Use: “The event was attended by approximately 80-100 people.”
Not: “The event was attended by about 100 people.”
What are flabby expressions.
Flabby expressions and words are wasted phrases. They don’t add any value to your writing but do take up the word count and the reader’s headspace.
Flabby expressions frequently contain clichéd, misused words that don’t communicate anything specific to the reader. For example, if someone asks you how you are feeling and you reply, “I’m fine,” you’re using a flabby expression that leaves the inquirer none the wiser as to how you truly are.
Flabby words are fine in everyday conversation and even blog posts like this.
However, they are enemies of clear and direct essays. They slow down the pace and dilute the argument.
When grading your essay, your professor wants to see the primary information communicated clearly and succinctly.
Removing the examples of flabby words and expressions listed below from your paper will automatically help you to take your essay to a higher level.
Key takeaway: When it comes to essays, brevity is best.
Use: “I will continue to present the final analysis.” Not: “I will go on to present the final analysis.” | |
Use: “This research proved…” Not: “I might add that this research proved…” | |
Use: “This essay effectively demonstrated…” Not: “This essay was effective in terms of…” | |
Use: “Shakespeare was a talented writer.” Not: “In my opinion, Shakespeare was a talented writer.” | |
Use: “Although this paper was written 50 years later, nothing has changed.” Not: “In spite of the fact this paper was written 50 years later, nothing has changed.” | |
Use: “If new research emerges, the situation may change.” Not: “In the event that new research emerges, the situation may change.” | |
Use: “I concluded that the hypothesis was incorrect.” Not: “In the process of writing the essay, I concluded that the hypothesis was incorrect.” | |
Use: “Freud probably believed…” Not: “It seems like Freud was of the opinion…” | |
Use: “They reached the United States.” Not: “They made it to the United States.” | |
Use: “Kant frequently argued this point.” Not: “Kant argued this point on a regular basis.” | |
Use: “In this paper, I will highlight the most relevant findings of my study.” Not: “In this paper, I will pick out the most relevant findings of my study.” | |
Use: “It is important to emphasize the implications of this argument.” Not: “It is important to point out the implications of this argument.” | |
Use: “Start by describing the research methodology.” Not: “The first step is to describe the research methodology.” | |
Use: “It is clear the government must act now to resolve the issues.” Not: “It is clear the government must take action now to resolve the issues.” | |
Use: “In Section 6 of the essay, we will examine the research findings.” Not: “In Section 6 of the essay, we will talk about the research findings.” | |
Use: “Consider the thesis statement…” Not: “The most important thing is to consider the thesis statement.” | |
Use: “Jane Eyre cried because…” Not: “The reason Jane Eyre cried was because…” | |
Use: “Students frequently fail this exam.” Not: “This is an exam that students frequently fail.” | |
Use: “This essay has demonstrated…” Not: “Time and time again, this essay has demonstrated…” | |
Use: “After reviewing the survey outputs, I will determine…” Not: “After reviewing the survey outputs, I will try to figure out…” | |
Use: “The argument was fascinating.” Not: “The argument was very interesting.” | |
Use: “I then revaluated the research findings.” Not: “I then went back over the research findings.” | |
Use: “We must consider the historical context when reviewing George Orwell’s work.” Not: “When it comes to the work of George Orwell, we must consider the historical context.” | |
Use: “This essay, written over 100 years ago, offers an insight…” Not: “This essay, which was written over 100 years ago, offers an insight…” | |
Use: “Kotler, a renowned marketing expert, claims…” Not: “Kotler, who is a renowned marketing expert, claims…” | |
Use: “Every experiment in the study will differ.” Not: “Every experiment in the study will be different.” | |
Use: “The thesis statement asserts…” Not: “With reference to the thesis statement…” |
What are redundant words.
Redundant words and phrases don’t serve any purpose.
In this context, redundant means unnecessary.
Many everyday phrases contain redundant vocabulary; for example, add up, as a matter of fact, current trends, etc.
We have become so accustomed to using them in everyday speech that we don’t stop to question their place in formal writing.
Redundant words suck the life out of your essay.
They can be great for adding emphasis in a conversational blog article like this, but they do not belong in formal academic writing.
Redundant words should be avoided for three main reasons:
The most effective essays are those that are concise, meaningful, and astute. If you use words and phrases that carry no meaning, you’ll lose the reader and undermine your credibility.
Key takeaway: Remove any words that don’t serve a purpose.
Use: “The water was freezing.” Not: “The water was absolutely freezing.” | |
Use: “The research findings revealed…” Not: “The actual research findings revealed…” | |
Use: “Adds an element to the analysis.” Not: “Adds an additional element to the analysis.” | |
Use: “We will sum the responses.” Not: “We will add up the responses.” | |
Use: “Hamlet had no choice but to…” Not: “Hamlet had no alternative choice but to…” | |
Use: “Throughout human history, females have…” Not: “All throughout human history, females have…” | |
Use: “The animals included dogs, cats, birds, etc.”Not: “The animals included dogs, cats, birds, and etc.” | |
Use: “The survey findings indicated…” Not: “As a matter of fact, the survey findings indicated…” | |
Use: “The theme of love overcoming evil is compelling.” Not: “As far as I am concerned, the theme of love overcoming evil is compelling.” | |
Use: “This prompts me to question the accuracy of the findings.” Not: “This prompts me to ask the question: ‘Were the findings accurate?’” | |
Use: “We assembled the various parts.” Not: “We assembled together the various parts.” | |
Use: “We cannot confirm the validity of the findings.” Not: “At the present time, we cannot confirm the validity of the findings.” | |
Use: “According to the findings…” Not: “According to the basic findings…” | |
Use: “The elements of the story blend well.” Not: “The elements of the story blend together well.” | |
Use: “The Romans were defeated.” Not: “The Romans were completely defeated.” | |
Use: “I will then connect the main aspects of the analysis.” Not: “I will then connect together the main aspects of the analysis.” | |
Use: “Some people argue the trend of using big data to understand customer needs won’t continue.” Not: “Some people argue the current trend of using big data to understand customer needs won’t continue.” | |
Use: “The findings were scrutinized.” Not: “The findings underwent careful scrutiny.” | |
Use: “The remains were near the dwelling.” Not: “The remains were found in close proximity to the dwelling.” | |
Use: “To achieve victory, it was necessary to eradicate the enemy.” Not: “To achieve victory, it was necessary to completely eradicate the enemy.” | |
Use: “The organization’s assets depreciated over time.” Not: “The organization’s assets depreciated in value over time.” | |
Use: “We identified six kinds of bacteria.” Not: “We identified six different kinds of bacteria.” | |
Use: “The test failed because the fire was too hot.” Not: “The test failed due to the fact that the fire was too hot.” | |
Use: “During the story…” Not: “During the course of the story… | |
Use: “The number of incorrect answers dwindled.” Not: “The number of incorrect answers dwindled down.” | |
Use: “Every scenario was tested.” Not: “Each and every scenario was tested.” | |
Use: “They are equal in height, but Sarah is a faster runner.” Not: “They are equal to one another in height, but Sarah is a faster runner.” | |
Use: “The findings were the same.” Not: “The findings were the exact same.” | |
Use: “The result was the fall of the dictatorship.” Not: “The end result was that the dictatorship fell.” | |
Use: “Although the weights of the materials were equal, their performance was not comparable.” Not: “Although the weights of the materials were equal to one another, their performance was not comparable.” | |
Use: “All participants returned the completed survey.” Not: “Every single person returned the completed survey.” | |
Use: “It is interesting to observe how the characters evolve.” Not: “It is interesting to observe how the characters evolve over time.” | |
Use: “I completed the test with a classmate.” Not: “I completed the test with a fellow classmate.” | |
Use: “I continued to add water until the vessel was filled.” Not: “I continued to add water until the vessel was filled to capacity.” | |
Use: “The researcher concluded that the test was reliable.” Not: “The researchers’ final conclusion was that the test was reliable.” | |
Use: “Shakespeare remains foremost a poet.” Not: “Shakespeare remains first and foremost a poet.” | |
Use: “The idea to test the relationship between speed and weight was conceived when…” Not: “The idea to test the relationship between speed and weight was first conceived when…” | |
Use: “First, I was interested in the character’s name.” Not: “First of all, I was interested in the character’s name.” | |
Use: “The bird flew rapidly.” Not: “The bird flew through the air rapidly.” | |
Use: “The results indicate that imports can be detrimental to the economy.” Not: “The results indicate that foreign imports can be detrimental to the economy.” | |
Use: “I am a graduate of HKU.” Not: “I am a former graduate of HKU.” | |
Use: “The research fuses a myriad of experimental techniques.” Not: “The research fuses together a myriad of experimental techniques.” | |
Use: “My plans for the next stage of the research include…” Not: “My future plans for the next stage of the research include…” | |
Use: “Gather your thoughts and develop a new thesis.” Not: “Gather your thoughts together and develop a new thesis.” | |
Use: “The study sample consisted of 150 members of the public.” Not: “The study sample consisted of 150 members of the general public.” | |
Use: “The specimen had grown by 5 cm.” Not: “The specimen had grown in size.” | |
Use: “A Bunsen burner was used to heat the solution.” Not: “A Bunsen burner was used to heat up the solution.” | |
Use: “The machine parts were connected using a tube.” Not: “The machine parts were connected using a hollow tube.” | |
Use: “It is important that the tools integrate.” Not: “It is important that the tools integrate with each other.” | |
Use: “To prove the hypothesis, this essay will…” Not: “In order to prove the hypothesis, this essay will…” | |
Use: “This essay will introduce the idea that…” Not: “This essay will introduce the new idea that…” | |
Use: “This paper describes a collaboration between…” Not: “This paper describes a joint collaboration between…” | |
Use: “Kotler is an expert in the field of marketing.” Not: “Kotler is a knowledgeable expert in the field of marketing.” | |
Use: “This idea will be explored in more depth later.” Not: “This idea will be explored in more depth at a later time.” | |
Use: “The substance was made of…” Not: “The substance was made out of…” | |
Use: “These findings represent a breakthrough in the field of…” Not: “These findings represent a major breakthrough in the field of…” | |
Use: “Othello may have been…” Not: “Othello may possibly have been…” | |
Use: “Blyton’s use of alliteration was unique.” Not: “Blyton’s use of alliteration was most unique.” | |
Use: “The two philosophers respected one another.” Not: “The two philosophers had mutual respect for one another.” | |
Use: “Never have I been so amazed.” Not: “Never before have I been so amazed.” | |
Use: “Henry Ford presented an innovation that changed the world.” Not: “Henry Ford presented a new innovation that changed the world.” | |
Use: “The grade for my essay is pending.” Not: “The grade for my essay is now pending.” | |
Use: “The digital form was created by…” Not: “The digital form was originally created by…” | |
Use: “My experience has taught me…” Not: “My past experience has taught me…” | |
Use: “It was during that period that steam power emerged.” Not: “It was during that period of time that steam power emerged.” | |
Use: “Night and day are opposites.” Not: “Night and day are polar opposites.” | |
Use: “The findings are not available at present.” Not: “The findings are not available at the present time.” | |
Use: “This essay will argue that the reason…” Not: “This essay will argue that the reason why…” | |
Use: “At this point, we will refer to the work of…” Not: “At this point, we will refer back to the work of…” | |
Use: “This essay will examine…” Not: “This essay will take a look at…” | |
Use: “We will perform all the tests within that time frame.” Not: “We will perform all the tests within that time.” | |
Use: “The respondents were asked to write their names.” Not: “The respondents were asked to write down their names.” |
What are colloquial expressions.
A colloquial expression is best described as a phrase that replicates the way one would speak.
The use of colloquial language represents an informal, slang style of English that is not suitable for formal and academic documents.
For example:
Colloquial language: “The findings of the study appear to be above board.”
Suitable academic alternative: “The findings of the study are legitimate.”
Grammar expletives are sentences that start with here , there, or it .
We frequently use constructions like these when communicating in both spoken and written language.
But did you know they have a distinct grammatical classification?
They do; the expletive.
Grammar expletives (not to be confused with cuss words) are used to introduce clauses and delay the subject of the sentence. However, unlike verbs and nouns, which play a specific role in expression, expletives do not add any tangible meaning. Rather, they act as filler words that enable the writer to shift the emphasis of the argument. As such, grammar expletives are frequently referred to as “empty words.”
Removing them from your writing can help to make it tighter and more succinct. For example:
Sentence with expletive there : There are numerous reasons why it was important to write this essay. Sentence without expletive: It was important to write this essay for numerous reasons.
While colloquial expressions and grammar expletives are commonplace in everyday speech and are completely acceptable in informal emails and chatroom exchanges, they can significantly reduce the quality of formal essays.
Essays and other academic papers represent formal documents. Frequent use of slang and colloquial expressions will undermine your credibility, make your writing unclear, and confuse the reader. In addition, they do not provide the exactness required in an academic setting.
Make sure you screen your essay for any type of conversational language; for example, figures of speech, idioms, and clichés.
Key takeaway: Grammar expletives use unnecessary words and make your word count higher while making your prose weaker.
Use: “Blood is thicker than water.” Not: “It is a fact that blood is thicker than water.” | |
Use: “As logical to expect…” Not: “As it would be logical to expect…” | |
Use: “The evidence suggests the hypothesis is correct.” Not: “There is evidence to suggest that the hypothesis is correct.” | |
Use: “This essay presents numerous ideas.” Not: “There are numerous ideas presented in this essay.” | |
Use: “Future studies will investigate this area further.” Not: “There will be future studies to investigate this idea further.” | |
Use: “We expect the outcomes to indicate…” Not: “All things being equal, we expect the outcomes to indicate…” | |
Use: “This paper has achieved its objective of…” Not: “For all intents and purposes, this paper has achieved its objective of…” | |
Use: “The story predominantly explored the theme of unrequited love.” Not: “For the most part, the story explored the theme of unrequited love.” | |
Use: “This essay reviewed the idea of sentiment.” Not: “For the purpose of this essay, the idea of sentiment was reviewed…” | |
Use: “Soda consumption is linked with obesity.” Not: “Here’s the thing: Soda consumption is linked with obesity.” | |
Use: “The recommendations follow the analysis.” Not: “The recommendations are after the analysis.” | |
Use: “We effectively reduced the mistakes.” Not: “We effectively cut down on the number of mistakes.” |
What is normalization.
A normalized sentence is one that is structured such that the abstract nouns do the talking.
For example, a noun, such as solution , can be structured to exploit its hidden verb, solve .
The act of transforming a word from a verb into a noun is known as normalization.
This is no universal agreement as to whether normalization should be removed from an essay. Some scholars argue that normalization is important in scientific and technical writing because abstract prose is more objective. Others highlight how normalizations can make essays more difficult to understand .
The truth is this: In the majority of essays, it isn’t possible to present an entirely objective communication; an element of persuasion is inherently incorporated. Furthermore, even the most objective academic paper will be devoid of meaning unless your professor can read it and make sense of it. As such, readability is more important than normalization.
You will need to take a pragmatic approach, but most of the time, your writing will be clearer and more direct if you rely on verbs as opposed to abstract nouns that were formed from verbs. As such, where possible, you should revise your sentences to make the verbs do the majority of the work.
For example,
Use: “This essay analyses and solves the pollution problem.”
Not: “This essay presents an evaluation of the pollution issue and presents a solution.”
While normalized sentences are grammatically sound, they can be vague.
In addition, humans tend to prefer vivid descriptions, and verbs are more vivid, informative, and powerful than nouns.
Key takeaway: Normalization can serve a purpose, but only use it if that purpose is clear.
Use: “I will then analyze the data.” Not: “I will then progress to present an analysis of the data.” | |
Use: “She appeared unexpectedly.” Not: “Her appearance was unexpected.” | |
Use: “We attempted to reproduce the results but failed.” Not: “Our attempts at reproducing the results were unsuccessful.” | |
Use: “Winston believed the state was corrupt.” Not: “It was Winston’s belief that the state was corrupt.” | |
Use: “Robert’s carelessness caused John’s death.” Not: “John died because of Robert’s carelessness.” | |
Use: “The temperature dropped due to the rain.” Not: “The rain caused a drop in temperature.” | |
Use: “Jesus’ behavior confused the priest.” Not: “Jesus’ behavior caused considerable confusion for the priest.” | |
Use: “We compared the height and weight of the participants.” Not: “We drew a comparison between the height and the weight of the participants.” | |
Use: “The flavor weakened when water was added.” Not: “The flavor decreased in strength when water was added.” | |
Use: “Kotler defined strategic marketing as…” Not: “Kotler’s definition of strategic marketing was as follows…” | |
Use: “I will conclude by describing the main findings.” Not: “I will conclude with a description of the main findings.” | |
Use: “Reproducing the results was difficult.” Not: “I experienced difficulties reproducing the results.” | |
Use: “The hero easily won the battle.” Not: “The hero won the battle with ease.” |
That’s a lot to take in.
You may be wondering why you should care?
Cutting the fat helps you present more ideas and a deeper analysis.
Don’t be tempted to write an essay that is stuffed with pompous, complex language: It is possible to be smart and simple.
Bookmark this list now and return to it when you are editing your essays. Keep an eye out for the words you shouldn’t use in an essay, and you’ll write academic papers that are more concise, powerful, and readable.
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Custom Writing have created an excellent infographic that lists 200 words you can use instead of "good". For instance, to describe taste, use "scrumptious" or "delicious". To describe a performance, use "stellar" or "captivating". Know more in the infographic below. So, did you find this infographic good or ______ ?
Whether you're writing an essay or speaking in front of a group, there are certain big words you can use to impress your audience.
In this post, we've compiled a comprehensive list of words that you can use instead of "good" in various situations, whether you're writing a creative piece, having a conversation, or simply sending a text. So, without further ado, let's dive into the world of "good" alternatives. "Good" synonyms
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".
If you're struggling to choose the right words for your essay, don't worry—you've come to the right place! In this article, we've compiled a list of over 300 words and phrases to use in the introduction, body, and conclusion of your essay. Contents: Words to Use in the Essay Introduction. Words to Use in the Body of the Essay.
Here's how to use each word or phrase linked to this category: 11. For instance - Introduces a specific example that illuminates a broader point, helping to clarify complex ideas. 12. For example - Functions similarly to "for instance," offering a direct illustration to support or demonstrate a claim. 13.
What are some other words to use instead of good? 🌶️ Let's find out! ★ Check out the article with a list of words to use instead of good. ... Probably, one of the most often-used words to describe the object or the process is "good." Good weather, good movies, good essay writing service, good music, good life, good this, good that ...
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.
4. Moreover; furthermore; in addition; what's more. These types of academic phrases are perfect for expanding or adding to a point you've already made without interrupting the flow altogether. "Moreover", "furthermore" and "in addition" are also great linking phrases to begin a new paragraph. Here are some examples:
50 linking words to use in academic writing. academic writing. linkers. essay writing. thesis. ESL. English. It's very common for students to use long words they don't understand very well in their essays and theses because they have a certain idea of what academic writing should be.
Provides clarification, similar to "in other words.". Example The reaction is exothermic; that is to say, it releases heat. 13. To put it simply. Simplifies a complex idea, often for a more general readership. Example The universe is vast; to put it simply, it is larger than anything we can truly imagine. 14.
Synonyms. Acceptable in quality or degree. We have a good sense of how to proceed. adequate, fair, satisfactory, sufficient. High quality or desirable. Ghostbusters is a good film. brilliant, excellent, great, outstanding, superb. Useful or beneficial. Regular exercise is good for your health.
Here are some examples of strong verbs commonly used in academic writing: Analyze: Examine in detail to understand the components or structure. Critique: Assess or evaluate the strengths and weaknesses. Demonstrate: Show the evidence to support a claim or argument. Illuminate: Clarify or make something clearer.
The following words and phrases are considered too informal for a dissertation or academic paper. Taboo. Example. Alternative. A bit. The interviews were a bit difficult to schedule. The interviews were (difficult/somewhat difficult) to schedule. A lot of, a couple of. A lot of studies.
Writing is a series of choices. As you work on a paper, you choose your topic, your approach, your sources, and your thesis; when it's time to write, you have to choose the words you will use to express your ideas and decide how you will arrange those words into sentences and paragraphs. As you revise your draft, you make more choices.
This post continues my series about the most repeated words in writing. Today's culprit is that.. If that is a word that plagues your WIP, I'm here to tell you that there are methods that you can use to cure that plague.. The That vs.Which Controversy. One way to trim a few occurrences is to replace that with which.. You may have encountered the following guideline: If a clause is ...
Words like "hereby," "therewith," and most others formed by the combination of "here," "there," or "where" with a preposition are typically avoided in modern academic writing. Using them makes your writing feel old-fashioned and strained and can sometimes obscure your meaning. Poverty is best understood as a disease.
In argumentative essays, the effective use of transition words is essential for presenting a well-structured and coherent argument. To begin with. To show. By contrast. One alternative is. Chiefly. Mainly. To put it more simply. At the same time.
Use: "This essay will introduce the idea that…". Not: "This essay will introduce the new idea that…". Joint collaboration. Use: "This paper describes a collaboration between…". Not: "This paper describes a joint collaboration between…". Knowledgeable expert. Use: "Kotler is an expert in the field of marketing.".
In Donald Trump's rally-speak — the far-fetched stories he uses to entertain his loyalists — President Biden will be "jacked up" with drugs on debate night, fictional killer Hannibal Lecter is "a wonderful man," and sharks are bad.. Oh, and Trump won the 2020 election. Why it matters: Trump's bombastic speeches have always mixed anger, falsehoods, conspiracy theories and vague, sweeping plans.
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Instead, he talked - they've talked about these people being patriots and - and great patrons of America. In fact, he says he'll now forgive them for what they've done. They've been ...
To get high scores at essay writing tests, learners of English as a foreign language need to focus on good arguments more than on complex grammar. The finding challenges conventional approaches to ...
The debate exposed Biden's biggest weakness. Mr. Biden's allies desperately hoped he could turn in a commanding performance to calm voters' persistent concerns about his age.