• stating the aim(s) of the research and the research questions or hypotheses
• providing a synopsis of the research design and method(s)
• explaining the significance or value of the study
• defining certain key terms
• providing an overview of the dissertation or report structure

Examples of phrases which are commonly employed to realise these functions can be seen by clicking on the headings listed below. Note that there may be a certain amount of overlap between some of the categories under which the phrases are listed. Also, the order in which the different categories of phrases are shown reflects a typical order but this is far from fixed or rigid, and not all the elements are present in all introductions.

A number of analysts have identified common patterns in the introductions of research articles. One of the best known patterns is the CARS model (create a research space) first described by John Swales (1990). This model, which utilises an ecological metaphor, has, in its simplest form, three elements or moves:

• Establishing the territory (establishing importance of the topic, reviewing previous work)
• Identifying a niche (indicating a gap in knowledge)
• Occupying the niche (listing purpose of new research, listing questions, stating the value of the work, indicating the structure of the writing)

Establishing the importance of the topic for the world or society

X is a major contributor to … X plays a critical role in the maintenance of … Xs have emerged as powerful platforms for … X is essential for a wide range of technologies. X can play an important role in addressing the issue of … There is evidence that X plays a pivotal role in regulating … In the new global economy, X has become a central issue for … Evidence suggests that X is among the most important factors for … Xs are one of the most widely used groups of antibacterial agents and … There is a growing body of literature that recognises the importance of … X is an important component in the climate system, and plays a key role in Y. Xs are one of the most widely used groups of Y and have been extensively used for …

Establishing the importance of the topic for the discipline

X is of interest because … X is a classic problem in … X is an important aspect of … X is a fundamental property of … X is an increasingly important area in … The concepts of X and Y are central to … X is at the heart of our understanding of … Investigating X is a continuing concern within … X is a major area of interest within the field of … X has been an object of research since the 1960s. X has been the subject of many classic studies in … X has been instrumental in our understanding of … The theory of X provides a useful account of how … Central to the entire discipline of X is the concept of … The issue of X has received considerable critical attention. X has long been a question of great interest in a wide range of fields.

Establishing the importance of the topic (time frame given)

Recently, there has been renewed interest in … Traditionally, Xs have subscribed to the belief that … One of the most important events of the 1970s was … In recent years, there has been an increasing interest in … Recent developments in X have heightened the need for … The last two decades have seen a growing trend towards … Recently, researchers have shown an increased interest in … Recent trends in X have led to a proliferation of studies that … Over the past century, there has been a dramatic increase in … The past decade has seen the rapid development of X in many … Since it was reported in 2015, X has been attracting considerable interest. Recent developments in the field of X have led to a renewed interest in … The past thirty years have seen increasingly rapid advances in the field of …

Establishing the importance of the topic as a problem to be addressed

X is a major problem in … Of particular concern is … One of the main obstacles … One of the greatest challenges … A key issue is the safe disposal of … The main disadvantage of X is that … X impacts negatively upon a range of … It is now well established that X can impair … X has led to the decline in the population of … The main challenge faced by many researchers is the … Lack of X has existed as a health problem for many years. Xs are one of the most rapidly declining groups of insects in … Exposure to X has been shown to be related to adverse effects in … There is an urgent need to address the safety problems caused by …

Referring to previous work to establish what is already known

Recent evidence suggests that … Extensive research has shown that … Studies of X show the importance of … It has previously been observed that … Several attempts have been made to … Previous research has established that … Data from several studies suggest that … Recent research comparing X and Y has found … The existing body of research on X suggests that … There is a growing body of literature that recognises … Several theories on the origin of X have been proposed. Existing research recognises the critical role played by … It is now well established from a variety of studies, that … Recently investigators have examined the effects of X on Y. Surveys such as that conducted by Smith (2015) have shown that … Factors found to be influencing X have been explored in several studies. A number of cross-sectional studies suggest an association between X and Y… Studies over the past two decades have provided important information on …

Identifying a controversy within the field of study

A much debated question is whether … One major issue in early X research concerned … To date there has been little agreement on what … The issue has grown in importance in light of recent … One of the most significant current discussions in X is … In the literature on X, the relative importance of Y is debated. One observer has already drawn attention to the paradox in … Questions have been raised about the use of animal subjects in … In many Xs, a debate is taking place between Ys and Zs concerning … Debate continues about the best strategies for the management of … This concept has recently been challenged by X studies demonstrating … The debate about X has gained fresh prominence with many arguing that … Scholars have long debated the impact of X on the creation and diffusion of … More recently, literature has emerged that offers contradictory findings about … One major theoretical issue that has dominated the field for many years concerns … The controversy about scientific evidence for X has raged unabated for over a century. The issue of X has been a controversial and much disputed subject within the field of … The causes of X have been the subject of intense debate within the scientific community. In the literature on X, the relative importance of Y has been subject to considerable discussion.

Explaining the inadequacies of previous studies

Previous studies of X have not dealt with … Researchers have not treated X in much detail. Such expositions are unsatisfactory because they … Most studies in the field of X have only focused on … Such approaches, however, have failed to address … Previous published studies are limited to local surveys. Half of the studies evaluated failed to specify whether … The research to date has tended to focus on X rather than Y. Previously published studies on the effect of X are not consistent. Smith’s analysis does not take account of …, nor does she examine … The existing accounts fail to resolve the contradiction between X and Y. Most studies in X have only been carried out in a small number of areas.

However, much of the research up to now has been descriptive in nature … The generalisability of much published research on this issue is problematic. Research on the subject has been mostly restricted to limited comparisons of … However, few writers have been able to draw on any systematic research into … Short-term studies such as these do not necessarily show subtle changes over time … Although extensive research has been carried out on X, no single study exists which … However, these results were based upon data from over 30 years ago and it is unclear if … The experimental data are rather controversial, and there is no general agreement about …

Identifying the paucity or lack of previous research

There is little published data on … No previous study has investigated X. The use of X has not been investigated. Data about the efficacy and safety of X are limited. Up to now, far too little attention has been paid to … A search of the literature revealed few studies which … The impact of X on Y is understudied, particularly for … Few studies have investigated X in any systematic way … In addition, no research has been found that surveyed … So far, very little attention has been paid to the role of X. Surprisingly, the effects of X have not been closely examined. In contrast to X, there is much less information about effects of … A systematic understanding of how X contributes to Y is still lacking. Despite the importance of X, there remains a paucity of evidence on … To date, the problem has received scant attention in the research literature.

Identifying a knowledge gap in the field of study

It is still not known whether … … much less is known about X. The nature of X remains unclear. Currently, there are no data on … What is less clear is the nature of … Very little is currently known about X in … Research to date has not yet determined … What is not yet clear is the impact of X on … There is still uncertainty, however, whether … The response of X to Y is not fully understood. Causal factors leading to X remain speculative. The neurobiological basis of X is poorly understood. Little is known about X and it is not clear what factors … To date, only a limited number of Xs have been identified. The mechanisms that underpin X are not fully understood. Much uncertainty still exists about the relationship between … This indicates a need to understand the various perceptions of X that exist among … It is now well established that … However, the influence of X on Y has remained unclear.

Stating the focus, aim, or argument of a short paper

In this paper, I argue that … This paper attempts to show that … The central thesis of this paper is that … In the pages that follow, it will be argued that … In this essay, I attempt to defend the view that … The aim of this essay is to explore the relationship between … The purpose of this paper is to review recent research into the …

Stating the purpose of the current research

The specific objective of this study was to … An objective of this study was to investigate … This thesis will examine the way in which the … This study set out to investigate the usefulness of … This dissertation seeks to explain the development of … This case study seeks to examine the changing nature of … The objectives of this research are to determine whether … This prospective study was designed to investigate the use of … This research examines the emerging role of X in the context of … This study systematically reviews the data for…, aiming to provide … Drawing upon two strands of research into X, this study attempts to … This thesis intends to determine the extent to which … and whether … This dissertation aims to unravel some of the mysteries surrounding … This study therefore set out to assess the effect of X …, and the effect of … The main aim of this study is to investigate the differences between X and Y. Part of the aim of this project is to develop software that is compatible with … There are two primary aims of this study: 1. To investigate … 2. To ascertain … This study seeks to obtain data which will help to address these research gaps. One purpose of this study was to assess the extent to which these factors were … The purpose of this investigation is to explore the relationship between X and Y.

Describing the research design and the methods used

Data for this study were collected using … Five works will be examined, all of which … This investigation takes the form of a case-study of the … This study was exploratory and interpretative in nature. This study uses a qualitative case study approach to investigate … The research data in this thesis is drawn from four main sources: … The approach to empirical research adopted for this study was one of … This dissertation follows a case-study design, with in-depth analysis of … By employing qualitative modes of enquiry, I attempt to illuminate the … Qualitative and quantitative research designs were adopted to provide … Both qualitative and quantitative methods were used in this investigation. A holistic approach is utilised, integrating X, Y and Z material to establish … The study was conducted in the form of a survey, with data being gathered via … The methodological approach taken in this study is a mixed methodology based on … A combination of quantitative and qualitative approaches was used in the data analysis.

Explaining the significance of the current study

This is the first study to … This study provides new insights into … This work will generate fresh insight into … The study offers some important insights into … Understanding the link between X and Y will help … This is the first study to undertake a longitudinal analysis of … The present research explores, for the first time, the effects of … The importance and originality of this study are that it explores … The findings should make an important contribution to the field of …. Characterisation of X is important for our increased understanding of … It is hoped that this research will contribute to a deeper understanding of … This study aims to contribute to this growing area of research by exploring … This project provided an important opportunity to advance the understanding of … Therefore, this study makes a major contribution to research on X by demonstrating … There are several important areas where this study makes an original contribution to … The experimental work presented here provides one of the first investigations into how …

Describing the limitations of the current study

The thesis does not engage with … It is not the task of this paper to examine … This study is unable to encompass the entire … Establishing X is beyond the scope of this study. It is beyond the scope of this study to examine the … The analysis of X presented here is based solely on … A full discussion of X lies beyond the scope of this study. The reader should bear in mind that the study is based on … Another potential problem is that the scope of my thesis may be too broad. Due to practical constraints, this paper cannot provide a comprehensive review of…

Giving reasons for personal interest in the research*

I became interested in Xs after reading … My interest in this area developed while I was … I have worked closely with X for many years and … My personal experience of X has prompted this research. My main reason for choosing this topic is personal interest. It is my experience of working with X that has driven this research. This project was conceived during my time working for X. As a medical advisor, I witnessed …

* sometimes found in the humanities, and the applied human sciences

Outlining the structure of the paper or dissertation

The first section of this paper will examine… This paper begins by … It will then go on to … My thesis is composed of four themed chapters. The essay has been organised in the following way. The remaining part of the paper proceeds as follows: … The main issues addressed in this paper are: a), b) and c). This paper first gives a brief overview of the recent history of X. This paper has been divided into four parts. The first part deals with … The third chapter is concerned with the methodology used for this study. The overall structure of the study takes the form of six chapters, including … Chapter Four analyses the results of interviews and focus group discussions undertaken during … Chapter Two begins by laying out the theoretical dimensions of the research, and looks at how … The fourth section presents the findings of the research, focusing on the three key themes that …

Explaining key terms used in the current work

(also refer to  Defining terms )

Throughout this paper, the term ‘X’ will refer to … The term ‘X’ will be used in this thesis to refer to … Historically, the term ‘X’ has been used to describe … It is necessary here to clarify exactly what is meant by … The phrase ‘X’ will be used in this study to describe the … According to Smith (2002), X can be defined as follows: ‘ … ’ In this article, the abbreviation XYZ will be used to refer to … Throughout this dissertation, the term ‘X’ will be used to refer to … The term ‘X’ is a relatively new name for …, commonly referred to as … In this essay, the term ‘X’ will be used in its broadest sense to refer to all … In this dissertation, the terms ‘X’ and ‘Y’ are used interchangeably to mean … While a variety of definitions of the term X have been suggested, this paper will use the definition first suggested by Smith (1968) who saw it as …

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What Is a Critical Analysis Essay: Definition

Have you ever had to read a book or watch a movie for school and then write an essay about it? Well, a critical analysis essay is a type of essay where you do just that! So, when wondering what is a critical analysis essay, know that it's a fancy way of saying that you're going to take a closer look at something and analyze it.

So, let's say you're assigned to read a novel for your literature class. A critical analysis essay would require you to examine the characters, plot, themes, and writing style of the book. You would need to evaluate its strengths and weaknesses and provide your own thoughts and opinions on the text.

Similarly, if you're tasked with writing a critical analysis essay on a scientific article, you would need to analyze the methodology, results, and conclusions presented in the article and evaluate its significance and potential impact on the field.

The key to a successful critical analysis essay is to approach the subject matter with an open mind and a willingness to engage with it on a deeper level. By doing so, you can gain a greater appreciation and understanding of the subject matter and develop your own informed opinions and perspectives. Considering this, we bet you want to learn how to write critical analysis essay easily and efficiently, so keep on reading to find out more!

Meanwhile, if you'd rather have your own sample critical analysis essay crafted by professionals from our custom writings , contact us to buy essays online .

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Critical Analysis Essay Topics by Category

If you're looking for an interesting and thought-provoking topic for your critical analysis essay, you've come to the right place! Critical analysis essays can cover many subjects and topics, with endless possibilities. To help you get started, we've compiled a list of critical analysis essay topics by category. We've got you covered whether you're interested in literature, science, social issues, or something else. So, grab a notebook and pen, and get ready to dive deep into your chosen topic. In the following sections, we will provide you with various good critical analysis paper topics to choose from, each with its unique angle and approach.

Critical Analysis Essay Topics on Mass Media

From television and radio to social media and advertising, mass media is everywhere, shaping our perceptions of the world around us. As a result, it's no surprise that critical analysis essays on mass media are a popular choice for students and scholars alike. To help you get started, here are ten critical essay example topics on mass media:

• The Influence of Viral Memes on Pop Culture: An In-Depth Analysis.
• The Portrayal of Mental Health in Television: Examining Stigmatization and Advocacy.
• The Power of Satirical News Shows: Analyzing the Impact of Political Commentary.
• Mass Media and Consumer Behavior: Investigating Advertising and Persuasion Techniques.
• The Ethics of Deepfake Technology: Implications for Trust and Authenticity in Media.
• Media Framing and Public Perception: A Critical Analysis of News Coverage.
• The Role of Social Media in Shaping Political Discourse and Activism.
• Fake News in the Digital Age: Identifying Disinformation and Its Effects.
• The Representation of Gender and Diversity in Hollywood Films: A Critical Examination.
• Media Ownership and Its Impact on Journalism and News Reporting: A Comprehensive Study.

Critical Analysis Essay Topics on Sports

Sports are a ubiquitous aspect of our culture, and they have the power to unite and inspire people from all walks of life. Whether you're an athlete, a fan, or just someone who appreciates the beauty of competition, there's no denying the significance of sports in our society. If you're looking for an engaging and thought-provoking topic for your critical analysis essay, sports offer a wealth of possibilities:

• The Role of Sports in Diplomacy: Examining International Relations Through Athletic Events.
• Sports and Identity: How Athletic Success Shapes National and Cultural Pride.
• The Business of Sports: Analyzing the Economics and Commercialization of Athletics.
• Athlete Activism: Exploring the Impact of Athletes' Social and Political Engagement.
• Sports Fandom and Online Communities: The Impact of Social Media on Fan Engagement.
• The Representation of Athletes in the Media: Gender, Race, and Stereotypes.
• The Psychology of Sports: Exploring Mental Toughness, Motivation, and Peak Performance.
• The Evolution of Sports Equipment and Technology: From Innovation to Regulation.
• The Legacy of Sports Legends: Analyzing Their Impact Beyond Athletic Achievement.
• Sports and Social Change: How Athletic Movements Shape Societal Attitudes and Policies.

Critical Analysis Essay Topics on Literature and Arts

Literature and arts can inspire, challenge, and transform our perceptions of the world around us. From classic novels to contemporary art, the realm of literature and arts offers many possibilities for critical analysis essays. Here are ten original critic essay example topics on literature and arts:

• The Use of Symbolism in Contemporary Poetry: Analyzing Hidden Meanings and Significance.
• The Intersection of Art and Identity: How Self-Expression Shapes Artists' Works.
• The Role of Nonlinear Narrative in Postmodern Novels: Techniques and Interpretation.
• The Influence of Jazz on African American Literature: A Comparative Study.
• The Complexity of Visual Storytelling: Graphic Novels and Their Narrative Power.
• The Art of Literary Translation: Challenges, Impact, and Interpretation.
• The Evolution of Music Videos: From Promotional Tools to a Unique Art Form.
• The Literary Techniques of Magical Realism: Exploring Reality and Fantasy.
• The Impact of Visual Arts in Advertising: Analyzing the Connection Between Art and Commerce.
• Art in Times of Crisis: How Artists Respond to Societal and Political Challenges.

Critical Analysis Essay Topics on Culture

Culture is a dynamic and multifaceted aspect of our society, encompassing everything from language and religion to art and music. As a result, there are countless possibilities for critical analysis essays on culture. Whether you're interested in exploring the complexities of globalization or delving into the nuances of cultural identity, there's a wealth of topics to choose from:

• The Influence of K-Pop on Global Youth Culture: A Comparative Study.
• Cultural Significance of Street Art in Urban Spaces: Beyond Vandalism.
• The Role of Mythology in Shaping Indigenous Cultures and Belief Systems.
• Nollywood: Analyzing the Cultural Impact of Nigerian Cinema on the African Diaspora.
• The Language of Hip-Hop Lyrics: A Semiotic Analysis of Cultural Expression.
• Digital Nomads and Cultural Adaptation: Examining the Subculture of Remote Work.
• The Cultural Significance of Tattooing Among Indigenous Tribes in Oceania.
• The Art of Culinary Fusion: Analyzing Cross-Cultural Food Trends and Innovation.
• The Impact of Cultural Festivals on Local Identity and Economy.
• The Influence of Internet Memes on Language and Cultural Evolution.

How to Write a Critical Analysis: Easy Steps

When wondering how to write a critical analysis essay, remember that it can be a challenging but rewarding process. Crafting a critical analysis example requires a careful and thoughtful examination of a text or artwork to assess its strengths and weaknesses and broader implications. The key to success is to approach the task in a systematic and organized manner, breaking it down into two distinct steps: critical reading and critical writing. Here are some tips for each step of the process to help you write a critical essay.

Step 1: Critical Reading

Here are some tips for critical reading that can help you with your critical analysis paper:

• Read actively : Don't just read the text passively, but actively engage with it by highlighting or underlining important points, taking notes, and asking questions.
• Identify the author's main argument: Figure out what the author is trying to say and what evidence they use to support their argument.
• Evaluate the evidence: Determine whether the evidence is reliable, relevant, and sufficient to support the author's argument.
• Analyze the author's tone and style: Consider the author's tone and style and how it affects the reader's interpretation of the text.
• Identify assumptions: Identify any underlying assumptions the author makes and consider whether they are valid or questionable.
• Consider alternative perspectives: Consider alternative perspectives or interpretations of the text and consider how they might affect the author's argument.
• Assess the author's credibility : Evaluate the author's credibility by considering their expertise, biases, and motivations.
• Consider the context: Consider the historical, social, cultural, and political context in which the text was written and how it affects its meaning.
• Pay attention to language: Pay attention to the author's language, including metaphors, symbolism, and other literary devices.
• Synthesize your analysis: Use your analysis of the text to develop a well-supported argument in your critical analysis essay.

Step 2: Critical Analysis Writing

Here are some tips for critical analysis writing, with examples:

• Start with a strong thesis statement: A strong critical analysis thesis is the foundation of any critical analysis essay. It should clearly state your argument or interpretation of the text. You can also consult us on how to write a thesis statement . Meanwhile, here is a clear example:
• Weak thesis statement: 'The author of this article is wrong.'
• Strong thesis statement: 'In this article, the author's argument fails to consider the socio-economic factors that contributed to the issue, rendering their analysis incomplete.'
• Use evidence to support your argument: Use evidence from the text to support your thesis statement, and make sure to explain how the evidence supports your argument. For example:
• Weak argument: 'The author of this article is biased.'
• Strong argument: 'The author's use of emotional language and selective evidence suggests a bias towards one particular viewpoint, as they fail to consider counterarguments and present a balanced analysis.'
• Analyze the evidence : Analyze the evidence you use by considering its relevance, reliability, and sufficiency. For example:
• Weak analysis: 'The author mentions statistics in their argument.'
• Strong analysis: 'The author uses statistics to support their argument, but it is important to note that these statistics are outdated and do not take into account recent developments in the field.'
• Use quotes and paraphrases effectively: Use quotes and paraphrases to support your argument and properly cite your sources. For example:
• Weak use of quotes: 'The author said, 'This is important.'
• Strong use of quotes: 'As the author points out, 'This issue is of utmost importance in shaping our understanding of the problem' (p. 25).'
• Use clear and concise language: Use clear and concise language to make your argument easy to understand, and avoid jargon or overly complicated language. For example:
• Weak language: 'The author's rhetorical devices obfuscate the issue.'
• Strong language: 'The author's use of rhetorical devices such as metaphor and hyperbole obscures the key issues at play.'
• Address counterarguments: Address potential counterarguments to your argument and explain why your interpretation is more convincing. For example:
• Weak argument: 'The author is wrong because they did not consider X.'
• Strong argument: 'While the author's analysis is thorough, it overlooks the role of X in shaping the issue. However, by considering this factor, a more nuanced understanding of the problem emerges.'
• Consider the audience: Consider your audience during your writing process. Your language and tone should be appropriate for your audience and should reflect the level of knowledge they have about the topic. For example:
• Weak language: 'As any knowledgeable reader can see, the author's argument is flawed.'
• Strong language: 'Through a critical analysis of the author's argument, it becomes clear that there are gaps in their analysis that require further consideration.'

Master the art of critical analysis with EssayPro . Our team is ready to guide you in dissecting texts, theories, or artworks with depth and sophistication. Let us help you deliver a critical analysis essay that showcases your analytical prowess.

Creating a Detailed Critical Analysis Essay Outline

Creating a detailed outline is essential when writing a critical analysis essay. It helps you organize your thoughts and arguments, ensuring your essay flows logically and coherently. Here is a detailed critical analysis outline from our dissertation writers :

I. Introduction

A. Background information about the text and its author

B. Brief summary of the text

C. Thesis statement that clearly states your argument

II. Analysis of the Text

A. Overview of the text's main themes and ideas

B. Examination of the author's writing style and techniques

C. Analysis of the text's structure and organization

III. Evaluation of the Text

A. Evaluation of the author's argument and evidence

B. Analysis of the author's use of language and rhetorical strategies

C. Assessment of the text's effectiveness and relevance to the topic

IV. Discussion of the Context

A. Exploration of the historical, cultural, and social context of the text

B. Examination of the text's influence on its audience and society

C. Analysis of the text's significance and relevance to the present day

V. Counter Arguments and Responses

A. Identification of potential counterarguments to your argument

B. Refutation of counterarguments and defense of your position

C. Acknowledgement of the limitations and weaknesses of your argument

VI. Conclusion

A. Recap of your argument and main points

B. Evaluation of the text's significance and relevance

C. Final thoughts and recommendations for further research or analysis.

This outline can be adjusted to fit the specific requirements of your essay. Still, it should give you a solid foundation for creating a detailed and well-organized critical analysis essay.

Useful Techniques Used in Literary Criticism

There are several techniques used in literary criticism to analyze and evaluate a work of literature. Here are some of the most common techniques:

• Close reading: This technique involves carefully analyzing a text to identify its literary devices, themes, and meanings.
• Historical and cultural context: This technique involves examining the historical and cultural context of a work of literature to understand the social, political, and cultural influences that shaped it.
• Structural analysis: This technique involves analyzing the structure of a text, including its plot, characters, and narrative techniques, to identify patterns and themes.
• Formalism: This technique focuses on the literary elements of a text, such as its language, imagery, and symbolism, to analyze its meaning and significance.
• Psychological analysis: This technique examines the psychological and emotional aspects of a text, including the motivations and desires of its characters, to understand the deeper meanings and themes.
• Feminist and gender analysis: This technique focuses on the representation of gender and sexuality in a text, including how gender roles and stereotypes are reinforced or challenged.
• Marxist and social analysis: This technique examines the social and economic structures portrayed in a text, including issues of class, power, and inequality.

By using these and other techniques, literary critics can offer insightful and nuanced analyses of works of literature, helping readers to understand and appreciate the complexity and richness of the texts.

Sample Critical Analysis Essay

Now that you know how to write a critical analysis, take a look at the critical analysis essay sample provided by our research paper writers and better understand this kind of paper!

Final Words

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If you need help with any of the STEPS ABOVE

Feel free to use EssayPro Outline Help

What Type Of Language Should Be Used In A Critical Analysis Essay?

How to write a critical analysis essay, what is a critical analysis essay, related articles.

• Study and research support
• Academic skills

Critical thinking

Critical writing.

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

Your tutors want to know what you think

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

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

Use evidence to strengthen your position

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

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

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

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

Descriptive vs critical writing examples

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

State what happened vs identify its significance

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

Descriptive example

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

Critical example

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

Explain the theory vs show its relevance

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

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

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

Note the method used vs indicate its appropriateness

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

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

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

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

10 English Phrases to Express Your Opinion in an Essay

This is a guest post by  Sam Pealing.  Make sure to visit his website EnglishForStudy.com for more academic English help!

I admire international students. Seriously.  If you’re a non-native English speaker doing a degree or doctorate in English, then I take my hat off to you.

I get a lot of questions about writing essays, and I’ve taught hundreds of students how to write effective essays (which get good grades).  One of the most common mistakes that I see is a lack of opinion.

Most of the time, students describe a situation, but they don’t give their opinion or stance. This can really damage your grade because lecturers are always looking for ‘critical thinking’. If you don’t give your opinion in your essays, your lecturers can’t see your critical thinking.

To put it simply: If you don’t put your opinion or stance in an essay, then you’ll probably lose marks.

In this article, you’ll learn 10 effective phrases that you can use to give your opinion in your essay.  I’ve also created a free lesson pack which will help you to practice the phrases in this article. CLICK HERE to download it.

Introducing the Phrases

If you’re looking for a quick fix for your essay, these phrases should help you to start putting your own opinions in your essays.

But, before you rush over to your essays to start putting these phrases in, there’s something you need to know.

If you’re writing an academic essay, you will need to support your opinions with strong evidence . This is especially true if you are using some of the stronger phrases.

This evidence can be a journal article, a lecture, a textbook, or something else which is a trustworthy source of information.

In a more informal essay, like one in an IELTS or TOEFL language test, you don’t need to support your answers with strong evidence. Your experiences or opinions will be enough.

Quick note : I know! You’re ready to see the phrases.

This won’t take long and it’s really important.

1. For these phrases to be really effective, you’ll need to review your grammar. Shayna has some great videos on her Espresso English Youtube channel .

I recommend these:

• Subject/Verb agreement
• Formal and Informal English
• Correcting Grammar Mistakes

2. If you want to know the structure of a good essay paragraph, check my post here .

Informal English Phrases

These phrases are suitable for language tests such as TOEFL or IELTS. In an academic essay, these phrases will probably be too informal because they are too personal.

“In my opinion, + [your sentence]”

• In my opinion , a good education is more important than a good car.

“I believe that + [your sentence]”

• I believe that schools should encourage students to walk or cycle to school rather than drive.

“In my mind, + [your sentence]”

• “ In my mind , no-one should have to pay for medical care.”

More Formal Academic Phrases With ‘That’

These phrases are more suitable for academic essays. If you are unsure whether you should use an informal phrase or an academic phrase, use an academic one. If you think your writing might be informal, read this post to learn more.

The patterns here are quite straightforward. Just add your sentence after ‘that’.

“It would seem that + [your sentence]”

Use this when you support your opinion with evidence.

• “ It would seem that children learn best when they are feeling comfortable.”

“It could be argued that + [your sentence]”

Use this when you want to challenge an existing opinion.

• “ It could be argued that the benefits outweigh the drawbacks in this situation.”

“This suggests that + [your sentence]”

Use this when you don’t want to fully commit to an opinion. You’re giving yourself some distance.

• “ The evidence suggests that people who speak more than one language have more job opportunities.”

“This proves that + [your sentence]”

Use this when you are confident with your opinion. This phrase is quite strong*

• “ This proves that the best way to lose weight is through a controlled diet and a good exercise program.”

“This supports the idea that + [your sentence]”

Use this one when you are supporting an opinion that you have already made.

• “ This new research supports the idea that successful English learners look for opportunities to use English.”

Other Ways to Express Opinion

“although [idea you disagree with], [idea you agree with]”.

Use this when you want make your opinion seem balanced.

• “ Although reports suggest that cigarettes could help people to lose weight, there are too many serious health problems associated with smoking.”

Note: The ‘ although’ pattern is very effective because it shows two sides of the argument. In the example, I support the idea that smoking is bad for your health –BUT- I recognise that it could have some benefits.

Structure your ‘ although’ sentence like this: Although, [weaker argument you disagree with], [stronger argument you agree with].

Using Adverbs, Adjectives and Nouns

You can use adjectives to show your opinion.

• “This research was poorly conducted with a lack of control .”

The adjective and nouns in the example are negative . You can get some good ideas from this video on Extreme Adjectives . Note: try not to use any emotional adjectives .

Make Your Own Phrases!

Of course, these phrases aren’t the only ones that you can use! You can find more – or – you can create your own by combining different patterns.

Here’s an example of #7, #9 and #10 used together.

“Although it is difficult for older adults to learn a second language, an important study by Smith (2014) proved that the elderly can successfully learn new languages.”

What Should You Do Now?

So now you should have a better idea of how to include more opinions in your essays. But that’s not all; there are probably some new words here that you don’t know.

So here’s what you should do:

• Choose three of the opinion expressions and phrases that you want to try.
• Practice writing sentences using them (if you don’t have a topic, try this: should students do homework? You can see examples of this in the lesson pack )
• Get the Lesson Pack for this lesson (which contains the vocabulary and the phrases from this lesson) CLICK HERE to download it .

Learn more:

• Basic English phrases
• Intermediate English phrases
• Advanced English phrases

About Sam Pealing

Sam Pealing is an English language coach who specialises in two important areas: 1. helping you to get great grades at university, and 2. helping you to become an effective and confident English user. If you’re feeling frustrated or confused with English, Sam has created the perfect email course for you! You can join his course here –or- you can read more by him on English For Study .

Get corrections on your written English:

More Espresso English Lessons:

About the author.

Shayna Oliveira

Shayna Oliveira is the founder of Espresso English, where you can improve your English fast - even if you don’t have much time to study. Millions of students are learning English from her clear, friendly, and practical lessons! Shayna is a CELTA-certified teacher with 10+ years of experience helping English learners become more fluent in her English courses.