essay phrases bank

Training videos   |   Faqs

Academic Phrasebank – The Largest Collection of Academic Phrases

• Importance of topic
• About research domain or topic
• Active research area
• Well studied issue or topic
• Considerable interest in community
• New or Emerging techniques
• Recent advancements
• Future expectations and predictions
• Rise to prominence
• Generally accepted findings and facts
• Importance of understanding
• Conventional approach
• Problem definition
• Known problems or issues
• Problems cited in literature
• Solving a problem
• Possible solutions
• Current solutions
• Your solution
• Partial solution
• Unconventional approach or solution
• Problem review
• Complexity of the problem
• Efforts in the research community
• Research difficulties
• Difficulties and challenges
• Difficulty peforming an action
• Difficulty in making decision
• Limiting factors or issues
• Intro to literature review
• Well studied topic in literature
• Many studies in literature
• Methods and solutions in literature
• Drawbacks of previous studies
• Recent literature
• Seminal or pioneering work
• Similar works in literature
• Comparative studies
• Derivative work
• Agreements and Disagreements in literature
• Debated or controversial issues
• Questionable studies
• Referencing literature
• Drawing inspiraton from literature
• Summary of previous literature
• More information on the topic
• Evidence from previous studies
• Evidence from previous clinical studies
• Evidence from literature review
• Supporting evidence in literature
• Strong evidence in literature
• Mixed evidence
• Limited or lack of evidence
• Disputed evidence
• Evidence of association
• Evidence of risk factor
• Evidence of prevalance
• Limited previous studies
• Unexplored research area
• Research questions
• Lack of solution
• Need for research
• Need for a better method
• Need for a better understanding
• Need for more studies
• Aims and objectives
• Specific objectives or focus
• Secondary objectives
• Developing a new approach or method
• Breakdown of your work
• Study design
• Motivation of your work
• Benefits of your research
• Extending previous work
• Previous findings by you
• Scope and remit of work
• Overview of current methods
• Intro to methods section
• Paper or section breakdown
• Scope of discussion
• Summary of section
• Referring to other sections
• Further details
• About the method
• Method implementation
• Experimental setup
• Simple method
• Fast method
• Standard method
• Popular method
• Alternative methods
• Controversial method
• Comparing methods
• Lack of methods
• Combining methods
• Origins of the method
• Adapting or extending a method
• Uniqueness of your method
• Many methods available
• Advantages and features of methods
• Advantages and disadvantages of methods
• Drawback and limitations of methods
• Using previously published methods
• Previous usage of the method
• Pilot or preliminary studies
• Lack of validation
• Validation of the methods
• Testing and evaluation
• Measurement procedure
• Multiple measurements
• Consistency in measurements
• Difficulty performing measurements
• Using previously published data
• Reason for choice
• Inappropriate choice
• Adequate for the experiment
• Inadequate for the experiment
• Conditions, constraints and criteria
• Assumptions and approximations
• No assumptions
• Incorrect assumptions
• Validity of assumption
• Starting point
• Initialization
• Simplification
• Prerequisites
• Requirements
• Neglected or ignored aspects
• Important aspects
• Taking things into account
• Careful consideration
• Drawing attention
• Prior knowledge
• Practical issues
• Improving accuracy or performance
• Making modifications or improvements
• Lack of information
• Steps and Stages
• Special cases
• Guidance and recommendations
• Lessons from previous studies
• Raising concerns
• Data source
• Data collection methods
• About the study population
• About the study group
• Confidentality
• Ethical approval
• Inclusion and exclusion criteria
• Participants characteristics
• Participants behavior
• Participant recruitment
• Leaflets and information sheets
• Questionnaire
• Focus groups
• Effect or influence
• Increase or decrease
• Influencing factors
• Comparisions
• Over and under estimation
• Range and limits
• Association or relationship
• Variations or change
• Observations and behaviour
• Trend or pattern
• Reporting data
• Statistical tests
• Statistical significance
• Significance level
• Data distribution
• Correlations
• Making statistical adjustments
• Source of errors
• Small discrepancies or errors
• Large discrepancies or errors
• Reducing errors
• Error trend
• Results intro
• Analysis methods
• Analysis software
• General findings
• Positive findings
• Negative findings
• Neutral findings
• Key findings
• Interesting findings
• Expected findings
• Unexpected findings
• Inconclusive results
• Difficulty in analysis
• Additional analysis
• Comparing results with previous work
• Results in good aggreement with previous work
• Results in disaggreement with previous work
• Interpret with caution
• Generalising findings
• Future improvements
• Future work
• Further studies
• Applications
• Follow-up studies
• Implications of your findings
• Limitations of your study
• Inadequate or limited data
• Strengths of your work
• Lesson for future studies
• Novelty of your work
• Contributions
• Conclusions
• Reason or cause
• Speculations and doubts
• No explanation
• Reasons cited in literature
• Classifications
• Optimization
• Properties and characteristics
• Incidence or prevalance
• Risk factors
• Action - reasons
• Action - consequences
• Disadvantages or drawbacks
• Limitations
• Implications
• Thanking people
• Thank supervisor
• Thank colleagues
• Thank reviewers
• Financial support
• Declaration
• Partnership
• Clarifications
• Time consuming
• Reducing computation time
• Cost effective
• Publications

Phrase Templates

REF-N-WRITE is proud to announce the launch of the academic phrasebank. The phrasebank is now available as part of the Word AddIn. New buttons and options have been added to the AddIn for the users to access the academic phrasebank and search through academic phrases. A selection of academic phrases from the phrasebank has been made available above for demonstration purposes. The search results are limited to five academic phrases in the demo version.

1. Academic Phrasebank

Academic phrasebank refers to a library containing a collection of English phrases that can be readily used in scientific papers and academic reports. The REF-N-WRITE team has painstakingly created a phrasebank of 20,000 academic writing phrases for use by students and researchers writing research papers. These academic phrases were extracted from high-quality scientific journal articles by a team of academic experts. Only very small chunks of generic text were extracted from previous papers, and hence the use of these academic phrases in new papers will not constitute plagiarism. The academic phrases in the phrasebank are organized in the order in which you will be required to use in a scientific paper. The academic phrases can be accessed by simply clicking on each category.

The academic writing phrases are organized into following sections (1) Introduction; (2) Problem, Solution & Difficulties; (3) Literature Review; (4) Previous Evidence and Findings; (5) Research Gap; (6) Your Work; (7) Section Intro and Scope; (8) Materials and Methods; (9) Measurements and Calculations; (10) Technical Statements; (11) Data Collection and Processing; (12) Data Analysis & Presentation; (13) Statistics; (14) Errors and Discrepancies; (15) Results; (16) Discussion and (17) Acknowledgements. In addition to this, there are some general categories of academic phrases which include: (1) Reasons, Causes & Explanations; (2) Figures, Plots and Tables; (3) Explain or Describe; (4) General Statements and (5) Others.

The various categories available within the academic phrasebank is illustrated below in the following figure.

2. Getting Writing Ideas

You can search the academic phrasebank for writing themes and ideas by simply selecting a piece of text in MS Word and then clicking the ‘Writing Ideas’ button. The tool will perform an analysis on the selected text and bring up relevant categories from the academic phrasebank. Then the academic phrases belonging to the categories can be accessed by simply clicking on the category name. The screenshot below demonstrates how you can search for categories relevant to your writing in the academic phrasebank.

3. Getting Paraphrasing Ideas

REF-N-WRITE AddIn comes with a paraphrasing tool that allows users to search for rephrasing ideas from the academic phrasebank. The user has to select a sentence in MS Word document that they would like to rephrase or reword and click the ‘Paraphrasing Tool’ button in the REF-N-WRITE button panel. The tool will search through the academic phrases and bring up phrase templates relevant to the selected text. The user can use this collection of phrases to get paraphrasing ideas for the text. Furthermore, the user can bring up more similar phrases by clicking on the more button(…) that is shown next to each phrase template in the search results panel. The figure below illustrates how to get paraphrasing ideas from the academic phrasebank.

4. Ref-N-Write Phrasebank vs. Manchester Phrasebank

The Manchester academic phrasebank is the most popular resource of academic writing phrases and was put together by Dr John Morley at The University of Manchester. The academic phrase bank is available in different forms, it is accessible through their website and is also available to purchase as an e-book . One of the motivations behind REF-N-WRITE Phrasebank is to create a fully searchable library of academic phrases that students and researchers can search on-the-fly while writing their papers. The REF-N-WRITE phrase bank is available as a part of the REF-N-WRITE Word AddIn, it means that the users can search through the library and lookup for academic writing phrase ideas within Microsoft Word.

By combining both REF-N-WRITE and Manchester phrasebanks together it is possible to generate high-quality scientific articles. REF-N-WRITE offers import facility which allows users to import documents in PDF and word formats into MS Word and then search through them during the writing process. Since Manchester Phrasebank is available in PDF version, the user using REF-N-WRITE can import the Manchester Phrasebank PDF into REF-N-WRITE and access the phrases from both Manchester Phrasebank and REF-N-WRITE Phrasebank simultaneously. The figure below illustrates phrases from the Manchester phrasebank being accessed within REF-N-WRITE Word AddIn.

5. Importance of using Academic phrases and Scientific words in Research Papers

Academic writing is different from normal every day writing in the sense that most words and terms used in general writing will be considered colloquial if used in research papers. One of the requirements of academic writing is that it requires the use of formal language in writing. We define formal language as the use of well-accepted scientific terms and phrases widely used by your peers in your subject area. In other words, the language you use in your academic essay or paper should be broadly in line with the one used by your academic or research community.

Such a skill is not easy to acquire, it takes time. Typically, your academic supervisor will provide guidance in this regard. When you are writing a research paper, your academic supervisor will review the paper first and provide you with suggestions to improve the language. The benefit of using a good academic phrasebank is that you can start perfecting the writing right from the start as you will be able to lookup for academic phrases and scientific words as you write your first draft. This will reduce the need for multiple revisions as your first version will be in a state that is academically acceptable.

• 0.2K Share Facebook
• 0.1K Share Twitter
• 84 Share LinkedIn
• 0.2K Share Email

• 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 .

Comments are closed.

Academic Phrasebank

Explore Phrasebank, our general resource for academic writers, providing you with some of the phraseological 'nuts and bolts' of writing:

• Phrasebank (Open Access)

Visit The University of Manchester Library's 'My Learning Essentials' page for tips on presenting:

Useful links

Explore websites for additional resources to aid in your learning.

Manchester Academic Phrasebank

The freely available online Academic Phrasebank contains hundreds of sentence templates for the rhetorical moves typically used in academic dissertations and research papers. (A ‘rhetorical move’ is realized in a section of text serving a specific communicative function, such as convincing the reader of the importance of the ideas being propounded, indicating caution, explaining causality etc.) Originating in a corpus of some hundred postgraduate dissertations completed at the University of Manchester, Academic Phrasebank continues to enlarge its stock of generic language, expanding its corpus to include academic articles from a range of disciplines. The social sciences figure prominently among them [Davis & Morley, Fig. 3, p.4].

Another factor inspiring the creation of Academic Phrasebank by John Morley, Director of University-wide Language Programmes at Manchester University, is the finding of psycholinguistics that much language is learnt in phrases, being ‘acquired, stored and retrieved as pre-formulated constructions.’

The functional approach to academic writing and the phraseological approach to language learning of Academic Phrasebank is shared by Graff and Birkenstein’s book “They say/ I say” , written primarily for US high school and college students, aiming to “demystify academic writing” and equip students with the “moves that matter” in engaging in the dialogue and debate that take place in academic texts. Academic Phrasebank is used by university graduates and researchers – both native and non-native speakers of English – for familiarizing oneself with and exercising the various communicative functions typical of academic texts in Anglo-Saxon style, given in the form of generic English language templates. When writing one’s own text (as communicative act in the “academic conversation” going on in your field) the relevant rhetorical and language tools are more likely to be found at hand by having internalized the moves schematized and instantiated in Academic Phrasebank. As stated on the homepage, “The items in the Academic Phrasebank are mostly content-neutral and generic in nature; in using them, therefore, you are not stealing other people’s ideas and this does not constitute plagiarism.”

The sentence templates of Academic Phrasebank may be navigated according to functions specific to academic research articles:

• Introducing Work
• Referring to Sources
• Describing Methods
• Reporting Results
• Discussing Findings
• Writing Conclusions

Or they may be navigated according to general language functions typical in academic writing:

• 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

Swales’ pioneering CaRS model has been influential in codifying the rhetorical moves made in introductions to academic research articles:

• 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 the work, indicating the structure of the writing)

The section Introducing Work of Academic Phrasebank devoted to introductions accordingly gives phrases useful for the primary functions of

• establishing the context, background and/or importance of the topic
• presenting an issue, problem, or controversy in the field of study
• defining the topic and/or key terms used in the paper
• stating the purpose of the paper
• providing an overview of the coverage and/or structure of the writing.

For each of these functions numerous examples of generic language are listed. Users need only to “fill in the gaps” with the content of their work.

Five exercises using Academic Phrasebank are offered by Davis and Morley (2018). The first is as follows and may be used to construct a “toy example” of an introduction (try it!):

Choose one of the following sentence stems for the function indicated and continue the sentence for your own introduction (you may find it useful to substitute some elements):

Establishing the importance of the topic: One of the most significant current discussions in X is… It is becoming increasingly difficult to ignore the …

Highlighting a knowledge gap in the field of study: However, far too little attention has been paid to … A search of the literature revealed few studies which …

Focus and aim: This report seeks to address the following questions … The aim of this study is to determine/examine …

Outline of structure: This paper has been divided into four parts. The first part deals with … The first section of this paper will examine …

Explaining keywords: While a variety of definitions of the term X have been suggested, this paper will use the definition proposed by Y who saw it as … Throughout this paper the term X will be used to refer to …

The other exercises are (Activity 2) to identify generic language in a text extract in the form of “reusable academic phrases”; (Activity 3) to describe the purpose or function of a given set of phrases, for example in signalling transition ; (Activity 4) recognizing what counts as generic language – and hence reusable as a template, and what counts as a particular turn of phrase – copying of which would therefore constitute plagiarism; (Activity 5) slotting in evaluative adjectives into generic phrases in order to comment critically .

While Academic Phrasebank may serve as a phrasebook of generic language to draw on when writing a paper in anger, it is perhaps more profitably used for becoming more conscious of the communicative functions involved in writing academic texts for English-speaking audiences, and for learning the associated English language used to realize these functions. The activities offered by Davis and Morley may be found helpful in make active use of Academic Phrasebank as a language-learning tool.

A freely downloadable print version of Academic Phrasebank contains at the end a supplement to the online material, with notes on (1) academic style, (2) commonly confused words, (3) British and US spelling, (4) punctuation, (5) article use, (6) sentence structure, (7) paragraph structure, and (8) the writing process. While the brevity of these notes has the advantage of giving overviews that are digestible in a single reading, occasionally they simplify to the point of being misleading. For example, in the notes on commonly confused words it is stated that affect ( meaning to make a difference or to touch emotionally) is a verb and effect (meaning a change resulting from some cause) is a noun, skating over the fact that affect also sees use as a noun (in psychology meaning emotion in its subjective, behavioural aspect, or a manifestation of the same) and that effect is often used as a verb (meaning to cause or bring about).

An expanded version of the Academic Phrasebank is available as a navigable pdf for a modest fee.

Davis, M. and Morley J. (2018) Facilitating learning about academic phraseology: teaching activities for student writers , Journal of Learning Development in Higher Education, Special Edition: October 2018 ALDinHE Conference

Swales, J. and Feak, C. (2012) Academic writing for graduate students. 3rd ed. Ann Arbor, Michigan: Michigan University Press

Graff, G. and Birkenstein, C. (2014), “They say / I say”: the Moves that Matter in Academic Writing, 3 rd ed., New York: W.W. Norton & Co. Ltd.

Andrew Goodall

4 replies to “manchester academic phrasebank”.

Academic Phrasebank – The University of Manchester website seems to be down. https://www.phrasebank.manchester.ac.uk Do you know how I can contact the web developers so that they can fix this? Perhaps the website has moved? Thanks for you help 🙂

It appears they have been quick to fix it – the link works now!

What is the content or purpose of the Manchester Academic Phrasebank mentioned in the article?

I refer you to the home page https://www.phrasebank.manchester.ac.uk/ which explains well both content and purpose.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Andrew Goodall on Sentence Stack
• Jay on Sentence Stack
• Andrew Goodall on Academic style: impersonal language
• Andrew Goodall on Manchester Academic Phrasebank
• Teknik Informatika on Academic style: impersonal language
• Frequent mistakes
• Functional grammar
• Grammar and usage

• Working here
• Departments
• Pay and conditions
• Recruiting new staff

Academic Phrasebank Enhanced Version

Navigable PDF – 2023 Edition

Home »

Academic Phrasebank as PDF

Enhanced pdf includes:, hundreds more phrases, additional sections on:, writing abstracts, indicating shared knowledge, writing acknowledgements, written academic style, using gender-neutral language, british and us spelling, punctuation, sentence structure, paragraph structure, commonly confused words, phrases used to connect ideas, commonly used verbs.

Powered by WordPress / Academica WordPress Theme by WPZOOM

• +44 (0) 207 391 9032

Recent Posts

How to write a character analysis essay.

• Best Colours for Your PowerPoint Presentation: How to Choose
• How to Write a Nursing Essay
• Top 5 Essential Skills You Should Build As An International Student
• How Professional Editing Services Can Take Your Writing to the Next Level
• How to Write an Effective Essay Outline
• How to Write a Law Essay: A Comprehensive Guide with Examples
• What Are the Limitations of ChatGPT?
• How to Properly Write an Essay Outline Using ChatGpt
• Why Presentation Skills Are Important for Students
• Academic News
• Custom Essays
• Dissertation Writing
• Essay Marking
• Essay Writing
• Essay Writing Companies
• Model Essays
• Model Exam Answers
• Oxbridge Essays Updates
• PhD Writing
• Significant Academics
• Student News
• Study Skills
• University Applications
• University Essays
• University Life
• Writing Tips

17 academic words and phrases to use in your essay

(Last updated: 20 October 2022)

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

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

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

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

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

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

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

Words to use in your introduction

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

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

1. Firstly, secondly, thirdly

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

2. In view of; in light of; considering

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

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

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

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

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

Rather than:

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

See the difference?

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

Adding information and flow

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Comparing and contrasting information

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

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

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

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

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

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

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

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

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

10. Despite this; provided that; nonetheless

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

A good example is:

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

11. Importantly; significantly; notably; another key point

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

Giving examples

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

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

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

Here’s an example:

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

Concluding your essay

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

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

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

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

14. Persuasive; compelling

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

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

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

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

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

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

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

17. All things considered

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

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

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

How to write a master’s essay

• academic writing
• writing a good essay
• writing essays
• writing tips

Writing Services

• Essay Plans
• Critical Reviews
• Literature Reviews
• Presentations
• Dissertation Title Creation
• Dissertation Proposals
• Dissertation Chapters
• PhD Proposals
• Journal Publication
• CV Writing Service
• Business Proofreading Services

Editing Services

• Proofreading Service
• Editing Service
• Academic Editing Service

Additional Services

• Marking Services
• Consultation Calls
• Personal Statements
• Tutoring Services

Our Company

• Frequently Asked Questions
• Become a Writer

Terms & Policies

• Fair Use Policy
• Policy for Students in England
• Privacy Policy
• Terms & Conditions
• [email protected]
• Contact Form

Payment Methods

Cryptocurrency payments.

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

• Recent Posts
• Plural of Process in the English Grammar - October 3, 2023
• Best Kahoot Names: Get Creative with These Fun Ideas! - October 2, 2023
• List of Homophones for English Learners - September 30, 2023

Related posts:

• How to Write a Letter: A Guide to Informal and Formal English
• How to Write Informal Letters in English (with Examples)
• Most Commonly Used English Phrases on the Phone
• Asking for Help, Asking for Opinions and Asking for Approval

Nur Syuhadah Zainuddin

Friday 19th of August 2022

thank u so much its really usefull

12thSeahorse

Wednesday 3rd of August 2022

He or she who masters the English language rules the world!

Friday 25th of March 2022

Thank you so so much, this helped me in my essays with A+

Theophilus Muzvidziwa

Friday 11th of March 2022

Monday 21st of February 2022

• ABBREVIATIONS
• BIOGRAPHIES
• CALCULATORS
• CONVERSIONS
• DEFINITIONS

  Vocabulary

Discuss these krasnodar krai pronunciations with the community:

Report Comment

We're doing our best to make sure our content is useful, accurate and safe. If by any chance you spot an inappropriate comment while navigating through our website please use this form to let us know, and we'll take care of it shortly.

You need to be logged in to favorite .

Create a new account.

Your name: * Required

Your email address: * Required

Pick a user name: * Required

Username: * Required

Password: * Required

Forgot your password?    Retrieve it

Word of the Day

Would you like us to send you a free new word definition delivered to your inbox daily.

Please enter your email address:

Citation

Use the citation below to add this pronunciation to your bibliography:.

Style: MLA Chicago APA

"krasnodar krai." Definitions.net. STANDS4 LLC, 2024. Web. 14 Aug. 2024. < https://www.synonyms.com/pronounce/krasnodar+krai >.

Are we missing a good definition for krasnodar krai ? Don't keep it to yourself...

Image credit, the web's largest resource for, synonyms & antonyms, a member of the stands4 network, image or illustration of.

• krasnodar krai

Free, no signup required :

Add to chrome, add to firefox, browse synonyms.com, are you a human thesaurus, a synonym of "kittenish", Nearby & related entries:.

• Krassimir Manov
• kratsa-tsagaropoulou
• kraurosis vulvae noun

Alternative searches for krasnodar krai :

• Search for krasnodar krai on Amazon

• Visit Our Blog about Russia to know more about Russian sights, history
• Check out our Russian cities and regions guides
• Follow us on Twitter and Facebook to better understand Russia
• Info about getting Russian visa , the main airports , how to rent an apartment
• Our Expert answers your questions about Russia, some tips about sending flowers

Russian regions

• Adygeya republic
• Astrakhan oblast
• Kalmykia republic
• Krasnodar krai
• Novorossiysk
• Rostov oblast
• Volgograd oblast
• Map of Russia
• All cities and regions
• Blog about Russia
• News from Russia
• How to get a visa
• Flights to Russia
• Russian hotels
• Renting apartments
• Russian currency
• FIFA World Cup 2018
• Submit an article
• Flowers to Russia
• Ask our Expert

Krasnodar Krai, Russia

The capital city of Krasnodar krai: Krasnodar .

Krasnodar Krai - Overview

Krasnodar Krai is a federal subject of Russia located in the south-west of the country, part of the Southern Federal District. Krasnodar is the capital city of the region.

The population of Krasnodar Krai is about 5,687,400 (2022), the area - 75,485 sq. km.

Krasnodar krai flag

Krasnodar krai coat of arms.

Krasnodar krai map, Russia

Krasnodar krai latest news and posts from our blog:.

13 September, 2021 / Park "Krasnodar" - one of the best parks in Russia .

4 April, 2019 / Cities of Russia at Night - the Views from Space .

14 April, 2018 / Parus (Sail) Rock - a natural monument near Gelendzhik .

21 December, 2016 / Flying over diverse Russia .

29 October, 2016 / Krasnodar - the view from above .

More posts..

News, notes and thoughts:

8 July, 2012   / Unexpected flooding that occurred on July 6-7 in Krasnodar krai killed at least 150 people mostly in small town of Krymsk. The water level in Krymsk region rose to 7 meters, entire villages were washed away. The situation is exacerbated by the fact that the flood occurred at night, when most people were asleep in their homes.

History of Krasnodar Krai

The territory of today’s Krasnodar Krai was inhabited as early as the Paleolithic, about 2 million years ago. It was inhabited by various tribes and peoples since ancient times. There were several Greek colonies on the Black Sea coast, which later became part of the Kingdom of the Bosporus. In 631, the Great Bulgaria state was founded in Kuban. In the 8th-10th centuries, the territory was part of Khazaria.

In 965, the Kievan Prince Svyatoslav defeated the Khazar Khanate and this region came under the power of Kievan Rus, Tmutarakan principality was formed. At the end of the 11th century, in connection with the strengthening of the Polovtsy and claims of Byzantium, Tmutarakan principality came under the authority of the Byzantine emperors (until 1204).

In 1243-1438, this land was part of the Golden Horde. After its collapse, Kuban was divided between the Crimean Khanate, Circassia, and the Ottoman Empire, which dominated in the region. Russia began to challenge the protectorate over the territory during the Russian-Turkish wars.

More historical facts…

In 1783, by decree of Catherine II, the right-bank Kuban and Taman Peninsula became part of the Russian Empire after the liquidation of the Crimean Khanate. In 1792-1793, Zaporozhye (Black Sea) Cossacks resettled here to protect new borders of the country along the Kuban River. During the military campaign to establish control over the North Caucasus (Caucasian War of 1763-1864), in the 1830s, the Ottoman Empire for forced out of the region and Russia gained access to the Black Sea coast.

Prior to the revolutionary events of 1917, most of the territory of present Krasnodar krai was occupied by the Kuban region, founded in 1860. In 1900, the population of the region was about 2 million people. In 1913, it ranked 2nd by gross harvest of grain, 1st place for the production of bread in the Russian Empire.

Kuban was one of the centers of resistance after the Bolshevik revolution of 1917. In 1918-1920, there was a non-Bolshevik Kuban People’s Republic. In 1924, North-Caucasian Krai was founded with the center in Rostov-on-Don. In 1934, it was divided into Azov-Black Sea Krai (Rostov-on-Don) and North Caucasus Krai (Stavropol).

On September 13, 1937, the Azov-Black Sea region was divided into Rostov Oblast and Krasnodar Krai that included Adygei Autonomous Oblast. During the Second World War, the region was captured by the Germans. After the battle for the Caucasus, it was liberated. There are about 1,500 monuments and memorials commemorating heroes of the war on the territory of Krasnodar Krai.

In 1991, the Adygei Autonomous Oblast withdrew from Krasnodar Krai and became the Republic of Adygea.

Beautiful nature of Krasnodar Krai

Sunflower field in Krasnodar Krai

Author: Alexander Egorov

Krasnodar Krai landscape

Author: Vladislav Shutyy

On the coast in the Krasnodar region

Author: Sotnikov

Krasnodar Krai - Features

Krasnodar Krai is located in the south-western part of the North Caucasus. The territory is washed by the Azov and Black Seas. The length of the region from north to south - 327 km, from west to east - 360 km. The Republic of Adygea, another federal subject of Russia, is located entirely within the Krasnodar region.

The Kuban River divides Krasnodar Krai into two parts: the northern - lowland (2/3 of the territory), located on the Kuban-Azov plain, and the southern - foothills and mountains (1/3 of the territory), located in the western highlands of the Greater Caucasus. The highest point is Mount Tsakhvoa (3,345 m).

The population is concentrated in the basin of the Kuban (also known as the Cossack land). The main cities and towns of Krasnodar Krai are Krasnodar (974,000), Sochi (433,500), Novorossyisk (277,000), Armavir (186,000), Anapa (95,900), Eisk (83,200), Kropotkin (76,300), Gelendzhik (75,100), Slavyansk-na-Kubani (67,200), Tuapse (60,400).

Krasnodar Krai is the warmest region of Russia. The climate is mostly temperate continental, on the Black Sea coast from Anapa to Tuapse - semi-arid Mediterranean climate, south of Tuapse - humid subtropical. Winters are mild and summers are hot. The average temperature in January in the plains is minus 3-5 degrees Celsius, on the Black Sea coast - 0-6 degrees Celsius, in July - plus 22-24 degrees Celsius.

Krasnodar Krai - Economy and Tourism

There are reserves of oil, natural gas, iodine-bromine water, marble, limestone, sandstone, gravel, silica sand, iron ore, rock salt, mercury, gypsum, gold. Krasnodar krai is Russia’s oldest oil producing region (since 1865).

The local economy is based on the industrial, construction, fuel and energy, agriculture, transport, resort and recreational, tourist sectors.

The seaports of the Krasnodar region provide direct access, through the Azov and the Black Seas, to international trade routes and handle more than 35% of foreign trade and transit cargoes of all Russian seaports. The air gateway of the region is Krasnodar International Airport (Pashkovsky Airport) - one of the largest airports in Russia.

Tourism is an important sector of the economy of Krasnodar krai. It is actively developing on the coast of the Black and Azov Seas, as well as in mountain and steppe districts of the region. The main centers of tourism are the resorts of federal significance (Sochi, Gelendzhik and Anapa) and the resorts of regional significance (Yeisk, Goryachiy Klyuch and Tuapse district).

Due to a combination of favorable climatic conditions, availability of mineral waters and curative mud, Krasnodar krai is the most popular resort and tourist region of Russia and in fact the only one in Russia seaside spa and recreational center.

Krasnodar krai of Russia photos

Krasnodar krai scenery.

Cretaceous rocks in Krasnodar Krai

Steep cliffs on the coast in the Krasnodar region

Author: Aleksey Kleymenov

Country road in Krasnodar Krai

Author: Nikola Mitinskiy

Pictures of Krasnodar Krai

Memorial Field of Cossack glory in Kushchevskaya village in Krasnodar Krai

Author: Sergey Timofeev

Jet fighter monument in the Krasnodar region

Author: Konstantin Seryshev

Village in Krasnodar Krai

Author: Alena Amplieva

The questions of our visitors

The comments of our visitors.

• Currently 2.65/5

Rating: 2.7 /5 (226 votes cast)

• Krasnodar Krai Tourism
• Krasnodar Krai Hotels
• Krasnodar Krai Guest House
• Krasnodar Krai Flights
• Krasnodar Krai Restaurants
• Krasnodar Krai Attractions
• Krasnodar Krai Travel Forum
• Krasnodar Krai Photos
• Krasnodar Krai Map
• All Krasnodar Krai Hotels
• Krasnodar Krai Hotel Deals

Safety for foreigners in Krasnodar - Krasnodar Krai Forum

• Europe    
• Russia    
• Southern District    
• Krasnodar Krai    

2025 Summer Analyst Programme

Make things possible this summer at Goldman Sachs

Our Summer Analyst Programme is an nine to ten week summer internship for undergraduate students. You will be fully immersed in our day-to-day activities.

As a participant, you will:

• Attend orientation where you’ll learn about our culture, as well as the benefits and responsibilities of being a member of the firm
• Receive training designed to help you succeed
• Have the opportunity to work on real responsibilities alongside fellow interns and our people 

Date: Summer 2025

• Asset Management arrow_forward
• Global Investment Research arrow_forward
• Conflicts Resolution Group arrow_forward
• Human Capital Management arrow_forward
• Controllers arrow_forward
• Internal Audit arrow_forward
• Corporate Treasury arrow_forward
• Investment Banking arrow_forward
• Corporate and Workplace Solutions arrow_forward
• Legal arrow_forward
• Engineering arrow_forward
• Operations arrow_forward
• Executive Office arrow_forward
• Risk arrow_forward
• FICC and Equities (Sales and Trading) arrow_forward
• Tax arrow_forward
• Global Compliance arrow_forward
• Wealth Management arrow_forward

Our weekly newsletter with insights and intelligence from across the firm

By submitting this information, you agree to receive marketing emails from Goldman Sachs and accept our  privacy policy . You can opt-out at any time.

Advertisement

Where Tim Walz Stands on the Issues

As governor of Minnesota, he has enacted policies to secure abortion protections, provide free meals for schoolchildren, allow recreational marijuana and set renewable energy goals.

• Share full article

By Maggie Astor

• Aug. 6, 2024

Gov. Tim Walz of Minnesota, the newly announced running mate to Vice President Kamala Harris, has worked with his state’s Democratic-controlled Legislature to enact an ambitious agenda of liberal policies: free college tuition for low-income students, free meals for schoolchildren, legal recreational marijuana and protections for transgender people.

“You don’t win elections to bank political capital,” Mr. Walz wrote last year about his approach to governing. “You win elections to burn political capital and improve lives.”

Republicans have slammed these policies as big-government liberalism and accused Mr. Walz of taking a hard left turn since he represented a politically divided district in Congress years ago.

Here is an overview of where Mr. Walz stands on some key issues.

Mr. Walz signed a bill last year that guaranteed Minnesotans a “fundamental right to make autonomous decisions” about reproductive health care on issues such as abortion, contraception and fertility treatments.

Abortion was already protected by a Minnesota Supreme Court decision, but the new law guarded against a future court reversing that precedent as the U.S. Supreme Court did with Roe v. Wade, and Mr. Walz said this year that he was also open to an amendment to the state’s Constitution that would codify abortion rights.

Another bill he signed legally shields patients, and their medical providers, if they receive an abortion in Minnesota after traveling from a state where abortion is banned.

We are having trouble retrieving the article content.

Please enable JavaScript in your browser settings.

Thank you for your patience while we verify access. If you are in Reader mode please exit and  log into  your Times account, or  subscribe  for all of The Times.

Thank you for your patience while we verify access.

Already a subscriber?  Log in .

Want all of The Times?  Subscribe .

Academic Phrasebank

About academic phrasebank.

• 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

Theoretical Influences

The Academic Phrasebank largely draws on an approach to analysing academic texts originally pioneered by John Swales in the 1980s. Utilising a genre analysis approach to identify rhetorical patterns in the introductions to research articles, Swales defined a ‘move’ as a section of text that serves a specific communicative function (Swales, 1981,1990). This unit of rhetorical analysis is used as one of the main organising sub-categories of the Academic Phrasebank. Swales not only identified commonly-used moves in article introductions, but he was interested in showing the kind of language which was used to achieve the communicative purpose of each move. Much of this language was phraseological in nature.

The resource also draws upon psycholinguistic insights into how language is learnt and produced. It is now accepted that much of the language we use is phraseological in nature; that it is acquired, stored and retrieved as pre-formulated constructions (Bolinger, 1976; Pawley and Syder, 1983). These insights began to be supported empirically as computer technology permitted the identification of recurrent phraseological patterns in very large corpora of spoken and written English using specialised software (e.g. Sinclair, 1991).  Phrasebank recognises that there is an important phraseological dimension to academic language and attempts to make examples of this explicit.

Sources of the phrases

The phrases in this resource have been taken from authentic academic sources. The original corpus from which the phrases were ‘harvested’ consisted of 100 postgraduate dissertations completed at the University of Manchester. However, phrases from academic articles drawn from a broad spectrum of disciplines have also been, and continue to be,  incorporated.

In most cases, the phrases have been simplified and where necessary they have been ‘sifted’ from their particularised academic content. Where content words have been included for exemplificatory purposes, these are substitutions of the original words. In selecting a phrase for inclusion into the Academic Phrasebank, the following questions are asked:

• does it serve a useful communicative purpose in academic text?
• does it contain collocational and/or formulaic elements?
• are the content words (nouns, verbs, adjectives) generic in nature?
• does the combination ‘sound natural’ to a native speaker or writer of English?

When is it acceptable to reuse phrases in academic writing?

In a recent study (Davis and Morley, 2013), 45 academics from two British universities were surveyed to determine whether reusing phrases was a legitimate activity for academic writers, and if so, what kind of phrases could be reused. From the survey and later from in-depth interviews, the following characteristics for acceptability emerged. A reused phrase:

• should not have a unique or original construction;
• should not express a clear point of view of another writer;
• may be up to nine words in length; beyond this ‘acceptability’ declines;
• may contain up to four generic content words (nouns, verbs or adjectives which are not bound to a specific disciplinary domain).

Some of the entries in the Academic Phrasebank contain specific content words which have been included for illustrative purposes. These words should be substituted when the phrases are used. In the phrases below, for example, the content words in bold should be replaced:

• X is a major public health problem, and the cause of ….
• X is the leading cause of death in western-industrialised countries.

The many thousands of disciplinary-specific phrases which can be found in academic communication comprise a separate category of phrases. These tend to be shorter than the generic phrases listed in Academic Phrasebank, and typically consist of noun phrases or combinations of these. Acceptability for reusing these is determined by the extent to which they are used and understood by members of a particular academic community.

Further work

One current project is to make the whole of the Academic Phrasebank downloadable as a PDF file. This will also include sections of academic style, punctuation and common errors. Research is currently being carried out on how experienced and less-experienced writers make use of the Academic Phrasebank.

• Bolinger, D. (1976) ‘Meaning and memory’. Forum Linguisticum , 1, pp. 1–14.
• Davis, M., and Morley, J. (2018) ‘Writing with sources: how much can be copied?’. In Student Plagiarism in Higher Education , edited by Diane Pecorari and Philip Shaw. Oxford: Routledge, 2018
• Davis, M., and Morley, J. (2015) ‘Phrasal intertextuality: The responses of academics from different disciplines to students’ re-use of phrases’. Journal of Second Language Writing 28 (2) pp. 20-35.
• Davis, M. and Morley, J. (2013) ‘Use your own words: Exploring the boundaries of plagiarism’. In EAP within the higher education garden: Cross-pollination between disciplines, departments and research , John Wrigglesworth (Ed.). Proceedings of the BALEAP Conference, Portsmouth 2011. Reading: Garnet Education.
• Hopkins, A. & Dudley-Evans, A. (1988). ‘A genre-based investigations of the discussions sections in articles and dissertation’. English for Specific Purposes , 7(2), 113-122.
• Pawley, A. and Syder, F.H. (1983). ‘Two puzzles for linguistic theory: nativelike selection and nativelike fluency’. In: Richards, J.C. and Schmidt, R.W. (Eds.), Language and Communication, pp. 191-226. Longman: New York.
• Sinclair, J. (1991) Corpus, concordance, collocation . Oxford: Oxford University Press.
• Swales, J. (1981). Aspects of article introductions (Aston ESP Research Report No. 1). Birmingham: Language Studies Unit: University of Aston.
• Swales, J. (1990). Genre analysis: English in academic and research settings. . Cambridge: Cambridge University Press.

+44 (0) 161 306 6000

The University of Manchester Oxford Rd Manchester M13 9PL UK

Connect With Us

The University of Manchester