Good Phrases For Writing Essay
Back in the late 90s, in the process of reading for my MA dissertation, I put together a collection of hundreds of sentence frames that I felt could help me with my academic writing later on. And they did. Immensely. After the course was over, I stacked my sentences away, but kept wondering if I could ever put them to good use and perhaps help other MA / PhD students.
So here are 70 sentences extracted and adapted for from the original compilation, which ran for almost 10 pages. This list is organized around keywords.
Before you start:
1. Pay close attention to the words in bold, which are often used in conjunction with the main word.
2. [ ] means “insert a suitable word here”, while ( ) means “this word is optional.”
3. Keep in mind that, within each group, some examples are slightly more formal / less frequent than others.
a. Along similar lines, [X] argues that ___.
b. There seems to be no compelling reason to argue that ___.
c. As a rebuttal to this point, it could be argued that ___.
d. There are [three] main arguments that can be advanced to support ___.
e. The underlying argument in favor of / against [X] is that ___.
f. [X]’s argument in favor of / against [Y] runs as follows: ___.
a. In this [paper], I put forward the claim that ___.
b. [X] develops the claim that ___.
c. There is ample / growing support for the claim that ___.
d. [X]’s findings lend support to the claim that ___.
e. Taking a middle-ground position, [X] claims that ___.
a. The data gathered in the [pilot study] suggest that ___.
b. The data appears to suggest that ___.
c. The data yielded by this [study] provide strong / convincing evidence that ___.
d. A closer look at thedata indicates that ___.
e. The data generated by [X] are reported in [table 1].
f. The aim of this [section] is to generalize beyond the data and ___.
a. [X] has encourageddebate on ___.
b. There has been an inconclusive debate about whether ___.
c. The question of whether ___ has caused much debate in [our profession] [over the years].
d. (Much of) the current debate revolves around ___.
a. In this section / chapter, the discussion will point to ___.
b. The foregoing discussion implies that ___.
c. For the sake of discussion, I would like to argue that ___.
d. In this study, the question under discussion is ___.
e. In this paper, the discussion centers on ___.
f. [X] lies at the heart of the discussion on ___.
a. The availableevidence seems to suggest that ___ / point to ___.
b. On the basis of the evidence currently available, it seems fair to suggest that ___.
c. There is overwhelming evidence for the notion that ___.
d. Further evidence supporting / against [X] may lie in the findings of [Y], who ___.
e. These results provide confirmatory evidence that ___.
a. I will now summarize the ground covered in this [chapter] by ___.
b. On logical grounds, there is no compelling reason to argue that ___.
c. [X] takes a middle-ground position on [Y] and argues that ___.
d. On these grounds, we can argue that ___.
e. [X]’s views are grounded on the assumption that ___.
a. This study is an attempt to address the issue of ___.
b. In the present study, the issue under scrutiny is ___.
c. The issue of whether ___ is clouded by the fact that ___.
d. To portray the issue in [X]’s terms, ___.
e. Given the centrality of this issue to [my claim], I will now ___.
f. This [chapter] is concerned with the issue of [how/whether/what] ___.
a. [X] is prominent in the literature on [Y].
b. There is a rapidly growing literature on [X], which indicates that ___.
c. The literature shows no consensus on [X], which means that ___.
d. The (current) literature on [X] abounds with examples of ___.
a. The main theoretical premise behind [X] is that ___.
b. [X] and [Y] share an important premise: ___.
c. [X] is premised on the assumption that ___.
d. The basic premises of [X]’s theory / argument are ___.
e. The arguments against [X]’s premise rest on [four] assumptions: ___.
a.This study draws on research conducted by ___.
b. Although there has been relatively little research on / into [X], ___.
c. In the last [X] years, [educational] research has provided ample support for the assertion that ___.
d. Current research appears / seems to validate the view that ___.
e. Research on / into ___ does not support the view that ___.
f. Further researchin this area may include ___ and ___.
g. Evidence for [X] is borne out by research that shows ___.
h. There is insufficient research on / into ___ to draw any firm conclusions about / on ___.
a. The consensus view seems to be that ___.
b. [X] propounds the view that ___.
c. Current research (does not) appear(s) to validate such a view.
d. There have been dissenters to the view that ___.
e. The answer to [X] / The difference between [X] and [Y] is not as clear-cut as popular views might suggest.
f. The view that _____ is in line with [common sense].
g. I am not alone in my view that ___.
h. [X] puts forward the view that ___.
i. [X]’s views rest on the assumption that ___.
If you found this list useful, check out The Only Academic Phrasebook You’ll Ever Need, which contains 600 sentences, as well as grammar and vocabulary tips. E-book and paperback available on Amazon.
Reading time: 2 minutesDifficulty: Intermediate
Are you struggling to write essays in French? In this article, I have shared a list of 30 useful French words and phrases that will help you create more sophisticated written arguments for your exam (at school or for DELF exam).
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I also offer an extended version of this blog post, (57 French phrases instead of just 30) saved as a PDF which you can print for daily use. Click on the button below.
|à la fin||in the end|
|à mon avis / quant à moi / selon moi||in my opinion|
|autrement dit||in other words|
|avant de conclure||before concluding...|
|bien que je puisse comprendre que||although I can understand that|
|cela va sans dire que||it goes without saying that|
|d’après moi||according to me|
|d’une part, d’autre part||on one hand, on the other hand|
|en ce qui concerne...||as far as ... is concerned|
|en outre||furthermore / moreover|
|enfin||finally, at last|
|grâce à||thanks to|
|il est donc question de||it is a matter of|
|il faut bien reconnaître que||it must be recognised that|
|il semble que les avantages l'emportent sur les inconvenients||it seems that the advantages outweigh the disadvantages|
|il serait absurde de dire que||it would be absurd to say that|
|il vaut mieux||it is better to|
|je crois que||i think/ believe that|
|je soutiens donc que||I maintain that|
|je suis contre||I am against|
|je voudrais souligner que||I’d like to underline that|
|la premiere constatation qui s'impose, c'est que||the first thing to be noted is that|
|ne… ni… ni||neither… nor|
|pas forcément la faute de||not necessarily the fault of|
|pour commencer||to start with|
|selon moi||according to me|
|tout bien considéré||all things considered|
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Let me know which you find the most useful for you in the comments section.
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About the Author Frederic
Frederic Bibard is the founder of Talk in French, a company that helps french learners to practice and improve their french. Macaron addict. Jacques Audiard fan. You can contact him on Twitter and Google +