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Words to Use in an Essay: 300 Essay Words

Hannah Yang

Table of Contents

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

It’s not easy to write an academic essay .

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

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

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

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

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

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

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

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

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

To use the words of X

According to X

As X states

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

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

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

In this essay, I will…

The purpose of this essay…

This essay discusses…

In this paper, I put forward the claim that…

There are three main arguments for…

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

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

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

First and foremost

First of all

To begin with

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

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

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

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

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

Transition Words and Phrases

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

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

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

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

Additionally

In addition

Furthermore

Another key thing to remember

In the same way

Correspondingly

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

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

In other words

To put it another way

That is to say

To put it more simply

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

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

For instance

To give an illustration of

To exemplify

To demonstrate

As evidence

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

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

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

As a result

Accordingly

As you can see

This suggests that

It follows that

It can be seen that

For this reason

For all of those reasons

Consequently

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

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

What’s more

Not only…but also

Not to mention

To say nothing of

Another key point

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

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

On the one hand / on the other hand

Alternatively

In contrast to

On the contrary

By contrast

In comparison

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

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

Having said that

Differing from

In spite of

With this in mind

Provided that

Nevertheless

Nonetheless

Notwithstanding

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

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

Strong Verbs for Academic Writing

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

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

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

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

Verbs that show change:

Accommodate

Verbs that relate to causing or impacting something:

Verbs that show increase:

Verbs that show decrease:

Deteriorate

Verbs that relate to parts of a whole:

Comprises of

Is composed of

Constitutes

Encompasses

Incorporates

Verbs that show a negative stance:

Misconstrue

Verbs that show a positive stance:

Substantiate

Verbs that relate to drawing conclusions from evidence:

Corroborate

Demonstrate

Verbs that relate to thinking and analysis:

Contemplate

Hypothesize

Investigate

Verbs that relate to showing information in a visual format:

Useful Adjectives and Adverbs for Academic Essays

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

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

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

Significant

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

Controversial

Insignificant

Questionable

Unnecessary

Unrealistic

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

Comprehensively

Exhaustively

Extensively

Respectively

Surprisingly

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

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

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

In conclusion

To summarize

In a nutshell

Given the above

As described

All things considered

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

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

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

Unquestionably

Undoubtedly

Particularly

Importantly

Conclusively

It should be noted

On the whole

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

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

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

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

So how do you improve your vocabulary skills?

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

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

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

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

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

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

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

Good writing = better grades

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

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

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• 40 Useful Words and Phrases for Top-Notch Essays

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

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

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

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

General explaining

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

1. In order to

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

2. In other words

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

3. To put it another way

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

4. That is to say

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

5. To that end

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

Adding additional information to support a point

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

6. Moreover

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

7. Furthermore

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

8. What’s more

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

9. Likewise

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

10. Similarly

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

11. Another key thing to remember

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

12. As well as

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

13. Not only… but also

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

14. Coupled with

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

15. Firstly, secondly, thirdly…

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

16. Not to mention/to say nothing of

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

Words and phrases for demonstrating contrast

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

17. However

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

18. On the other hand

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

19. Having said that

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

20. By contrast/in comparison

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

21. Then again

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

22. That said

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

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

Adding a proviso or acknowledging reservations

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

24. Despite this

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

25. With this in mind

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

26. Provided that

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

27. In view of/in light of

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

28. Nonetheless

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

29. Nevertheless

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

30. Notwithstanding

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

Giving examples

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

31. For instance

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

32. To give an illustration

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

Signifying importance

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

33. Significantly

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

34. Notably

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

35. Importantly

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

Summarising

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

36. In conclusion

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

37. Above all

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

38. Persuasive

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

39. Compelling

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

40. All things considered

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

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

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

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Introduction to Academic Writing

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Academic Writing Glossary

Have you encountered a term in your module guide or assessment criteria that you're not familiar with? This glossary includes definitions on the words and phrases associated with academic writing and studying at university:

To search for a specific term, press Ctrl + F to find it in this page.

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Analyse:   To look at all sides of an issue, break a topic down into parts and explain how these components fit together.

Argue:   To make statements or introduce facts to establish or refute a position; to discuss and reason.

Annotate:   To expand on given notes or text, e.g. to write extra notes on a printout of a PowerPoint presentation or a photocopied section of a book.

Bias:    A view or description of evidence that is not balanced, promoting one conclusion or viewpoint.

Bibliography:    A list of all the resources used in preparing for a piece of written work. The Bibliography is usually placed at the end of the document.

Citation:    A reference to another source in your work. Citations require less information than an entry to a reference list (author, date and page number (where required)). 

Critical thinking:   The examination of facts, concepts, and ideas in an objective manner. The ability to evaluate opinion and information systematically, clearly and with purpose.

Describe:   To state how something looks, happens or works.

Exemplify:   To provide an example of something.

Glossary:    A list of terms and their meanings (such as this list).

Adapted from McMillan and Weyers, 2011, pp 247-252)

Marking Criteria:    A set of ‘descriptors’ that explain the qualities of answers falling within the differing grade bands used in assessment; used by markers to assign grades, especially where there may be more than one marker, and to allow students to see what level of answer is required to attain specific grades.

Paraphrase:   To quote ideas indirectly by expressing them in other words (Note: A paraphrase should still be accompanied by a citation).

Plagiarism: Copying the work of others and passing it off as one’s own, without proper acknowledgement. See our guide on avoiding plagiarism for further information .

Primary Source:    The source in which ideas and data are first communicated.

Quotation:   Words directly lifted from a source, e.g. a journal article or book, usually placed between inverted commas (quotation marks).

Reference/referencing:   If you include another person’s idea in your assignment, you must give credit to the author through the process of ‘referencing’. Find out more about how to reference through our referencing guide .

Reference list:    A list of sources referred to in a piece of writing, usually provided at the end of a document.

Secondary source:     A source that quotes, adapts, interprets, translates, develops or otherwise uses information drawn from Primary sources.  

Synonym:     A word with the same meaning as another.

Topic:    An area within a study; the focus of a title in a written assignment.

Topic paragraph:   The paragraph, usually the first, that indicates or points to the topic of a section or piece of writing and how it can be expected to develop.

Topic sentence:     The sentence, usually the first, that indicates or points to the topic of a paragraph and how it can be expected to develop.

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Key Terms in Academic Writing--Online Writing Center

Knowing and understanding terms and concepts related to academic writing, and being able to apply them, will help you organize your thoughts and ultimately produce a better essay or paper.

Important terms for you to know include:

• Definition of Apply

Compare/Contrast

Evaluate/critique.

Relate information to real-life examples; ask how information "works" in a different context.

Academic argument is constructed to make a point, not to "argue" heatedly (using emotion). The characteristics of academic argument include language that is

• impersonal (no personal references)
• evidence-based (examples)

The purposes of academic argument are to

• analyze an issue or a situation
• make a case for your point of view
• convince your reader or listener of the truth of something.

A convincing academic argument has two elements:

• X is better than Y.
• Scents in the office can affect people's work.
• UFOs are really government-regulated.

In written argument, the argument usually is crystallized in an essay's thesis sentence.

• Proof (evidence to show the truth of the argument)

The concept is simple: You state your point and back it up. But the backing-it-up part is trickier, because so many things can go awry between point and backup.  Thus, the relationship between assertion and proof involves these:

• There are different types of assertions; you need to choose one that can be proven logically.
• There are different types of proof; you need to choose the appropriate type/s for your particular case.
• There are many ways to influence the argument through language; you need to choose language that is dispassionate and unbiased so that you're focusing your proof on evidence instead of emotion.

What to Consider in Writing an Academic Argument

The argument itself.

An argument can be called

• an assertion

Whatever term you choose, it needs to be proven.

Three examples of assertions:

• UFO's are really government-regulated.

" Scents in the office can affect people's work" is an argument that probably can be proven.

There have been some studies done on the use of scents, especially in Japan, and their effect on workplace actions, workers' emotions, and productivity. It's likely that you will be able to find information on this in scientific or business journals that are written for professionals in those fields. So this actually might be provable by academic argument.

It's hard to determine whether the first example, "X is better than Y," is provable, as it's not specific enough an assertion. You'd need to define X and Y precisely, and you'd need to define the term "better" precisely in order even to approach having a provable argument. For example, the assertion "Learning through doing is more akin to the way most adults learn than learning through classroom lectures," is probably provable with evidence from psychologists, educators, and learning theorists. The point here is that an argument needs to be precise to be provable.

The last example, "UFOs are really government-regulated," may not be provable. "UFO" is a general term that needs to be more precise, as does " government" (whose?). Even if you define UFO and government, it may be impossible to find evidence to prove this assertion. Again, the point is that you won't have an argument if you don't have an assertion that can be proved.

Types of Proof

Proof generally falls into two categories: facts and opinions.

• A "fact" is something that has been demonstrated or verified as true or something that is generally accepted as truth. For example, it's a fact that the world is round.
• "Opinion" is based upon observation and is not as absolutely verifiable. It's my opinion that Frick and Frack argue too much.

Many students assume, incorrectly, that the more facts, the better support for an argument; and they try to load the support with dates or numbers. But the opinions of experts in the field are just as important as facts in constituting proof for an argument. Expert opinion means that a professional, well-versed in a field, has interpreted and drawn conclusions from facts.

In writing--or in analyzing--an argument, you need to ask whether the assertion has appropriate proof in terms of type and quantity.

It's not enough to argue that adults learn better by doing than by listening to lectures, and to use the experience of one adult learner to validate your argument. You'd need more than one person's experience, and you'd need both facts (generally accepted psychological and physiological observations about the way we learn) and expert opinion (studies done that confirm the facts).

Relationship Between Argument and Proof

The assertion and the proof need to relate to one another logically to have create a solid, acceptable argument. Problems commonly occur in the relationship when there are incorrect assumptions underlying the assertion, or incorrect conclusions drawn on the basis of inappropriate or insufficient proof.

For examples:

• You can't logically argue that adult students don't like lectures on the basis of interviews with one or two adult students. You can't assume that because this situation is true for one or two adult learners, it's true for all.
• You can't logically argue that our weather has changed on earth because of our forays into outer space. You can't conclude that one action has been the sole cause of another action.
• You can't logically argue that we have to be either for or against a proposition. You can't assume that only those two responses exist.

In general, the assertion and any assumptions underlying the assertion need to be generally acceptable, while the proof needs to be sufficient, relevant to the assertion and free of incorrect assumptions and conclusions.

A good accessible text that examines the relationship between an assertion and proof (the nature of argument) is Annette Rottenberg's "Elements of Argument," which uses Stephen Toulmin's classic "The Uses of Argument" as its basis.

Rottenberg breaks argument down into

• claim (the argument itself)
• grounds (the proof)
• warrant (the underlying assumptions)

 She explores the relationship among these pieces of argument within the context of writing good arguments. Another good text is Marlys Mayfield's "Thinking for Yourself," which has particularly useful chapters on facts, opinions, assumptions, and inferences. Still another good text is Vincent Ruggerio's "The Art of Thinking" which looks at both critical and creative thought.

The Role of Language in Argument

Language style and use are crucially important to argument.

• Has an attempt been made to use straightforward language, or is the language emotionally-charged?
• Has an attempt been made to argue through reliance on evidence, or does the argument rely on swaying your thoughts through word choice and connotation?
• Is the language precise or vague?
• Is the language concrete or abstract?

Argument exists not only in ideas but also in the way those ideas are presented through language.

• Comparison ordinarily answers the question: What are the ways in which these events, words, and/or people are similar?
• Contrast ordinarily answers the question: What are the ways in which they are different?

Your instructor may mean "compare and contrast" when he or she tells you to "compare." Ask questions to clarify what is expected. Try to find interesting and unexpected similarities and differences. That's what your instructor is hoping for--ideas he or she hasn't thought of yet.

You are expected to be able to answer the question: What is the exact meaning of this word, term, expression (according to a school of thought, culture, text, individual) within the argument?

Generally, your definition is expected to conform to other people's understanding of how the term is used within a specific discipline or area of study. Your definition must distinguish the term you are defining from all other things. (For example, although it is true that an orange is a fruit, it is not a sufficient definition of an orange. Lemons are fruits too).

A clear definition of a term enables a reader to tell whether any event or thing they might encounter falls into the category designated.

Examples may clarify, but do not define, a word, term, or expression.

Tip : A definition is never "true"; it is always controversial, and depends on who's proposing it.

Answer the questions: What does or did this look like, sound like, feel like?

Usually you are expected to give a clear, detailed picture of something in a description. If this instruction is vague, ask questions so you know what level of specificity is expected in your description. While the ideal description would replicate the subject/thing described exactly, you will need to get as close to it as is practical and possible and desirable.

Usually you are asked to discuss an issue or controversy.

Ordinarily you are expected to consider all sides of a question with a fairly open mind rather than taking a firm position and arguing it.

Because "discuss" is a broad term, it's a good idea to clarify with your professor.

You are expected to answer the question: What is the value, truth or quality of this essay, book, movie, argument, and so forth?

Ordinarily, you are expected to consider how well something meets a certain standard. To critique a book, you might measure it against some literary or social value. You might evaluate a business presentation on the basis of the results you predict it will get.

Often you will critique parts of the whole, using a variety of criteria; for example, in critiquing another student's paper, you might consider: Where is it clear? not clear? What was interesting? Do the examples add to the paper? Is the conclusion a good one? 

Be sure you know exactly which criteria you are expected to consider in the assigned evaluation.

If there are no established criteria, make sure you have carefully developed your own, and persuade the reader that you are right in your evaluation by clarifying your criteria and explaining carefully how the text or parts of the text in question measure up to them.

You are expected to answer the question: What is the meaning or the significance of this text or event, as I understand it?

You might be asked to interpret a poem, a slide on the stock market, a political event, or evidence from an experiment. You are not being asked for just any possible interpretation. You are being asked for your best interpretation. So even though it is a matter of opinion, ordinarily you are expected to explain why you think as you do.

You are expected to go beyond summarizing, interpreting, and evaluating the text. You attach meaning that is not explicitly stated in the text by bringing your own experiences and prior knowledge into the reading of the text. This kind of writing allows you to develop your understanding of what you read within the context of your own life and thinking and feeling. It facilitates a real conversation between you and the text.

You are expected to:

• answer the question: What are the important points in this text?
• condense a long text into a short one
• boil away all the examples and non-essential details, leaving just the central idea and the main points.

A good summary shows your instructor that you understand what you have read and actually clarifies it for yourself.

• A summary is almost always required preparation for deeper thinking, and is an important tool for research writing.
• If you're going to test whether you really understand main ideas, you'll need to state them in your own words as completely and clearly as possible. 

Tip: Summary and summary-reaction papers are commonly assigned at Empire State University. Read more at Writing Summaries and Paraphrases .

Blend information from many sources; determine which "fits together."

Need Assistance?

If you would like assistance with any type of writing assignment, learning coaches are available to assist you. Please contact Academic Support by emailing [email protected].

Questions or feedback about SUNY Empire's Writing Support?

Contact us at [email protected] .

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How to Write a Glossary

Last Updated: January 5, 2024 Fact Checked

This article was co-authored by Alexander Peterman, MA . Alexander Peterman is a Private Tutor in Florida. He received his MA in Education from the University of Florida in 2017. There are 9 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 212,992 times.

A glossary is a list of terms that traditionally appears at the end of an academic paper, a thesis, a book, or an article. The glossary should contain definitions for terms in the main text that may be unfamiliar or unclear to the average reader. To write a glossary, you will first need to identify the terms in your main text that need to be in the glossary. Then, you can create definitions for these terms and make sure the formatting of the glossary is correct so it is polished and easy to read.

Identifying Terms for the Glossary

• For example, you may notice you have a technical term that describes a process, such as “ionization.” You may then feel the reader needs more clarification on the term in the glossary.
• You may also have a term that is mentioned in the main text, but not discussed in detail. You may then feel this term could go into the glossary so you can include more information for the reader.

• For example, you may ask your editor, “Would you mind helping me identify terms for the glossary?” or “Can you assist me in identifying any terms for the glossary that I may have missed?”

• You may tell the reader to look out for any terms they find unclear or unfamiliar in the main text. You may then get several readers to read the main text and note if the majority of readers chose the same terms for the glossary.
• Have multiple readers point out terms they find confusing so you don’t miss any words.

• The glossary terms should broad and useful to a reader, but not excessive. For example, you should have one to two pages of terms maximum for a five to six-page paper, unless there are many academic or technical terms that need to be explained further. Try not to have too many terms in the glossary, as it may not be useful if it covers too much.

Creating Definitions for the Glossary Terms

• You should always write the summary yourself. Do not copy and paste a definition for the term from another source. Copy and pasting an existing definition and claiming it as your own in the glossary can be considered plagiarism.
• If you do use content from another source in the definition, make sure you cite it properly.

• For example, you may write a summary for the term “rigging” as: “In this article, I use this term to discuss putting a rig on an oil drum. This term is often used on an oil rig by oil workers.”
• You may also include a “See [another term]” note if the definition refers to other terms listed in the glossary.
• For example, “In this article, I use this term to discuss putting a rig on an oil drum. This term is often used on an oil rig by oil workers. See OIL RIG .”

• If you only have a small number of abbreviations in the main text, you can define them in the main text.
• For example, you may have the abbreviation “RPG” in the text one or two times. You may then define it in the text on first use and then use the abbreviation moving forward in the text: “Role-playing game (RPG).”

Formatting the Glossary

• Make sure you order the terms by first letter and then by the second letter in the term. For example, in the “A” section of the glossary, “Apple” will appear before “Arrange,” as “p” appears before “r” in the alphabet. If a term has multiple words, use the first word in the phrase to determine where to put it in the glossary.

• You may also have sub-bullets within one glossary entry for a term if there are sub-concepts or ideas for one term. If this is the case, put a sub-bullet under the main bullet so the content is easy to read. For example:
• “My Little Pony RPG: A sub-group of role-playing games that focus on characters in the My Little Pony franchise.”

• For example, you may have the following entry in the glossary: “ Rigging : In this report, I use rigging to discuss the process of putting a rig on an oil drum.”
• Or you may format the entry as: “ Rigging - In this report, I use rigging to discuss the process of putting a rig on an oil drum.”

• If you have other additional content in the paper, such as a “List of Abbreviations,” the glossary will traditionally be placed after these lists as the last item in the paper.
• If you are creating a glossary for an academic paper, your teacher may indicate where they would prefer the glossary in the paper.
• If you are creating a glossary for a text for publication, ask your editor where they would prefer the glossary to fall in the text. You can also look at other texts that have been published and note where they place the glossary.

Glossary Template

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• ↑ https://owl.purdue.edu/owl/general_writing/common_writing_assignments/research_papers/identifying_audiences.html
• ↑ https://owl.purdue.edu/owl/general_writing/common_writing_assignments/definitions.html
• ↑ https://libguides.usc.edu/writingguide/researchglossary
• ↑ https://developer.mozilla.org/en-US/docs/MDN/Writing_guidelines/Howto/Write_a_new_entry_in_the_Glossary
• ↑ https://www.grammarly.com/blog/glossary/
• ↑ https://www.plainlanguage.gov/guidelines/words/minimize-abbreviations/
• ↑ https://www.unl.edu/writing/glossary
• ↑ https://apastyle.apa.org/style-grammar-guidelines/italics-quotations
• ↑ https://gradschool.unc.edu/academics/thesis-diss/guide/ordercomponents.html

About This Article

To write a glossary, start by making a list of terms you used in your text that your audience might not be familiar with. Next, write a 2 to 4 sentence summary for each term, using simple words and avoiding overly technical language. Then, put the terms in alphabetical order so they are easy for the reader to find, and separate each one with either a space or with bullet points. Finally, place the glossary before or after the text and make sure to include it in the table of contents so it’s easy to find. For tips from our Education reviewer on how to decide which terms should go in your glossary, read on! Did this summary help you? Yes No

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Essay glossary

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Glossary of Essay Writing Terms

• AMA style - A Guide for Authors as of the style guide of the American Medical Association. The guide is written by JAMA (Journal of the American Medical Association), plus the Archives journals.
• Abstract nouns - A noun that doesn’t describe an object. It may describe an idea, state or quality.
• Academic writing - A form of writing that makes a point or answers a question using reliable and academically credible sources to ensure the written piece is accurate and correct.
• Admission essay - An essay written by a person wishing to enter an academic institution, usually with the aim of becoming a student. It is written to help demonstrate the academic prowess of the applicant.
• Analogy - a comparison between things that are similar so as to help the reader understand something more clearly.
• Analysis - The study of facts, figures and evidence to narrow down its relevance to the subject in hand. Analysis is done to find meaning in what could otherwise be viewed as standalone facts, figures or evidence.
• Anecdote - An account of something that is defined as hear-say but may be relevant in explaining a point or getting people to understand more clearly.
• Annotated bibliography - A bibliography that is full of citations and references, but each entry is followed by a short chunk of text. The text may describe the references/citation, or may help the reader understand the reference or citation.
• APA style - This is a writing style and referencing style that is used by the American Psychological association.
• Argumentative essay - An essay that shows more than one side of an issue. Two or more sides/arguments are placed within an essay so that comparisons, contrasts and conclusions may be drawn.
• ASA style - This is the style used by the American Sociological Association when preparing works for journals and publications.
• Assignment - A set of instructions that are put together to help a person undertaking a task to draw it to a conclusion. They help a person reach a designated goal as set out by the assignment itself.
• Audience - The people, group, or entity that receives information from another person, group or entity. The information is directed at an audience with the aim of having the audience take the information in.

• Bias - The taking or adopting of one side of an issue, argument or idea to the detriment of the other side(s) of the said argument. It may also mean focusing on one element, issue or argument with relatively exclusivity.
• Bibliography - A list of the citations and references used within the work. They are usually indicated within the text with fuller descriptions present within the bibliography. It is to help the reader follow up on a point or data that is present in the work.
• Bluebook style - This is a uniform system of citation set out as a style guide. It is used mostly by people in the legal industry within the United States.
• Body - The essay body is the bulk of an essay that is usually structured as per the decision of the writer. In itself it may contain things such as evidence sections, evaluation sections and analysis sections, as well as numerous other relevant sections.
• Brainstorming - The act of focusing on a single idea or problem without a structure and allowing ideas to free flow as a result. One idea may lead to another or may exist on its own alongside other thoughts and ideas.

• Calculate - To compute one section of information in order to draw results or alter the original information in some way. It is seen quite a lot within mathematics and programming where information is computed to draw a retraceable result.
• Case Study - A record and processed data that is part of research, or used as research, into the development of a group, situation, thing or person over a set period of time. It may also be something analyzed or used to illustrate a principle, point or thesis.
• Cause and effect essay - An essay that is structured in a way that joins events, thoughts and/or actions and links them in some way. One element is called the cause and the other the effect, with the effect being the result of the cause.
• CBEP - This is a Community-Based Education Project or Program.
• Characterization - The addition of motivation to a character or entity of some sort. This may include things such as character history, emotions, situations and personality being mixed to form a fuller character as a whole.
• Chicago/Turabian style - This is the style guide used for American English.
• Chronological order - Items or points are ordered according to their timeline. It may be events put in the order they happened, or set against a sequence that is usually based on a linear timeline.
• Citation - The act of referencing the work of another directly. It means copying or paraphrasing the work of another and using it as evidence. A citation is not credited to the person doing the citing (i.e. it is not the writer idea that is being quoted unless self quoting earlier works).
• Cite - To draw attention to the creation of another. It is usually done to prove a point. The person doing the citing does not claim ownership of the work that is cited.
• Clarify - To better explain a certain point. This is sometimes done with examples or the production of further evidence however, it may also include stories and analogies that draw a similar comparison.
• Classification essay - An essay that opens up a subject and explores it more thoroughly. The idea is to help the reader more fully understand the subject at hand.
• Cliché - A term or action that is nestled deep within the public zeitgeist to the point where it is considered overused by those that have had experience with it.
• Cluster Analysis - Cluster analysis or clustering is where similar objects are grouped together to be analyzed. This may be an efficient way of analyzing a large amount of data, but may also cause inaccuracy if incorrectly done.
• Cognitive skills - These refer to the skills a person has as per their intellect. They include skills such as computation, analysis, evaluation, spotting differences, comparing, contrasting, biased and unbiased thinking. Even creatures without lateral thinking may still have cognitive skills, albeit far inferior to human cognitive skills.
• Coherence - The act or state of being logically consistent. In academic terms it means to be clear and easy to understand by the intended audience.
• Colloquial expressions - These are expressions used by a relatively large amount of people, but that are localized in one area. This may be as small as within a company, as large as within a country or community.
• Comparison essay - Where elements or points are compared within one essay. Items are highlighted for one element or point and then compared to another or numerous other elements or points.
• Composition - An arrangement. Arranging something in order to make something else or something new. This may include taking smaller parts to make a larger part.
• Conclusion - This is where a hypothesis, usually located in an essay introduction, is concluded upon first by reminding the reader what the hypothesis was. It may draw upon elements within the rest of the essay to prove a point.
• Connotation and Denotation - Connotation refers to the emotional, imaginative and ungraspable parts of something. Denotation refers to the literal significance or primary significance.
• Content and Form - These are distinct aspects of a piece of work. The content is the primary makeup of the piece of work, which usually refers to the text and media side of things in academics. The form refers to the techniques and style used, and may refer to the media being used, though not the media that is inserted.
• Context - This refers to the surrounding conditions, which may include the circumstances, environment or events. Words are given context based on the words surrounding them, the nature and tone of the work as a whole, and the emphasis inserted by the writer.
• Continuity - An unchanging quality that may also be described as a constant. It is a consistency or a consistent whole, and may describe how one element connects to another to make them smaller parts of a larger whole.
• Contrast - A marked difference between two or more things. Juxtaposition of different things.
• Copyright - This is the legal right a creator is given in a free society. It gives the creator control over the work produced for a certain number of years.
• Coursework - This is work issued by an academic institution that upon completion will count towards a final grade and/or a pass or fail. Not completing coursework may negatively affect a student’s final grade, score or pass.
• Cover Letter - This is a note issued by the sender to briefly explain the other items that are being sent. It may also explain the motivations for sending the other items and the desired result of such.
• Credibility - This usually refers to believability, but in academic terms means a point that may be proven. A reliable resource is usually required in these cases.
• Critical essay - Presenting an objective analysis that has either a neutral, positive or negative outcome, and sometimes offers praise and advice on improvements.
• Criticism - To make a remark, comment or point that draws attention to an issue. Usually the issue is something of fault that the criticizer wishes to highlight. Constructive criticism will help the original creator to improve whatever he or she has created.
• Current literature - Literature that has not yet been discredited or proven incorrect.

• Data - Information that may take many forms. It may be used as a discussion point, as evidence, as part of a calculation or as research to another end.
• Dead copy - Often referred to as the original piece of work that the live copy is compared to.
• Deadline - This is the time limit given for a certain task. A deadline can be as long as the issuer decides, be it a few minutes or a few years.
• Deduction - A conclusion drawn that often relies on logic or the weighing and concluding upon evidence.
• Deductive essay - The evaluation and concluding upon an issue. It may also include analysis.
• Definition essay - An essay that defines something by exploring its many meanings and its effects. It helps the reader to understand or better understand something through reading the essay.
• Denotation - The most basic or literal meaning. A specific meaning or primary meaning or description.
• Description - Giving an account of something. The aim is to help the reader understand something or identify what something is.
• Development - The process of moving from one state to another, usually done through some form of work or process. It may be an event that causes change or used to describe the process of change.
• Dialectic essay - The act of making an argument and then objecting to it, only to defend the original argument and conclude. It is form of argumentative essay with a simpler and more streamline framework.
• Diction - This is the spoken clarity or choice of words. It may be used to describe a type of work/paper/artistic piece.
• Dissertation - A very long essay that usually goes above and beyond 12,000 words where an issue is fleshed out in the best and most comprehensive way possible.
• Distinguish - The act of recognizing and noting differences, or to recognize differences as a process.
• Division - Splitting, sharing or disagreeing. To separate or divide. It may also be a section of an organization.
• Documented essay - This could define most essays. It is an essay that uses research to support a principle, point, idea, hypothesis or idea.
• Dominant impression - In academic terms this may be considered the controlling idea to which the writer must remain consistent. It may also represent the hypothesis or thesis if it were to control the quality, atmosphere, mood or tone of the written piece.

• Effect - A change that comes as a direct result of something else, which is usually a cause. It may also denote the power to influence. It may mean the impression given. It is used as a noun, whereas affect is used as a verb. An affect acts upon, and the effect is the result.
• Elaborate - To better explain something in more detail so that the reader may understand it more fully. It may also mean explaining something to remove any vagaries or potential misunderstandings.
• Emphasis - To draw attention to something and expose it. To add emphasis may mean to expose something more fully when compared with other elements within a written piece.
• Enumerate - To list thing individually or count them. To give numbers to something, usually to order or count them.
• Essay - A standard piece of academic writing that draws upon academically credible resources or academic knowledge to make a point, expose something or to pose a question.
• Essay hook - This is the element of an essay that draws the reader in. The aim is to help the reader decide if he or she should read the essay by trying to capture the reader’s interest.
• Etymology - The study of words or their origin/history. They commonly explain why we use words the way we do.
• Evaluate - To take all the evidence and all the points made and assess their validity with an aim to drawing a conclusion. The assessment of validity may include drawing upon the original hypothesis to see if the evidence, facts and points made are actually relevant and/or meaningful.
• Evidence - This is the available body of information and facts that indicate whether a proposition or belief is true or valid.
• Examine - To explore something in detail that usually involves taking notes. It is done to help improve knowledge about a subject or idea.
• Expand - Usually this means to make larger, but in academic terms means to better explain or elaborate. To make something more detailed, in-depth or less brief.
• Exploratory essay - Exploring a problem or an issue without trying to support a thesis. It may be as simple as a piece of research that opens up a subject so that it may be studied more closely or in more detail.
• Expository essay - A type of essay where the writer investigates an idea, expounds on the idea, evaluates evidence, and sets an argument concerning the idea in a concise and clear manner.

• Figurative language - None-literal language or representational language. It may refer to representing by allegorical figures. It may mean using an emblematic human or animal figure to represent an abstract question quality or idea.
• Flashback - An earlier event or scene. In written work it refers to the reference to an earlier event or scene.
• Footnotes - Additional details found at the foot of the essay or at the foot of the page. It may not be necessary for reader comprehension, but is there if the reader wants more detail.
• Formal essay - An essay using an academic structure, type and style, and absent of creative diversions or poetic license.
• Framework - This is a structure through which something works, is written, or is held up. Standard frameworks within essays make reading and studying different essays easier because they are structured in a similar way.
• Free association - Using a word(s) or image(s) to spontaneously suggest another without a logical connection.
• Full references - Short references may give an idea of the source material, but full references give an easier-to-follow-up insert for each reference. The act of giving full references may also include adding references to all facts, principles, points and ideas that require proof or that are not the original creation of the writer.

• Galley - A trial print run or trial publishing run.
• Generalization - A sweeping statement that is almost impossible to fully backup because of the randomness of the universe.
• Give an account of - To describe, usually in detail.
• GPO style - The style used by the United States Government Publishing Office.

• Harvard style - Parenthetical referencing that is one of the most commonly used referencing styles in the USA. Many colleges/Universities have variations of their preferred Harvard style.
• Heading - A subtitle or subtitles used to break up text into easier to understand and/or read sections of related material.
• Hyperbole - To exaggerate, usually to make a point with more impact. It is deliberate and obvious exaggeration to make a point in a way that does not come across as an outright lie.
• Hypothesis - A theory, question or point that needs investigation, disproving or proving. It may also be an assumption that is taken as true for the moment.

• Idiom - A fixed expression with a non-literal meaning. It is difficult, if not impossible, to deduce the meaning alone or out of context.
• In-text reference - The act of putting a reference within the text so that the reader knows where the preceding point or evidence came from.
• Induction - Inducting somebody into an institution, business, organization or position. Or, the process of creating/inducing an idea, feeling or state. Or, a logical conclusion based on evidence. It may also mean the scientific method, generalizations based on observation, or the making of generalizations.
• Inference - A conclusion or reasoning process. An implication, deduction, supposition or the act of conjecture, assumption and/or presumption.
• Informal essay - An essay that breaks the more formal academic rules when it comes to essay writing, usually for a creative reason, to make a more human-based or emotional point, or to make the text more interesting to read for the target audience.
• Introduction - The text found at a start of an essay that helps the reader understand what the essay is about in general terms and if the reader will be interested in the essay content.
• Irony - A form of humor that suggests the opposite of a literal meaning. Humor based on incongruity or based on contradiction.
• ISBN - In publishing it is the International Standard Book Number and is used to catalog publications in a similar way that barcodes catalog groceries. It is a library specifically for publications.

• Jargon - Specialist language used by groups, companies or a culture that means something to both those within the group/company/culture and others.

• Lab Report - The details of work done in a lab that may be used later as evidence or for the basis of analysis.
• Levels of thought - What is focused upon in academics and to what degree it should be focused on.
• Linking word - They help create longer sentences whilst maintaining fluency. They may show a relationship between points or ideas.
• Literature essay - An essay written to inform the reader or to deliver a message to the essay reader.
• Literature research - The use of credible and respected resource during the research process.
• Loaded words - High inference language that helps direct a thought or conclusion in the mind of a reader. It may evoke a stereotype or emotion with its use where another just as suitable word wouldn’t.
• Logical fallacy - An error in reasoning especially related to correct and incorrect logic.

• m-dash - Used to show that a word continues on to the next line. It may also be used to create a strong break in the structure of a sentence.
• Margin - The space between one element and another. Most commonly used in essays to specify where the page edge should sit and where the text should begin.
• Marker - An indicator usually used to indicate a position or presence.
• Meta-Analysis - The use of a statistical approach that combines results from multiple studies to increase the result‘s power over individual studies or improve estimates.
• Metaphor - It is an implicit comparison or the use of figurative language. It is an implicit comparison to describe somebody or something. It may be a vivid comparison that is not meant literally. Figurative language involves symbolism or figures of speech that are not literally supposed to represent real things.
• Methodology - An organizing system or the study of organizing principles or rules.
• MLA style - This is the style used by the Modern Language Association. People use them for the preparation of research and scholarly manuscripts.
• MS - This may represent the company Microsoft, or Master Of Science degree. It may also mean Middle School, Medical Student, Mass Storage or Management System.

• n-dash - A wider version of the em-dash or m-dash. It is used to connect words such as the use of the dash between N and dash within n-dash.
• Narrative essay - This is an essay that has a clear narrative. It is usually written in the first person to this end.
• Non sequitur - Purely defined it means that something doesn’t follow the set pattern, but usually refers to an incongruous statement or an unwarranted conclusion that secure doesn’t follow from its premise(s).
• Norm - A standard pattern of behavior that is usually set within a culture or a group. It may also describe usual behavior.

• Objective writing - Writing that can be verified through facts and evidence and is less biased than subjective writing.
• Organization - The coordination of components into a single structure or unit.
• Outline - A plan for an essay or a summary used as a guide for an essay.
• Overview - A summary of the main points of a piece of work, or a broad survey.

• Pacing - In terms of written work, it is the rate at which the reader is taken from one element/point/section/idea to another.
• Paper - In academic terms it usually refers to an essay or a piece of academic work.
• Paradox - Something that seems right but is actually wrong, or something that seems wrong but is actually right. It may be absurd or a contradiction that either proves itself to be correct, or is seemingly correct.
• Paragraph - A way of breaking up a piece of work into readable chunks whilst maintaining a similar theme, idea or point.
• Parallelism - A parallel state or the deliberate repetition of sentence structures or words for a desired effect.
• Paraphrase - To rephrase something in a way that keeps its meaning, but also adapts it to fit the work it is being inserted into. It often takes heavily from the original source, which means it should be noted as a quotation rather than a general reference.
• Parody - A copy or inferior copy of something. It may be copied in a comical or satirical way.
• Peer Review - An evaluation by experts, usually experts within relevant fields.
• Personal essay - An essay that may be conversational in nature, or may feature elements of the writer’s life or opinions. It may be autobiographical non-fiction, creative non-fiction, or works of a personal nature where all facts are not verifiable.
• Personification - The embodiment of something or the representation of an abstract quality being human.
• Persuasive essay - An essay that works to either reaffirm the reader’s belief/ideas, or to change the readers thinking from one way to another.
• Plagiarism - The copying or rewriting of the work of another person. Even a cleverly rewritten piece of work is still plagiarized, it is just harder to detect than written content that is copied verbatim.
• Post hoc, ergo propter hoc - This is a logical error. It may involve stating that an effect created a cause, which is usually incorrect outside of the physics and/or mathematics field.
• Prewriting - Preparatory work done before writing. Academics often write notes and a plan prior to writing an academic piece of work.
• Process analysis - Writing that gives instructions on how something is done. It is an organizational form of writing that exposes processes and is often seen within self-help papers/books.
• Process words - These are words that give instructions on how to do something within an academic context. They are words that mean something specific within academic terms that instruct a writer upon what needs to be done.
• Proposal - A suggested plan or idea that is put forward officially or unofficially.
• Prove - It means to establish truth, which may be done in a number of ways, but usually involves some sort of evidence.

• Questionnaire - A series of questions directed at one person. They are usually used as fact-gathering tools. They will feature either open-ended or closed questions.
• Quotation - Text or a group of words taken from another source and inserted into the writer’s work, usually to make a point, prove a point or act as evidence.

• Reference - The process of mentioning the work of another or another person/group/company/institution. An academic reference will usually involve information on where the original work/quote may be found and checked.
• Referencing - The act of adding mentions of another person/company/institution and/or their work within a piece of academic text.
• Refutation - The act of refuting, which means denying or opposing with the intention, successfully or otherwise, of proving the original statement to be false or incorrect.
• Report - Information conveyed in order to explain what happened or what the current state of affairs may be. A report may be made that looks to the future, but may only report upon the past and present in order to hypothesis and make predictions about the future.
• Research essay - An essay featuring and describing the research work done by the writer.
• Response essay - An essay based around the work, statement, or claim of another to either agree, disagree, point something out, or to expand in some way. A response essay may agree, disagree, or even remain neutral.
• Revision - The going over of work or content to refresh ones knowledge. It may also mean making changes to pieces of work.
• Rhetoric - persuasive writing or speech that gets a point across or communicates in a persuasive way.
• Rhetorical questions - A question that is part of a person’s rhetoric. It is not a question asked with the view to getting an answer. A good rhetorical question will imply the answer without anyone having to give one, or will make a point through the questioning.
• Rhetorical strategy or mode - The mode(s) of persuasion referred to as rhetorical appeals or strategies. They are the devices that classify the speaker's appeal to the audience in rhetoric. These are logos, ethos or pathos.
• Rigor - The rigidity or stiffness of something. In academic terms it may refer to the strength or an argument or paper as a whole, and/or how well it stands up to criticism.

• Sarcasm - Mocking or deriding language that uses the opposite of what is true or correct. It is the deliberate use of opposites in order to lie but make the lie obvious in a mocking or deriding fashion.
• Satire - It involves criticism or critical comments that use wit, irony, ridicule and/or sarcasm to make the point.
• Scholarly literature - This is written work produced by an academic institution and the people within, which includes students.
• Scholarship essay - An essay a student sends off to convince a group that he or she is worthy of a scholarship.
• Show how - Demonstrate your knowledge of something by giving instructions on the matter.
• Simile - It is figurative language that draws a comparison. It will usually contain the words 'like' or 'as'.
• Slang - Words used by people on mass to signify something that is not defined as such in a dictionary. Slang is not something that is taught within in English.
• Spatial order - This is where items are arranged according to their relationships or physical position.
• Specific - To be precise or detailed and avoiding any vagueness.
• Speech - Communication through speaking, or a piece of text that a person prepares so that he or she may give a speech without having to think up the content of the speech on the spot.
• State - The act of declaring something. To express something in words or announce something.
• Statement - A declaration of almost anything. It may be a declaration of intent or meaning or a declaration of a point. It cannot be a question. It may be a fact, intention or policy.
• Statistics project - A project that has works on statistics with a view to a conclusion, result or answer.
• Structure - A system of parts that are arranged in a designated order or function in a designated order. The system of parts are usually organized in a way that makes them linked in some way to form a larger whole.
• Style - The manner in which something is done. Within academics it may refer to the way a piece is written or referenced.
• Stylistics - The study of linguistic style that includes both written and spoken language. It may include literary works or genres, and may categorize specific groups.
• Subheading - A version of a heading that separates out a piece of work to make it easier to read and/or understand. It may separate out portions of a piece of work that are already under category headers.
• Subjective - Based on feels, opinion or a point of view rather than evidence and/or facts.
• Summary - A short description of the main points of a piece of work. A collection of points that sum up the work as a whole. A way of getting a brief view of a piece of work.
• Syllogism - It may mean deductive reasoning, a specious argument or an example of deduction. It may also be a logical argument that involves three prepositions, such as a formal deductive argument with a major premise, minor premise, and conclusion. 
• Symbol - Something that represent something else.
• Syntax - This is the organization or framework of sentences. It is also a branch of grammar that studies and dictates the rules of correct structure, organization and framework of sentences.

• Term paper - This is a paper that should help the student show how much he or she has learnt over the course of the term. Professors set term papers for that very reason and to help students find out what elements they need to improve upon.
• Theory - Speculation, an idea formed by speculation, a question formed by speculation. Or a set of rules, guides, techniques and practices.
• Thesis statement - A thesis statement is something that is explained, supported, proved, disproved or developed during the course of the paper.
• Tone - This is the character or feel of a piece or subject. It is the atmosphere and/or ambience that the writer sets.
• Topic sentence - A sentence that explains what a paragraph, section or full essay is about.
• Trace - A small quantity or a remaining sign or signal.
• Transition - A process of change. In an essay it may mean the change from one sentence to another or the change between one paragraph to another. It may also mean the change between point/subject to point/subject. It requires either a definite end or an indication of what may be to come.
• Translate - To interpret data in a way that makes it understandable for your audience. To put it in a way that your target audience can understand.
• Turabian style - This is the most commonly used referencing and citation style used by researchers and academics doing research.

• Understatement - This is a muted or restrained statement of expression. It is a statement that is deliberately understated, which means it is less forceful and/or less dramatic than it otherwise should be.
• Unity - A combination of two or more to become one, or the condition of being one. It may also mean a whole that is made up of numerous separate entities. It may also be used to describe harmony.
• Unreliable - In academics an unreliable source is one that is not academically credible. This means it cannot be used to prove a point or a fact, and cannot be used as evidence without making your essay flawed and/or unreliable in itself.

• Validity - It signifies the reason why something is valid within a certain situation. In terms of data or evidence, it indicates their relevance or correctness.
• Vancouver style - One of the most commonly used referencing and citation styles used within medical and physical science papers. The other most commonly used being Harvard.
• Vantage point - A specific point of view. From the writer’s perspective, it is his or her point of view. When referring to others, it is their unique view of a situation or event.

• Writer’s block - This is the name given to a period during writing when further ideas around what to write are absent. It is a frame of mind that makes a piece of writing very difficult to continue.

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Essays: task words

Written Assignments

Explore what different task words mean and how they apply to your assignments

You'll need to understand what your assignments are asking you to do throughout your studies. Your assessments use 'task words' that explain what you need to do in your work.  

Task words are the words or phrases in a brief that tell you what to do. Common examples of task words are 'discuss', 'evaluate', 'compare and contrast', and 'critically analyse'. These words are used in assessment marking criteria and will showcase how well you've answered the question.

None of these words have a fixed meaning. Your lecturers may have specific definitions for your subject or task so you should make sure you have a good idea of what these terms mean in your field. You can check this by speaking to your lecturer, checking your course handbook and reading your marking criteria carefully.

Task words and descriptions

• Account for : Similar to ‘explain’ but with a heavier focus on reasons why something is or is not the way it is.
• Analyse : This term has the widest range of meanings according to the subject. Make a justified selection of some of the essential features of an artefact, idea or issue. Examine how these relate to each other and to other ideas, in order to help better understand the topic. See ideas and problems in different ways, and provide evidence for those ways of seeing them. 
• Assess : This has very different meanings in different disciplines. Measure or evaluate one or more aspect of something (for example, the effectiveness, significance or 'truth' of something). Show in detail the outcomes of these evaluations.
• Compare : Show how two or more things are similar.
• Compare and contrast : Show similarities and differences between two or more things.
• Contrast : Show how two or more things are different.
• Critically analyse : As with analysis, but questioning and testing the strength of your and others’ analyses from different perspectives. This often means using the process of analysis to make the whole essay an objective, reasoned argument for your overall case or position.
• Critically assess : As with “assess”, but emphasising your judgments made about arguments by others, and about what you are assessing from different perspectives. This often means making the whole essay a reasoned argument for your overall case, based on your judgments.
• Critically evaluate : As with 'evaluate', but showing how judgments vary from different perspectives and how some judgments are stronger than others. This often means creating an objective, reasoned argument for your overall case, based on the evaluation from different perspectives.
• Define : Present a precise meaning. 
• Describe : Say what something is like. Give its relevant qualities. Depending on the nature of the task, descriptions may need to be brief or the may need to be very detailed.
• Discuss : Provide details about and evidence for or against two or more different views or ideas, often with reference to a statement in the title. Discussion often includes explaining which views or ideas seem stronger.
• Examine : Look closely at something. Think and write about the detail, and question it where appropriate.
• Explain : Give enough description or information to make something clear or easy to understand.
• Explore : Consider an idea or topic broadly, searching out related and/or particularly relevant, interesting or debatable points.
• Evaluate : Similar to “assess”, this often has more emphasis on an overall judgement of something, explaining the extent to which it is, for example, effective, useful, or true. Evaluation is therefore sometimes more subjective and contestable than some kinds of pure assessment.
• Identify : Show that you have recognised one or more key or significant piece of evidence, thing, idea, problem, fact, theory, or example.
• Illustrate : Give selected examples of something to help describe or explain it, or use diagrams or other visual aids to help describe or explain something.
• Justify : Explain the reasons, usually “good” reasons, for something being done or believed, considering different possible views and ideas.
• Outline : Provide the main points or ideas, normally without going into detail.
• Summarise : This is similar to 'outline'. State, or re-state, the most important parts of something so that it is represented 'in miniature'. It should be concise and precise.
• State : Express briefly and clearly. 

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Literary Terms

Welcome to the Purdue OWL

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Included below is a list of literary terms that can help you interpret, critique, and respond to a variety of different written works. This list is by no means comprehensive, but instead offers a primer to the language frequently used by scholars and students researching literary works. This list and the terms included in it can help you begin to identify central concerns or elements in a work that might help facilitate your interpretation, argumentation, and analysis. We encourage you to read this list alongside the other guides to literary interpretation included on the OWL Website. Please use the links on the left-hand side of this page to access other helpful resources.

• Characterization : The ways individual characters are represented by the narrator or author of a text. This includes descriptions of the characters’ physical appearances, personalities, actions, interactions, and dialogue.
• Dialogue : Spoken exchanges between characters in a dramatic or literary work, usually between two or more speakers.
• Genre : A kind of literature. For instance, comedy, mystery, tragedy, satire, elegy, romance, and epic are all genres. Texts frequently draw elements from multiple genres to create dynamic narratives. Alastair Fowler uses the following elements to define genres: organizational features (chapters, acts, scenes, stanzas); length; mood (the Gothic novel tends to be moody and dark); style (a text can be high, low, or in-between depending on its audience); the reader’s role (readers of a mystery are expected to interpret evidence); and the author’s reason for writing (an epithalamion is a poem composed for marriage) (Mickics 132-3).
• Imagery : A term used to describe an author’s use of vivid descriptions “that evoke sense-impressions by literal or figurative reference to perceptible or ‘concrete’ objects, scenes, actions, or states” (Baldick 121). Imagery can refer to the literal landscape or characters described in a narrative or the theoretical concepts an author employs.
• Plot : The sequence of events that occur through a work to produce a coherent narrative or story.
• Point of View: The perspective (visual, interpretive, bias, etc.) a text takes when presenting its plot and narrative. For instance, an author might write a narrative from a specific character’s point of view, which means that that character is our narrative and readers experience events through his or her eyes.
• Style : Comprising an author’s diction, syntax, tone, characters, and other narrative techniques, “style” is used to describe the way an author uses language to convey his or her ideas and purpose in writing. An author’s style can also be associated to the genre or mode of writing the author adopts, such as in the case of a satire or elegy with would adopt a satirical or elegiac style of writing.
• Symbol(ism): An object or element incorporated into a narrative to represent another concept or concern. Broadly, representing one thing with another. Symbols typically recur throughout a narrative and offer critical, though often overlooked, information about events, characters, and the author’s primary concerns in telling the story.
• Theme : According to Baldick, a theme may be defined as “a salient abstract idea that emerges from a literary work’s treatment of its subject-matter; or a topic recurring in a number or literary works” (Baldick 258). Themes in literature tend to differ depending on author, time period, genre, style, purpose, etc.
• Tone : A way of communicating information (in writing, images, or sound) that conveys an attitude. Authors convey tone through a combination of word-choice, imagery, perspective, style, and subject matter. By adopting a specific tone, authors can help readers accurately interpret meaning in a text.
• First person : A story told from the perspective of one or several characters, each of whom typically uses the word “I.” This means that readers “see” or experience events in the story through the narrator’s eyes.
• Second person : A narrative perspective that typically addresses that audience using “you.” This mode can help authors address readers and invest them in the story.
• Third person : Describes a narrative told from the perspective of an outside figure who does not participate directly in the events of a story. This mode uses “he,” “she,” and “it” to describe events and characters.

Types of Prose Texts

• Bildungsroman : This is typically a type of novel that depicts an individual’s coming-of-age through self-discovery and personal knowledge. Such stories often explore the protagonists’ psychological and moral development. Examples include Dickens’ Great Expectations and Joyce’s A Portrait of the Artist as a Young Man .
• Epistolary : A novel composed primarily of letters sent and received by its principal characters. This type of novel was particularly popular during the eighteenth century.
• Essay : According to Baldick, “a short written composition in prose that discusses a subject or proposes an argument without claiming to be a complete or thorough exposition” (Baldick 87). A notable example of the essay form is Jonathan Swift’s “A Modest Proposal,” which uses satire to discuss eighteenth-century economic and social concerns in Ireland.
• Novella : An intermediate-length (between a novel and a short story) fictional narrative.

Terms for Interpreting Authorial Voice

• Apology : Often at the beginning or conclusion of a text, the term “apology” refers to an instance in which the author or narrator justifies his or her goals in producing the text.
• Irony : Typically refers to saying one thing and meaning the opposite, often to shock audiences and emphasize the importance of the truth.
• Satire : A style of writing that mocks, ridicules, or pokes fun at a person, belief, or group of people in order to challenge them. Often, texts employing satire use sarcasm, irony, or exaggeration to assert their perspective.
• Stream of consciousness : A mode of writing in which the author traces his or her thoughts verbatim into the text. Typically, this style offers a representation of the author’s exact thoughts throughout the writing process and can be used to convey a variety of different emotions or as a form of pre-writing.

Terms for Interpreting Characters

• Antagonist : A character in a text who the protagonist opposes. The antagonist is often (though not always) the villain of a story.
• Anti-hero : A protagonist of a story who embodies none of the qualities typically assigned to traditional heroes and heroines. Not to be confused with the antagonist of a story, the anti-hero is a protagonist whose failings are typically used to humanize him or her and convey a message about the reality of human existence.
• Archetype : “a resonant figure of mythic importance, whether a personality, place, or situation, found in diverse cultures and different historical periods” (Mickics 24). Archetypes differ from allegories because they tend to reference broader or commonplace (often termed “stock”) character types, plot points, and literary conventions. Paying attention to archetypes can help readers identify what an author may posit as “universal truths” about life, society, human interaction, etc. based on what other authors or participants in a culture may have said about them.
• Epithet : According to Taafe, “An adjective, noun, or phase expressing some characteristic quality of a thing or person or a descriptive name applied to a person, as Richard the Lion-Hearted” (Taafe 58). An epithet usually indicates some notable quality about the individual with whom it addresses, but it can also be used ironically to emphasize qualities that individual might actually lack.
• Personification : The artistic representation of a concept, quality, or idea in the form of a person. Personification can also refer to “a person who is considered a representative type of a particular quality or concept” (Taafe 120). Many classical deities are good examples of personifications. For instance, the Greek god Ares is a personification of war.
• Protagonist : The primary character in a text, often positioned as “good” or the character with whom readers are expected to identify. Protagonists usually oppose an antagonist.

Terms for Interpreting Word Choice, Dialogue, and Speech

• Alliteration : According to Baldick, “The repetition of the same sounds—usually initial consonants of words or of stressed syllabus—in any sequence of neighboring words” (Baldick 6). Alliteration is typically used to convey a specific tone or message.
• Apostrophe : This figure of speech refers to an address to “a dead or absent person, or an abstraction or inanimate object” and is “usually employed for emotional emphasis, can become ridiculous [or humorous] when misapplied” (Baldick 17).
• Diction : Word choice, or the specific language an author, narrator, or speaker uses to describe events and interact with other characters.

Terms for Interpreting Plot

• Climax : The height of conflict and intrigue in a narrative. This is when events in the narrative and characters’ destinies are most unclear; the climax often appears as a decision the protagonist must make or a challenge he or she must overcome in order for the narrative to obtain resolution.
• Denouement : The “falling action” of a narrative, when the climax and central conflicts are resolved and a resolution is found. In a play, this is typically the last act and in a novel it might include the final chapters.
• Deus Ex Machina : According to Taafe, “Literally, in Latin, the ‘god from the machine’; a deity in Greek and Roman drama who was brought in by stage machinery to intervene in the action; hence, any character, event, or device suddenly introduced to resolve the conflict” (43).
• Exposition : Usually located at the beginning of a text, this is a detailed discussion introducing characters, setting, background information, etc. readers might need to know in order to understand the text that follows. This section is particularly rich for analysis because it contains a lot of important information in a relatively small space.
• Frame Narrative : a story that an author encloses around the central narrative in order to provide background information and context. This is typically referred to as a “story within a story” or a “tale within a tale.” Frame stories are usually located in a distinct place and time from the narratives they surround. Examples of stories with frame narratives include Canterbury Tales, Frankenstein , and Wuthering Heights .
• In media res : Beginning in “the middle of things,” or when an author begins a text in the midst of action. This often functions as a way to both incorporate the reader directly into the narrative and secure his or her interest in the narrative that follows.

Terms for Interpreting Layers of Meaning

• Allegory : A literary mode that attempts to convert abstract concepts, values, beliefs, or historical events into characters or other tangible elements in a narrative. Examples include, Gulliver’s Travels, The Faerie Queene, Pilgrim’s Progress, and Paradise Lost .
• Allusion : When a text references, incorporates, or responds to an earlier piece (including literature, art, music, film, event, etc). T.S. Eliot’s The Waste Land (1922) offers an extensive example of allusion in literature. According to Baldick, “The technique of allusion is an economical means of calling upon the history or the literary tradition that author and reader are assumed to share” (7).
• Hyperbole : exaggerated language, description, or speech that is not meant to be taken literally, but is used for emphasis. For instance, “I’ve been waiting here for ages” or “This bag weighs a ton.”
• Metaphor : a figure of speech that refers to one thing by another in order to identify similarities between the two (and therefore define each in relation to one another).
• Note that metonymy differs subtly from synecdoche, which substitutes a part of something for the whole. For example, the phrase "all hands on deck" can substitute for the more awkward "all people on deck."
• Parody : a narrative work or writing style that mocks or mimics another genre or work. Typically, parodies exaggerate and emphasize elements from the original work in order to ridicule, comment on, or criticize their message.
• Simile : a figure of speech that compares two people, objects, elements, or concepts using “like” or “as.”

Works Cited

For more information or to read about other literary terms, please see the following texts:

Baldick, Chris. Oxford Dictionary of Literary Terms . Oxford University Press, 2001.

Mikics, David. A New Handbook of Literary Terms . Yale University Press, 2007.

Taafe, James G. A Student’s Guide to Literary Term s. The World Publishing Company, 1967.

How do I format a glossary in MLA style?

Note: This post relates to content in the eighth edition of the MLA Handbook . For up-to-date guidance, see the ninth edition of the MLA Handbook .

Glossaries may be formatted in a number of ways, but generally terms are listed in alphabetical order with their definitions, and a line space separates each entry. They are generally placed before notes and works-cited lists and may appear as part of an appendix before those items.

In the following example, from Elizabeth Brookbank and H. Faye Christenberry’s  MLA Guide to Undergraduate Research in Literature  (Modern Language Association of America, 2019), entries are set in bold and followed by a period. Each term begins with a lowercase letter unless the term is a proper noun.

academic discipline. A branch of knowledge that is studied by students and researched by faculty members in higher education (e.g., literature and languages, history, biology, political science). Generally thought of as broader than an academic field, which is a scholar’s area of expertise in the discipline. analyze. To break a work of literature down into distinct pieces or parts (e.g., themes, symbols, motifs, characters) and study them so as to better understand the whole. annotation. A brief summary describing the subject or thesis of an article, book chapter, etc. appendix. Usually located in the back, an appendix supplies additional or supplementary information about the topic covered in the main portion of the work. A book or an essay could have an appendix.  authority. The standing, credibility, or expertise that a person or organization has on a particular subject. Often denoted by certain education or training credentials or by work and life experiences. bibliographic record. An entry in a library database or catalog that provides basic information about the item, such as author, title, publication, date. bibliography. A list of all of the sources used (books, journals, websites, periodicals, etc.) in the process of researching and writing a paper. The list has different names, depending on its function and the citation style you are using (e.g., works cited in MLA style, references in APA style). Boolean operators. Words (AND, OR, NOT) that are used to connect terms in various ways to determine how a database, search engine, or library catalog searches for the terms. They can expand or narrow a search or make sure that certain terms do not appear in search results.

Terms may also be separated from their definitions by a colon or a dash or set off by typography alone. In the following example, from Claire Kehrwald Cook’s Line by Line: How to Edit Your Own Writing (Houghton Mifflin, 1985), no punctuation follows the glossary term. Boldface type is sufficient to distinguish the term from its definition.

a, an The choice of a or an before a word depends, of course, on the sound—­not the letter—that follows: a ukulele but an uncle ; an $8 check but a $10 check . We say an heirloom , an honor , and an hour because the initial consonants are silent; each word begins with a vowel sound. In the past, especially in Eng­land, the h was also virtually inaudible in words like history and hotel , so that the preceding article was an. But today the h is generally pronounced in these words, and the appropriate article is a. Some critics claim, however, that it is natural to use an when the first syllable of the h word is not stressed: A history book lists as an historical fact that . . . . The 1983 edition of Webster’s Collegiate , while noting that both a and an occur before such words in print, claims that an is more common in speech; but the 1982 edition of the American Heritage Dictionary reports that an unpronounced h in words like historical and hysteri­cal is “now uncommon in American speech.” Though the appropriate article in that context may be a matter of opinion, or of varying pronunciation, an should dearly not precede a word that starts with an h you hear. Read a phrase aloud if you don’t know which article to use. Would an hypocrite pretend to an humble heart? 

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Glossary of Task Words

Understanding the meaning of words, especially task words, helps you to know exactly what is being asked of you. It takes you halfway towards narrowing down your material and selecting your answer.

Task words direct you and tell you how to go about answering a question. Here is a list of such words and others that you are most likely to come across frequently in your course.

Maddox, H 1967, How to Study , 2nd ed, Pan Books, London.

Marshall, L., & Rowland, F 1998, A guide to learning independently , Addison Wesley Longman, Melbourne.

Northedge, A 1997, The good study guide , Open University, Milton Keynes, UK.

Essay and assignment writing guide

• Essay writing basics
• Essay and assignment planning
• Complex assignment questions
• Glossary of task words
• Editing checklist
• Writing a critical review
• Annotated bibliography
• Reflective writing
• ^ More support

Scholarly Resources 4 Students | scite.ai 21 May 2024

Discover your Library: Main Library 21 May 2024

• Literary Terms

Glossary of Literary Terms

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Also called “ action- adventure,” action is a genre of film, TV, literature, etc., in which the primary feature is the constant slam-bang of fights, chases, explosions, and clever one-liners. Action stories typically do not explore complex relationships between human beings or the subtleties of psychology and philosophy.

Ad hominem is Latin for “against the man,” and refers to the logical fallacy (error) of arguing that someone is incorrect because they are unattractive, immoral, weird, or any other bad thing you could say about them as a person.

An adage is a brief piece of wisdom in the form of short, philosophical, and memorable sayings. The adage expresses a well-known and simple truth in a few words.

Adventure (pronounced ad-ven-cher) was originally a Middle English word derived from the Old French aventure meaning “destiny,” “fate,” or “chance event.” Today, we define adventure as a remarkable or unexpected journey, experience, or event that a person participates in as a result of chance. This last detail, a result of chance , is a key element of adventure; the stories usually involve a character who is brought to the adventure by chance, and chance usually plays a large role in the episodes of the story. Also, adventures usually includes dangerous situations, narrow escapes, problems to be solved through intelligence and skill, exotic people and places, and brave deeds.

An allegory is a story within a story. It has a “surface story” and another story hidden underneath. For example, the surface story might be about two neighbors throwing rocks at each other’s homes, but the hidden story would be about war between countries.

• Alliteration

In alliteration, words that begin with the same sound are placed close together. Although alliteration often involves repetition of letters, most importantly, it is a repetition of sounds.

Allusion is basically a reference to something else .  It’s when a writer mentions some other work, or refers to an earlier part of the current work. In literature, it’s frequently used to reference cultural works (e.g. by alluding to a Bible story or Greek myth).

Ambiguity is an idea or situation that can be understood in more than one way. This extends from ambiguous sentences (which could mean one thing or another) up to ambiguous storylines and ambiguous arguments .

• Amplification

Amplification involves extending a sentence or phrase in order to further explain, emphasize, or exaggerate certain points of a definition, description, or argument.

An anagram is a type of word play in which the letters of a word or phrase are rearranged to create new words and phrases.

An analogy is a literary technique in which two unrelated objects are compared for their shared qualities. Unlike a simile or a metaphor, an analogy is not a figure of speech, though the three are often quite similar. Instead, analogies are strong rhetorical devices used to make rational arguments and support ideas by showing connections and comparisons between dissimilar things.

Anaphora is when a certain word or phrase is repeated at the beginning of clauses or sentences that follow each other. This repetition emphasizes the phrase while adding rhythm to the passage, making it more memorable and enjoyable to read.

An anecdote   is a very short story that is significant to the topic at hand; usually adding  personal knowledge or experience to the topic.

In a story, the antagonist is the opposite of the protagonist, or main character. Typically, this is a villain of some kind, but not always! It’s just the opponent of the main character, or someone who gets in their way.

Anthimeria (also known as antimeria) is the usage of a word in a new grammatical form, most often the usage of a noun as a verb.

• Anthropomorphism

Anthropomorphism is giving human traits or attributes to animals, inanimate objects, or other non-human things. It comes from the Greek words anthropo (human) and morph (form).

Antithesis literally means “opposite” – it is usually the opposite of a statement, concept, or idea. In literary analysis, an antithesis is a pair of statements or images in which the one reverses the other. The pair is written with similar grammatical structures to show more contrast.

• Antonomasia

Antonomasia is a literary term in which a descriptive phrase replaces a person’s name. Antonomasia can range from lighthearted nicknames to epic names.

An aphorism is a short, concise statement of a general truth, insight, or good advice.  It’s roughly synonymous with “a saying.” Aphorisms often use metaphors or creative imagery to get their point across.

Aphorismus is a term in which the speaker questions whether a word is being used correctly to show disagreement. Aphorismus is often written as a rhetorical question such as “How can you call this music ?”to show the difference between the usual meaning of a word and how it is  being used. So, the point is to call attention to the qualities of the word, suggesting that how it is being used is not a good example of the word.

An apologia is a defense of one’s conduct or opinions. It’s related to our concept of “apology,” but in many cases it’s the precise opposite of an apology! When you apologize, you’re saying “I did the wrong thing, and I regret it.” But in an apologia, you’re defending yourself , either by saying that what you did wasn’t wrong or denying that you were responsible for what happened.

An apologue is a short story or fable which provides a simple moral lesson. Apologues are often told through the use of animal characters with symbolical elements.

In literature, aporia is an expression of insincere doubt. It’s when the writer or speaker pretends, briefly, not to know a key piece of information or not to understand a key connection. After raising this doubt, the author will either respond to the doubt, or leave it open in a suggestive or “hinting” manner.

• Aposiopesis

Aposiopesis is when a sentence is purposefully left incomplete or cut off. It’s caused by an inability or unwillingness to continue speaking. This allows the ending to be filled in by the listener’s imagination.

Appositives are noun phrases that follow or precede another noun, and give more information about it.

An archaism is an old word or expression that is no longer used with its original meaning or is only used in specific studies or areas.

An archetype (ARK-uh-type) is an idea, symbol, pattern, or character-type, in a story. It’s any story element that appears again and again in stories from cultures around the world and symbolizes something universal in the human experience.

An argument is a work of persuasion. You use it to convince others to agree with your claim or viewpoint when they have doubts or disagree.

Assonance is the repetition of the same or similar vowel sounds within words, phrases, or sentences.

Asyndeton is skipping one or more conjunctions (and, or, but, for, nor, so, yet) which are usually used in a series of phrases. Asyndeton is also known as asyndetism.

• Autobiography

An autobiography is a self-written life story.

Auto = self

Graph = print or written

It is different from a  biography , which is the life story of a person written by someone else. Some people may have their life story written by another person because they don’t believe they can write well, but they are still considered an author because they are providing the information.

Bathos is text that abruptly turns from serious and poetic, to regular and silly.

A buzzword is a word or phrase that has little meaning but becomes popular during a specific time.

Cacophony is the use of a combination of words with loud, harsh sounds—in reality as well as literature.  In literary studies, this combination of words with rough or unharmonious sounds are used for a noisy or jarring poetic effect. Cacophony is considered the opposite of euphony which is the use of beautiful, melodious-sounding words.

Caesura refers to a break or pause in the middle of a line of verse. It can be marked as || in the middle of the line, although generally it is not marked at all – it’s simply part of the way the reader or singer pronounces the line.

Catharsis,  meaning “cleansing” in Greek, refers to a literary theory first developed by the philosopher Aristotle, who believed that cleansing our emotions was the purpose of a good story, especially a tragedy. Catharsis applies to any form of art or media that makes us feel strong negative emotions, but that we are nonetheless drawn to – we may seek out art that creates these emotions because the experience purges the emotions from our system.

A character is a person, animal, being, creature, or thing in a story. Writers use characters to perform the actions and speak dialogue, moving the story along a plot line. A story can have only one character (protagonist) and still be a complete story.

Chiasmus comes from a Greek word meaning “crossed,” and it refers to a grammatical structure that inverts a previous phrase. That is, you say one thing, and then you say something very similar, but flipped around.

• Circumlocution

Circumlocution means “talking around” or “talking in circles.” It’s when you want to discuss something, but don’t want to make any direct reference to it, so you create a way to get around the subject. The key to circumlocution is that the statement has to be unnecessarily long and complicated.

A cliché is a saying, image, or idea which has been used so much that it sounds terribly uncreative. The word “cliche” was originally French for the sound of a printing plate, which prints the same thing over and over.

Climax is the highest point of tension or drama in a narrative’s plot. Often, climax is also when the main problem of the story is faced and solved by the main character or protagonist.

Coherence describes the way anything, such as an argument (or part of an argument) “hangs together.”  If something has coherence, its parts are well-connected and all heading in the same direction. Without coherence, a discussion may not make sense or may be difficult for the audience to follow. It’s an extremely important quality of formal writing.

• Connotation

A connotation is a common feeling or association that a word has, in addition to its literal meaning (the denotation). Often, a series of words can have the same basic definitions, but completely different connotations—these are the emotions or meanings implied by a word, phrase, or thing.

Consonance is when the same consonant sound appears repeatedly in a line or sentence, creating a rhythmic effect.

A conundrum is a difficult problem, one that is impossible or almost impossible to solve. It’s an extremely broad term that covers any number of different types of situations, from moral dilemmas to riddles .

Comedy is a broad genre of film, television, and literature in which the goal is to make an audience laugh. It exists in every culture on earth (though the specifics of comedy can be very different from one culture to another), and has always been an extremely popular genre of storytelling.

Denotation is a word’ or thing’s “dictionary defintion”, i.e. its literal meaning.

The denouement is the very end of a story, the part where all the different plotlines are finally tied up and all remaining questions answered.

• Deus ex machina

Deus ex machina is Latin for “a god from the machine.” It’s when some new character, force, or event suddenly shows up to solve a seemingly hopeless situation. The effect is usually much too abrupt, and it’s often disappointing for audiences.

Diacope is when a writer repeats a word or phrase with one or more words in between. A common and persistent example of diacope is Hamlet’s  “ To be , or not to be !”

Dialogue means “conversation.” In the broadest sense, this includes any case of two or more characters speaking to each other directly. But it also has a narrower definition, called the dialogue form . The dialogue form is the use of a sustained dialogue to express an argument or idea.

Diction refers to word choice and phrasing in any written or spoken text. Many authors can be said to have their own “diction,” because they tend to use certain words more than others or phrase things in a unique way.

• Doppelganger

Doppelganger is a twin or double of some character, usually in the form of an evil twin . They sometimes impersonate a main character or cause confusion among the love interests.

Drama has two very different meanings. In modern pop culture, it means a genre of film or television that deals with serious, often negative, emotions. It’s the opposite of comedy, which is just for laughs. Drama refers only to film and television, not novels or other purely written art forms.

A dystopia is a horrible place where everything has gone wrong. Whereas utopia means a perfect paradise, dystopia means exactly the opposite.

Enjambment is continuing a line after the line breaks. Whereas many poems end lines with the natural pause at the end of a phrase or with punctuation as end-stopped lines, enjambment ends a line in the middle of a phrase, allowing it to continue onto the next line as an enjambed line.

An enthymeme is a kind of syllogism , or logical deduction, in which one of the premises is unstated.

An epigram is a short but insightful statement, often in verse form, which communicates a thought in a witty, paradoxical, or funny way.

An epiphany is an “Aha!” moment. As a literary device, epiphany is the moment when a character is suddenly struck with a life-changing, enlightening revelation or realization which changes his or her perspective for the rest of the story.

Epistrophe is when a certain phrase or word is repeated at the end of sentences or clauses that follow each other. This repetition creates a rhythm while emphasizing the repeated phrase. Epistrophe is also known as epiphora and antistrophe.

An epitaph is a short statement about a deceased person, often carved on his/her tombstone. Epitaphs can be poetic, sometimes written by poets or authors themselves before dying.

An Epithet is a glorified nickname. Traditionally, it replaces the name of a person and often describes them in some way.

An eponym refers to a person or thing after which something else is named. A person or thing’s name can come to be associated with the name of another character, person, product, object, activity, or even a discovery.

• Equivocation

Commonly known as “doublespeak,” equivocation is the use of vague language to hide one’s meaning or to avoid committing to a point of view.

An essay is a form of writing in paragraph form that uses informal language, although it can be written formally. Essays may be written in first-person point of view (I, ours, mine), but third-person (people, he, she) is preferable in most academic essays.

Etymology is the investigation of word histories. Every word in every language has a unique origin and history; words can be born in many ways, and often their histories are quite adventurous and informative. Etymology investigates and documents the lives (mainly the origins) of words.

A euphemism is a polite, mild phrase that we substitute for a harsher, blunter way of saying something uncomfortable.

An excursus is a moment where a text moves away from its main topic – it’s roughly similar to “digression.”

Exemplum is just Latin for “example.” And that’s all it is. It’s an example, story, or anecdote used to demonstrate a point.

The exposition of a story is the first paragraph or paragraphs in which the characters, setting (time and place), and basic information is introduced.

• Extended Metaphor

An extended metaphor is a metaphor that is developed in some detail by being used in more than one phrase, from a sentence or a paragraph, to encompassing an entire work.

A fairy tale is a story, often intended for children, that features fanciful and wondrous characters such as elves, goblins, wizards, and even, but not necessarily, fairies. The term “fairy” tale seems to refer more to the fantastic and magical setting or magical influences within a story, rather than the presence of the character of a fairy within that story.

In literature, a fable (pronounced fey-buh l) is a short fictional story that has a moral or teaches a lesson. Fables use humanized animals, objects, or parts of nature as main characters, and are therefore considered to be a sub-genre of fantasy.

Fantasy, from the Greek ϕαντασία  meaning ‘making visible,’ is a genre of fiction that concentrates on imaginary elements (the fantastic). This can mean magic, the supernatural, alternate worlds, superheroes, monsters, fairies, magical creatures, mythological heroes—essentially, anything that an author can imagine outside of reality.

A farce is a comedy in which everything is absolutely absurd. This usually involves some kind of deception or miscommunication.

• Figures of Speech

A figure of speech is a word or phrase using figurative language—language that has other meaning than its normal definition. In other words, figures of speeches rely on implied or suggested meaning, rather than a dictionary definition.

Flashback is a device that moves an audience from the present moment in a chronological narrative to a scene in the past.

Folklore refers to the tales people tell – folk stories, fairy tales, “tall tales,” and even urban legends . Folklore is typically passed down by word of mouth, rather than being written in books. The key here is that folklore has no author – it just emerges from the culture and is carried forward by constant retelling.

• Foreshadowing

Foreshadowing gives the audience hints or signs about the future. It suggests what is to come through imagery, language, and/or symbolism.

A genre is a category of literature identified by form, content, and style. Genres allow literary critics and students to classify compositions within the larger canon of literature.

A haiku is a specific type of Japanese poem which has 17 syllables divided into three lines of 5, 7, and 5 syllables. Haikus or haiku are typically written on the subject of nature.

Hamartia is the tragic flaw or error that reverses a protagonist’s fortune from good to bad.

Homophone is when two or more words have the same sound, but different meanings. They may be spelled the same or differently.

In literature, horror is a genre of fiction whose purpose is to create feelings of fear, dread, repulsion, and terror in the audience—in other words, it develops an atmosphere of horror.

Hyperbaton is a figure of speech in which the typical, natural order of words is changed as certain words are moved out of order.

Hyperbole is a figure of speech in which an author or speaker purposely and obviously exaggerates to an extreme. It is used for emphasis or as a way of making a description more creative and humorous.

An idiom is a phrase that conveys a figurative meaning different from the words used. In this sense, idiom is pretty much synonymous with “figure of speech,” though with a slightly narrower definition: an idiom is part of the language.

Imagery is language used to create images in the mind of the reader. Imagery includes figurative and metaphorical language to improve the reader’s experience through their senses.

An innuendo is when you say something which is polite and innocent on the surface, but indirectly hints at an insult or rude comment,  a dirty joke, or even social or political criticism.

• Intertextuality

Intertextuality is a fact about literary texts – the fact that they are all intimately interconnected. Every text is affected by all the texts that came before it, since those texts influenced the author’s thinking and aesthetic choices.

Invective is the literary device in which one attacks or insults a person or thing through the use of abusive language and tone.

Irony is when there are two contradicting meanings of the same situation, event, image, sentence, phrase, or story.  In many cases, this refers to the difference between expectations and reality.

Jargon is the specific type of language used by a particular group or profession.

• Juxtaposition

Juxtaposition is the placement of two or more things side by side, often in order to bring out their differences.

Kairos in Ancient Greek meant “time” – but it wasn’t just any time. It was exactly the right time to say or do a particular thing.  In modern rhetoric, it refers to making exactly the right statement at exactly the right moment.

A limerick is a five-line poem with a strict rhyme scheme (AABBA, lines 1,2, and 5 rhyme together, while lines 3 and 4 rhymes togther) and a reasonably strict meter (anapestic triameter for lines 1, 2, and 5; anapestic diameter for lines 3 and 4). Limericks are almost always used for comedy, and it’s usually pretty rude comedy at that – they deal with bodily functions, etc., and could be considered “toilet humor.”

Lingo is language or vocabulary that is specific to a certain subject, group of people, or region; including slang and jargon. The term lingo is relatively vague—it can mean any type of nonstandard language, and varies between professions, age groups, sexes, nationalities, ethnicities, location, and so on.

• Literary Device

In literature, any technique used to help the author achieve his or her purpose is called a literary device .

Litotes is an understatement in which a positive statement is expressed by negating its opposite. The classic example of litotes is the phrase “not bad.” By negating the word “bad,” you’re saying that something is good, or at least OK.

• Malapropism

Malapropisms are incorrect words used in place of correct words; these can be unintentional or intentional, but both cases have a comedic effect.

A maxim is a brief statement that contains a little piece of wisdom or a general rule of behavior.

Metanoia is a self-correction. It’s when a writer or speaker deliberately goes back and modifies a statement that they just made, usually either to strengthen it or soften it in some way.

A metaphor is a common figure of speech that makes a comparison by directly relating one thing to another unrelated thing (though these things may share some similarities).

Unlike similes, metaphors do not use words such as “like” or “as” to make comparisons.

Metonymy is a figure of speech that replaces words with related or associated words.  A metonym is typically a part of a larger whole, for example, when we say “wheels,” we are figuratively referring to a “car” and not literally only the wheels.

A mnemonic, also known as a memory aid, is a tool that helps you remember an idea or phrase with a pattern of letters, numbers, or relatable associations.  Mnemonic devices include special rhymes and poems, acronyms, images, songs, outlines, and other tools.

A monologue is a speech given by a single character in a story.

A motif is a symbolic image or idea that appears frequently in a story. Motifs can be symbols , sounds, actions, ideas, or words.

Mystery is a genre of literature whose stories focus on a mysterious crime, situation or circumstance that needs to be solved.

A narrative is a story. The term can be used as a noun or an adjective. As a noun, narrative refers to the story being told. As an adjective, it describes the form or style of the story being told.

A nemesis is an enemy, often a villain. A character’s nemesis isn’t just any ordinary enemy, though – the nemesis is the ultimate enemy, the arch-foe that overshadows all the others in power or importance.

Neologism is new word or phrase that is not yet used regularly by most speakers and writers.

In the strict definition, an ode is a classical poem that has a specific structure and is aimed at an object or person.  In the loose definition, an ode is any work of art or literature that expresses high praise.

• Onomatopoeia

Onomatopoeia refers to words whose pronunciations imitate the sounds they describe.  A dog’s bark sounds like “woof,” so “woof” is an example of onomatopoeia.

An oxymoron is a figure of speech that puts together opposite elements. The combination of these contradicting elements serves to reveal a paradox, confuse, or give the reader a laugh.

A palindrome is a type of word play in which a word or phrase spelled forward is the same word or phrase spelled backward.

A parable is a short story used to illustrate a moral or spiritual lesson.

A paradox is a statement that contradicts itself, or that must be both true and untrue at the same time.

• Parallelism

Parallelism, also known as parallel structure, is when phrases in a sentence have similar or the same grammatical structure.

A paraphrase is a restatement or rewording of text in order to borrow, clarify, or expand on information without plagiarizing.

A parody is a work that’s created by imitating an existing original work in order to make fun of or comment on an aspect of the original.

Pastiche is a creative work that imitates another author or genre. It’s a way of paying homage , or honor, to great works of the past.

• Pathetic Fallacy

The pathetic fallacy is a figure of speech in which the natural world (or some part of it) is treated as though it had human emotions.

Peripeteia is a sudden change in a story which results in a negative reversal of circumstances. Peripeteia is also known as the turning point, the place in which the tragic protagonist’s fortune changes from good to bad.

Persona can refer to the characters in any dramatic or literary work.  But it has another special meaning in literary studies, where it refers to the voice of a particular kind of character—the character who is also the narrator within a literary work written from the first-person point of view.

• Personification

Personification is a kind of metaphor in which you describe an inanimate object, abstract thing, or non-human animal in human terms.

Plagiarism is the act of using someone else’s ideas, words, or thoughts as your own, without giving credit to the other person. When you give credit to the original author (by giving the person’s name, name of the article, and where it was posted or printed), you are citing the source.

A platitude repeats obvious, simple, and easily understood statements that have little meaning or emotional weight.

A pleonasm is when one uses too many words to express a message. A pleonasm can either be a mistake or a tool for emphasis.

In a narrative or creative writing, a plot is the sequence of events that make up a story, whether it”s told, written, filmed, or sung. The plot is the story, and more specifically, how the story develops, unfolds, and moves in time.

Poetry is a type of literature based on the interplay of words and rhythm. It often employs rhyme and meter (a set of rules governing the number and arrangement of syllables in each line). In poetry, words are strung together to form sounds, images, and ideas that might be too complex or abstract to describe directly.

Polyptoton is the repetition of a root word in a variety of ways , such as the words “enjoy” and “enjoyable.” Polyptoton is a unique form of wordplay that provides the sentence with repetition in sound and rhythm.

A prologue is a short introductory section that gives background information or sets the stage for the story to come.

Prose is just non-verse writing. Pretty much anything other than poetry counts as prose.

• Protagonist

Protagonist is just another word for “main character.” The story circles around this character’s experiences, and the audience is invited to see the world from his or her perspective.

A proverb is a short saying or piece of folk wisdom that emerges from the general culture rather than being written by a single, individual author.

A pun is a joke based on the interplay of homophones — words with the same pronunciation but different meanings.

A quest is a journey that someone takes in order to achieve a goal or complete an important task. Accordingly, the term comes from the Medieval Latin questa, meaning “search” or “inquiry.”

A rebus is a code or reference where pictures, letters, or symbols represent certain words or phrases. Perhaps the simplest and most common rebus in use today is “IOU” for “I owe you.”

• Red Herring

A red herring is a misleading clue. It’s a trick used by storytellers to keep the reader guessing about what’s really going on.

Quite simply, repetition is the repeating of a word or phrase. It is a common rhetorical device used to add emphasis and stress in writing and speech.

The resolution, also known as the denouement, is the conclusion of the story’s plot structure where any unanswered questions are answered, or “loose ends are tied.”

Rhetoric is the ancient art of persuasion, in the broadest sense. It is the way you present and make your views convincing or attractive to your audience.

• Rhetorical Device

A rhetorical device is any way of using language that helps an author or speaker achieve a particular purpose. Usually, the purpose is persuasion , since rhetoric is typically defined as the art of persuasion.

• Rhetorical Question

A rhetorical question is a question that is not asked in order to receive an answer, but rather just to make a point.

In the strictest academic terms, a romance is a narrative genre in literature that involves a mysterious, adventurous, or spiritual a story line where the focus is on a quest that involves bravery and strong values, not a love interest. However, modern definitions of romance also include stories that have a relationship issue as the main focus.

Sarcasm is a form of verbal irony that mocks, ridicules, or expresses contempt. You’re saying the opposite of what you mean (verbal irony) and doing it in a particularly hostile tone.

The formal definition of satire is “the use of humor, irony, exaggeration, or ridicule to expose and criticize people’s stupidity or vices.” It’s an extremely broad category.

• Self-Fulfilling Prophecy

A self-fulfilling prophecy is a prediction that somehow causes itself to come true. The characters may try to prevent their fate, but in the end their actions simply cause that fate to come about.

Setting is the time and place (or when and where) of the story. It may also include the environment of the story, which can be made up of the physical location, climate, weather, or social and cultural surroundings.

A simile is a literary term where you use “like” or “as” to compare two different things, implying that they have some quality in common.

A soliloquy is a kind of monologue , or an extended speech by one character. In a soliloquy, though, the speech is not given to another character, and there is no one around to hear it.

A sonnet is a fourteen line poem with a fixed rhyme scheme. Often, sonnets use iambic pentameter: five sets of unstressed syllables followed by stressed syllables for a ten-syllable line.

In poetry, a stanza is a dividing and organizing technique which places a group of lines in a poem together, separated from other groups of lines by line spacing or indentation. There are many important pieces that together make up a writer’s style; like tone, word choice, grammar, language, descriptive technique, and so on.

Style is the way in which an author writes and/or tells a story. It’s what sets one author apart from another and creates the “voice” that audiences hear when they read.

The subtext is the unspoken or less obvious meaning or message in a literary composition, drama, speech, or conversation.

Surrealism is a literary and artistic movement in which the goal is to create something bizarre and disjointed, but still somehow understandable.

A symbol is any image or thing that stands for something else. It could be as simple as a letter, which is a symbol for a given sound (or set of sounds).

A synecdoche is figure of speech which allows a part of something to stand for a whole, or the whole to stand for a part.

A synonym is a word that has the same or nearly the same meaning as another word. When words or phrases have the same meaning, we say that they are synonymous of each other.

A synopsis is a brief summary that gives audiences an idea of what a composition is about. It provides an overview of the storyline or main points and other defining factors of the work, which may include style, genre, persons or characters of note, setting, and so on.

Tautology is defining or explaining something by saying exactly the same thing again in different words.

Theme is the central idea, topic, or point of a story, essay, or narrative.

A thriller is a genre of literature, film, and television whose primary feature is that it induces strong feelings of excitement, anxiety, tension, suspense, fear, and other similar emotions in its readers or viewers—in other words, media that thrills the audience.

A thesis is the main argument or point of view of an essay, nonfiction piece or narrative—not just the topic of the writing, but the main claim that the author is making about that topic.

Tone refers to the “feel” of a piece of writing. It’s any or all of the stylistic qualities of the writing, such as formality, dialect, and atmosphere.

The word trope can refer to any type of figure of speech, theme, image, character, or plot element that is used many times.  Any kind of literary device or any specific example can be a trope.

• Understatement

Understatement is when a writer presents a situation or thing as if it is less important or serious than it is in reality.

Utopia is a paradise. A perfect society in which everything works and everyone is happy – or at least is supposed to be.

• Verisimilitude

Verisimilitude simply means ‘the quality of resembling reality’ and a work of art, or any part of a work of art, has verisimilitude if it seems believably realistic. A verisimilitudinous story has details, subjects, and characters that seem similar or true to real life.

A villain is the bad guy, the one who comes up with diabolical plots to somehow cause harm or ruin. It is one of the archetype characters in many stories.

Wit is a biting or insightful kind of humor. It includes sharp comebacks, clever banter, and dry, one-line jokes. It is often cynical or insulting, which is what provides it with its characteristic sharpness.

Zeugma is when you use a word in a sentence once, while conveying two different meanings at the same time.

List of Terms

• Anachronism
• APA Citation
• Bildungsroman
• Characterization
• Cliffhanger
• Comic Relief
• Deuteragonist
• Double Entendre
• Dramatic irony
• Flash-forward
• Point of View
• Polysyndeton
• Science Fiction
• Synesthesia
• Turning Point
• Urban Legend
• Essay Guide
• Cite This Website

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Organizing Your Social Sciences Research Paper

Glossary of research terms.

• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

This glossary is intended to assist you in understanding commonly used terms and concepts when reading, interpreting, and evaluating scholarly research. Also included are common words and phrases defined within the context of how they apply to research in the social and behavioral sciences.

• Acculturation -- refers to the process of adapting to another culture, particularly in reference to blending in with the majority population [e.g., an immigrant adopting American customs]. However, acculturation also implies that both cultures add something to one another, but still remain distinct groups unto themselves.
• Accuracy -- a term used in survey research to refer to the match between the target population and the sample.
• Affective Measures -- procedures or devices used to obtain quantified descriptions of an individual's feelings, emotional states, or dispositions.
• Aggregate -- a total created from smaller units. For instance, the population of a county is an aggregate of the populations of the cities, rural areas, etc. that comprise the county. As a verb, it refers to total data from smaller units into a large unit.
• Anonymity -- a research condition in which no one, including the researcher, knows the identities of research participants.
• Baseline -- a control measurement carried out before an experimental treatment.
• Behaviorism -- school of psychological thought concerned with the observable, tangible, objective facts of behavior, rather than with subjective phenomena such as thoughts, emotions, or impulses. Contemporary behaviorism also emphasizes the study of mental states such as feelings and fantasies to the extent that they can be directly observed and measured.
• Beliefs -- ideas, doctrines, tenets, etc. that are accepted as true on grounds which are not immediately susceptible to rigorous proof.
• Benchmarking -- systematically measuring and comparing the operations and outcomes of organizations, systems, processes, etc., against agreed upon "best-in-class" frames of reference.
• Bias -- a loss of balance and accuracy in the use of research methods. It can appear in research via the sampling frame, random sampling, or non-response. It can also occur at other stages in research, such as while interviewing, in the design of questions, or in the way data are analyzed and presented. Bias means that the research findings will not be representative of, or generalizable to, a wider population.
• Case Study -- the collection and presentation of detailed information about a particular participant or small group, frequently including data derived from the subjects themselves.
• Causal Hypothesis -- a statement hypothesizing that the independent variable affects the dependent variable in some way.
• Causal Relationship -- the relationship established that shows that an independent variable, and nothing else, causes a change in a dependent variable. It also establishes how much of a change is shown in the dependent variable.
• Causality -- the relation between cause and effect.
• Central Tendency -- any way of describing or characterizing typical, average, or common values in some distribution.
• Chi-square Analysis -- a common non-parametric statistical test which compares an expected proportion or ratio to an actual proportion or ratio.
• Claim -- a statement, similar to a hypothesis, which is made in response to the research question and that is affirmed with evidence based on research.
• Classification -- ordering of related phenomena into categories, groups, or systems according to characteristics or attributes.
• Cluster Analysis -- a method of statistical analysis where data that share a common trait are grouped together. The data is collected in a way that allows the data collector to group data according to certain characteristics.
• Cohort Analysis -- group by group analytic treatment of individuals having a statistical factor in common to each group. Group members share a particular characteristic [e.g., born in a given year] or a common experience [e.g., entering a college at a given time].
• Confidentiality -- a research condition in which no one except the researcher(s) knows the identities of the participants in a study. It refers to the treatment of information that a participant has disclosed to the researcher in a relationship of trust and with the expectation that it will not be revealed to others in ways that violate the original consent agreement, unless permission is granted by the participant.
• Confirmability Objectivity -- the findings of the study could be confirmed by another person conducting the same study.
• Construct -- refers to any of the following: something that exists theoretically but is not directly observable; a concept developed [constructed] for describing relations among phenomena or for other research purposes; or, a theoretical definition in which concepts are defined in terms of other concepts. For example, intelligence cannot be directly observed or measured; it is a construct.
• Construct Validity -- seeks an agreement between a theoretical concept and a specific measuring device, such as observation.
• Constructivism -- the idea that reality is socially constructed. It is the view that reality cannot be understood outside of the way humans interact and that the idea that knowledge is constructed, not discovered. Constructivists believe that learning is more active and self-directed than either behaviorism or cognitive theory would postulate.
• Content Analysis -- the systematic, objective, and quantitative description of the manifest or latent content of print or nonprint communications.
• Context Sensitivity -- awareness by a qualitative researcher of factors such as values and beliefs that influence cultural behaviors.
• Control Group -- the group in an experimental design that receives either no treatment or a different treatment from the experimental group. This group can thus be compared to the experimental group.
• Controlled Experiment -- an experimental design with two or more randomly selected groups [an experimental group and control group] in which the researcher controls or introduces the independent variable and measures the dependent variable at least two times [pre- and post-test measurements].
• Correlation -- a common statistical analysis, usually abbreviated as r, that measures the degree of relationship between pairs of interval variables in a sample. The range of correlation is from -1.00 to zero to +1.00. Also, a non-cause and effect relationship between two variables.
• Covariate -- a product of the correlation of two related variables times their standard deviations. Used in true experiments to measure the difference of treatment between them.
• Credibility -- a researcher's ability to demonstrate that the object of a study is accurately identified and described based on the way in which the study was conducted.
• Critical Theory -- an evaluative approach to social science research, associated with Germany's neo-Marxist “Frankfurt School,” that aims to criticize as well as analyze society, opposing the political orthodoxy of modern communism. Its goal is to promote human emancipatory forces and to expose ideas and systems that impede them.
• Data -- factual information [as measurements or statistics] used as a basis for reasoning, discussion, or calculation.
• Data Mining -- the process of analyzing data from different perspectives and summarizing it into useful information, often to discover patterns and/or systematic relationships among variables.
• Data Quality -- this is the degree to which the collected data [results of measurement or observation] meet the standards of quality to be considered valid [trustworthy] and  reliable [dependable].
• Deductive -- a form of reasoning in which conclusions are formulated about particulars from general or universal premises.
• Dependability -- being able to account for changes in the design of the study and the changing conditions surrounding what was studied.
• Dependent Variable -- a variable that varies due, at least in part, to the impact of the independent variable. In other words, its value “depends” on the value of the independent variable. For example, in the variables “gender” and “academic major,” academic major is the dependent variable, meaning that your major cannot determine whether you are male or female, but your gender might indirectly lead you to favor one major over another.
• Deviation -- the distance between the mean and a particular data point in a given distribution.
• Discourse Community -- a community of scholars and researchers in a given field who respond to and communicate to each other through published articles in the community's journals and presentations at conventions. All members of the discourse community adhere to certain conventions for the presentation of their theories and research.
• Discrete Variable -- a variable that is measured solely in whole units, such as, gender and number of siblings.
• Distribution -- the range of values of a particular variable.
• Effect Size -- the amount of change in a dependent variable that can be attributed to manipulations of the independent variable. A large effect size exists when the value of the dependent variable is strongly influenced by the independent variable. It is the mean difference on a variable between experimental and control groups divided by the standard deviation on that variable of the pooled groups or of the control group alone.
• Emancipatory Research -- research is conducted on and with people from marginalized groups or communities. It is led by a researcher or research team who is either an indigenous or external insider; is interpreted within intellectual frameworks of that group; and, is conducted largely for the purpose of empowering members of that community and improving services for them. It also engages members of the community as co-constructors or validators of knowledge.
• Empirical Research -- the process of developing systematized knowledge gained from observations that are formulated to support insights and generalizations about the phenomena being researched.
• Epistemology -- concerns knowledge construction; asks what constitutes knowledge and how knowledge is validated.
• Ethnography -- method to study groups and/or cultures over a period of time. The goal of this type of research is to comprehend the particular group/culture through immersion into the culture or group. Research is completed through various methods but, since the researcher is immersed within the group for an extended period of time, more detailed information is usually collected during the research.
• Expectancy Effect -- any unconscious or conscious cues that convey to the participant in a study how the researcher wants them to respond. Expecting someone to behave in a particular way has been shown to promote the expected behavior. Expectancy effects can be minimized by using standardized interactions with subjects, automated data-gathering methods, and double blind protocols.
• External Validity -- the extent to which the results of a study are generalizable or transferable.
• Factor Analysis -- a statistical test that explores relationships among data. The test explores which variables in a data set are most related to each other. In a carefully constructed survey, for example, factor analysis can yield information on patterns of responses, not simply data on a single response. Larger tendencies may then be interpreted, indicating behavior trends rather than simply responses to specific questions.
• Field Studies -- academic or other investigative studies undertaken in a natural setting, rather than in laboratories, classrooms, or other structured environments.
• Focus Groups -- small, roundtable discussion groups charged with examining specific topics or problems, including possible options or solutions. Focus groups usually consist of 4-12 participants, guided by moderators to keep the discussion flowing and to collect and report the results.
• Framework -- the structure and support that may be used as both the launching point and the on-going guidelines for investigating a research problem.
• Generalizability -- the extent to which research findings and conclusions conducted on a specific study to groups or situations can be applied to the population at large.
• Grey Literature -- research produced by organizations outside of commercial and academic publishing that publish materials, such as, working papers, research reports, and briefing papers.
• Grounded Theory -- practice of developing other theories that emerge from observing a group. Theories are grounded in the group's observable experiences, but researchers add their own insight into why those experiences exist.
• Group Behavior -- behaviors of a group as a whole, as well as the behavior of an individual as influenced by his or her membership in a group.
• Hypothesis -- a tentative explanation based on theory to predict a causal relationship between variables.
• Independent Variable -- the conditions of an experiment that are systematically manipulated by the researcher. A variable that is not impacted by the dependent variable, and that itself impacts the dependent variable. In the earlier example of "gender" and "academic major," (see Dependent Variable) gender is the independent variable.
• Individualism -- a theory or policy having primary regard for the liberty, rights, or independent actions of individuals.
• Inductive -- a form of reasoning in which a generalized conclusion is formulated from particular instances.
• Inductive Analysis -- a form of analysis based on inductive reasoning; a researcher using inductive analysis starts with answers, but formulates questions throughout the research process.
• Insiderness -- a concept in qualitative research that refers to the degree to which a researcher has access to and an understanding of persons, places, or things within a group or community based on being a member of that group or community.
• Internal Consistency -- the extent to which all questions or items assess the same characteristic, skill, or quality.
• Internal Validity -- the rigor with which the study was conducted [e.g., the study's design, the care taken to conduct measurements, and decisions concerning what was and was not measured]. It is also the extent to which the designers of a study have taken into account alternative explanations for any causal relationships they explore. In studies that do not explore causal relationships, only the first of these definitions should be considered when assessing internal validity.
• Life History -- a record of an event/events in a respondent's life told [written down, but increasingly audio or video recorded] by the respondent from his/her own perspective in his/her own words. A life history is different from a "research story" in that it covers a longer time span, perhaps a complete life, or a significant period in a life.
• Margin of Error -- the permittable or acceptable deviation from the target or a specific value. The allowance for slight error or miscalculation or changing circumstances in a study.
• Measurement -- process of obtaining a numerical description of the extent to which persons, organizations, or things possess specified characteristics.
• Meta-Analysis -- an analysis combining the results of several studies that address a set of related hypotheses.
• Methodology -- a theory or analysis of how research does and should proceed.
• Methods -- systematic approaches to the conduct of an operation or process. It includes steps of procedure, application of techniques, systems of reasoning or analysis, and the modes of inquiry employed by a discipline.
• Mixed-Methods -- a research approach that uses two or more methods from both the quantitative and qualitative research categories. It is also referred to as blended methods, combined methods, or methodological triangulation.
• Modeling -- the creation of a physical or computer analogy to understand a particular phenomenon. Modeling helps in estimating the relative magnitude of various factors involved in a phenomenon. A successful model can be shown to account for unexpected behavior that has been observed, to predict certain behaviors, which can then be tested experimentally, and to demonstrate that a given theory cannot account for certain phenomenon.
• Models -- representations of objects, principles, processes, or ideas often used for imitation or emulation.
• Naturalistic Observation -- observation of behaviors and events in natural settings without experimental manipulation or other forms of interference.
• Norm -- the norm in statistics is the average or usual performance. For example, students usually complete their high school graduation requirements when they are 18 years old. Even though some students graduate when they are younger or older, the norm is that any given student will graduate when he or she is 18 years old.
• Null Hypothesis -- the proposition, to be tested statistically, that the experimental intervention has "no effect," meaning that the treatment and control groups will not differ as a result of the intervention. Investigators usually hope that the data will demonstrate some effect from the intervention, thus allowing the investigator to reject the null hypothesis.
• Ontology -- a discipline of philosophy that explores the science of what is, the kinds and structures of objects, properties, events, processes, and relations in every area of reality.
• Panel Study -- a longitudinal study in which a group of individuals is interviewed at intervals over a period of time.
• Participant -- individuals whose physiological and/or behavioral characteristics and responses are the object of study in a research project.
• Peer-Review -- the process in which the author of a book, article, or other type of publication submits his or her work to experts in the field for critical evaluation, usually prior to publication. This is standard procedure in publishing scholarly research.
• Phenomenology -- a qualitative research approach concerned with understanding certain group behaviors from that group's point of view.
• Philosophy -- critical examination of the grounds for fundamental beliefs and analysis of the basic concepts, doctrines, or practices that express such beliefs.
• Phonology -- the study of the ways in which speech sounds form systems and patterns in language.
• Policy -- governing principles that serve as guidelines or rules for decision making and action in a given area.
• Policy Analysis -- systematic study of the nature, rationale, cost, impact, effectiveness, implications, etc., of existing or alternative policies, using the theories and methodologies of relevant social science disciplines.
• Population -- the target group under investigation. The population is the entire set under consideration. Samples are drawn from populations.
• Position Papers -- statements of official or organizational viewpoints, often recommending a particular course of action or response to a situation.
• Positivism -- a doctrine in the philosophy of science, positivism argues that science can only deal with observable entities known directly to experience. The positivist aims to construct general laws, or theories, which express relationships between phenomena. Observation and experiment is used to show whether the phenomena fit the theory.
• Predictive Measurement -- use of tests, inventories, or other measures to determine or estimate future events, conditions, outcomes, or trends.
• Principal Investigator -- the scientist or scholar with primary responsibility for the design and conduct of a research project.
• Probability -- the chance that a phenomenon will occur randomly. As a statistical measure, it is shown as p [the "p" factor].
• Questionnaire -- structured sets of questions on specified subjects that are used to gather information, attitudes, or opinions.
• Random Sampling -- a process used in research to draw a sample of a population strictly by chance, yielding no discernible pattern beyond chance. Random sampling can be accomplished by first numbering the population, then selecting the sample according to a table of random numbers or using a random-number computer generator. The sample is said to be random because there is no regular or discernible pattern or order. Random sample selection is used under the assumption that sufficiently large samples assigned randomly will exhibit a distribution comparable to that of the population from which the sample is drawn. The random assignment of participants increases the probability that differences observed between participant groups are the result of the experimental intervention.
• Reliability -- the degree to which a measure yields consistent results. If the measuring instrument [e.g., survey] is reliable, then administering it to similar groups would yield similar results. Reliability is a prerequisite for validity. An unreliable indicator cannot produce trustworthy results.
• Representative Sample -- sample in which the participants closely match the characteristics of the population, and thus, all segments of the population are represented in the sample. A representative sample allows results to be generalized from the sample to the population.
• Rigor -- degree to which research methods are scrupulously and meticulously carried out in order to recognize important influences occurring in an experimental study.
• Sample -- the population researched in a particular study. Usually, attempts are made to select a "sample population" that is considered representative of groups of people to whom results will be generalized or transferred. In studies that use inferential statistics to analyze results or which are designed to be generalizable, sample size is critical, generally the larger the number in the sample, the higher the likelihood of a representative distribution of the population.
• Sampling Error -- the degree to which the results from the sample deviate from those that would be obtained from the entire population, because of random error in the selection of respondent and the corresponding reduction in reliability.
• Saturation -- a situation in which data analysis begins to reveal repetition and redundancy and when new data tend to confirm existing findings rather than expand upon them.
• Semantics -- the relationship between symbols and meaning in a linguistic system. Also, the cuing system that connects what is written in the text to what is stored in the reader's prior knowledge.
• Social Theories -- theories about the structure, organization, and functioning of human societies.
• Sociolinguistics -- the study of language in society and, more specifically, the study of language varieties, their functions, and their speakers.
• Standard Deviation -- a measure of variation that indicates the typical distance between the scores of a distribution and the mean; it is determined by taking the square root of the average of the squared deviations in a given distribution. It can be used to indicate the proportion of data within certain ranges of scale values when the distribution conforms closely to the normal curve.
• Statistical Analysis -- application of statistical processes and theory to the compilation, presentation, discussion, and interpretation of numerical data.
• Statistical Bias -- characteristics of an experimental or sampling design, or the mathematical treatment of data, that systematically affects the results of a study so as to produce incorrect, unjustified, or inappropriate inferences or conclusions.
• Statistical Significance -- the probability that the difference between the outcomes of the control and experimental group are great enough that it is unlikely due solely to chance. The probability that the null hypothesis can be rejected at a predetermined significance level [0.05 or 0.01].
• Statistical Tests -- researchers use statistical tests to make quantitative decisions about whether a study's data indicate a significant effect from the intervention and allow the researcher to reject the null hypothesis. That is, statistical tests show whether the differences between the outcomes of the control and experimental groups are great enough to be statistically significant. If differences are found to be statistically significant, it means that the probability [likelihood] that these differences occurred solely due to chance is relatively low. Most researchers agree that a significance value of .05 or less [i.e., there is a 95% probability that the differences are real] sufficiently determines significance.
• Subcultures -- ethnic, regional, economic, or social groups exhibiting characteristic patterns of behavior sufficient to distinguish them from the larger society to which they belong.
• Testing -- the act of gathering and processing information about individuals' ability, skill, understanding, or knowledge under controlled conditions.
• Theory -- a general explanation about a specific behavior or set of events that is based on known principles and serves to organize related events in a meaningful way. A theory is not as specific as a hypothesis.
• Treatment -- the stimulus given to a dependent variable.
• Trend Samples -- method of sampling different groups of people at different points in time from the same population.
• Triangulation -- a multi-method or pluralistic approach, using different methods in order to focus on the research topic from different viewpoints and to produce a multi-faceted set of data. Also used to check the validity of findings from any one method.
• Unit of Analysis -- the basic observable entity or phenomenon being analyzed by a study and for which data are collected in the form of variables.
• Validity -- the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. A method can be reliable, consistently measuring the same thing, but not valid.
• Variable -- any characteristic or trait that can vary from one person to another [race, gender, academic major] or for one person over time [age, political beliefs].
• Weighted Scores -- scores in which the components are modified by different multipliers to reflect their relative importance.
• White Paper -- an authoritative report that often states the position or philosophy about a social, political, or other subject, or a general explanation of an architecture, framework, or product technology written by a group of researchers. A white paper seeks to contain unbiased information and analysis regarding a business or policy problem that the researchers may be facing.

Elliot, Mark, Fairweather, Ian, Olsen, Wendy Kay, and Pampaka, Maria. A Dictionary of Social Research Methods. Oxford, UK: Oxford University Press, 2016; Free Social Science Dictionary. Socialsciencedictionary.com [2008]. Glossary. Institutional Review Board. Colorado College; Glossary of Key Terms. Writing@CSU. Colorado State University; Glossary A-Z. Education.com; Glossary of Research Terms. Research Mindedness Virtual Learning Resource. Centre for Human Servive Technology. University of Southampton; Miller, Robert L. and Brewer, John D. The A-Z of Social Research: A Dictionary of Key Social Science Research Concepts London: SAGE, 2003; Jupp, Victor. The SAGE Dictionary of Social and Cultural Research Methods . London: Sage, 2006.

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ChatGPT Glossary: 44 AI Terms That Everyone Should Know

With Google, Microsoft, Meta and just about every other company getting into AI, it can be hard to keep up with the latest terminology. This glossary is your one-stop shop.

ChatGPT was likely your first introduction to AI. The AI chatbot from the startup OpenAI burst onto the scene with an uncanny ability to answer any question and help you write poems, resumes and fusion recipes. The power of ChatGPT has been compared to autocomplete on steroids . 

But that aspect of  AI chatbots is only one part of the AI landscape. Sure, having ChatGPT help do your homework or having Midjourney create fascinating images of mechs based on country of origin is cool, but the potential of generative AI could completely reshape economies. That potential could be worth $4.4 trillion to the global economy annually , according to McKinsey Global Institute, which is why you should expect to hear more and more about artificial intelligence. 

It's showing up in a dizzying array of products -- a short, short list includes Google's Gemini , Microsoft's Copilot , Anthropic's Claude , the Perplexity AI search tool and gadgets from Humane and Rabbit . You can read our reviews and hands-on evaluations of those and other products, along with news, explainers and how-to posts, at our new AI Atlas hub .

As people become more accustomed to a world intertwined with AI, new terms are popping up everywhere. So whether you're trying to sound smart over drinks or impress in a job interview, here are some important AI terms you should know. 

This glossary will be regularly updated. 

artificial general intelligence, or AGI : A concept that suggests a more advanced version of AI than we know today, one that can perform tasks much better than humans while also teaching and advancing its own capabilities. 

AI ethics : Principles aimed at preventing AI from harming humans, achieved through means like determining how AI systems should collect data or deal with bias. 

AI safety : An interdisciplinary field that's concerned with the long-term impacts of AI and how it could progress suddenly to a super intelligence that could be hostile to humans. 

algorithm : A series of instructions that allows a computer program to learn and analyze data in a particular way, such as recognizing patterns, to then learn from it and accomplish tasks on its own.

alignment : Tweaking an AI to better produce the desired outcome. This can refer to anything from moderating content to maintaining positive interactions toward humans. 

anthropomorphism : When humans tend to give nonhuman objects humanlike characteristics. In AI, this can include believing a chatbot is more humanlike and aware than it actually is, like believing it's happy, sad or even sentient altogether. 

artificial intelligence, or AI : The use of technology to simulate human intelligence, either in computer programs or robotics. A field in computer science that aims to build systems that can perform human tasks.

bias : In regards to large language models, errors resulting from the training data. This can result in falsely attributing certain characteristics to certain races or groups based on stereotypes.

chatbot : A program that communicates with humans through text that simulates human language. 

ChatGPT : An AI chatbot developed by OpenAI that uses large language model technology.

cognitive computing : Another term for artificial intelligence.

data augmentation : Remixing existing data or adding a more diverse set of data to train an AI. 

deep learning : A method of AI, and a subfield of machine learning, that uses multiple parameters to recognize complex patterns in pictures, sound and text. The process is inspired by the human brain and uses artificial neural networks to create patterns.

diffusion : A method of machine learning that takes an existing piece of data, like a photo, and adds random noise. Diffusion models train their networks to re-engineer or recover that photo.

emergent behavior : When an AI model exhibits unintended abilities. 

end-to-end learning, or E2E : A deep learning process in which a model is instructed to perform a task from start to finish. It's not trained to accomplish a task sequentially but instead learns from the inputs and solves it all at once. 

ethical considerations : An awareness of the ethical implications of AI and issues related to privacy, data usage, fairness, misuse and other safety issues. 

foom : Also known as fast takeoff or hard takeoff. The concept that if someone builds an AGI that it might already be too late to save humanity.

generative adversarial networks, or GANs : A generative AI model composed of two neural networks to generate new data: a generator and a discriminator. The generator creates new content, and the discriminator checks to see if it's authentic.

generative AI : A content-generating technology that uses AI to create text, video, computer code or images. The AI is fed large amounts of training data, finds patterns to generate its own novel responses, which can sometimes be similar to the source material.

Google Gemini : An AI chatbot by Google that functions similarly to ChatGPT but pulls information from the current web, whereas ChatGPT is limited to data until 2021 and isn't connected to the internet.

guardrails : Policies and restrictions placed on AI models to ensure data is handled responsibly and that the model doesn't create disturbing content. 

hallucination : An incorrect response from AI. Can include generative AI producing answers that are incorrect but stated with confidence as if correct. The reasons for this aren't entirely known. For example, when asking an AI chatbot, "When did Leonardo da Vinci paint the Mona Lisa?" it may respond with an incorrect statement saying, "Leonardo da Vinci painted the Mona Lisa in 1815," which is 300 years after it was actually painted. 

large language model, or LLM : An AI model trained on mass amounts of text data to understand language and generate novel content in human-like language.

machine learning, or ML : A component in AI that allows computers to learn and make better predictive outcomes without explicit programming. Can be coupled with training sets to generate new content. 

Microsoft Bing : A search engine by Microsoft that can now use the technology powering ChatGPT to give AI-powered search results. It's similar to Google Gemini in being connected to the internet. 

multimodal AI : A type of AI that can process multiple types of inputs, including text, images, videos and speech. 

natural language processing : A branch of AI that uses machine learning and deep learning to give computers the ability to understand human language, often using learning algorithms, statistical models and linguistic rules.

neural network : A computational model that resembles the human brain's structure and is meant to recognize patterns in data. Consists of interconnected nodes, or neurons, that can recognize patterns and learn over time. 

overfitting : Error in machine learning where it functions too closely to the training data and may only be able to identify specific examples in said data but not new data. 

paperclips: The Paperclip Maximiser theory, coined by philosopher  Nick Boström  of the University of Oxford, is a hypothetical scenario where an AI system will create as many literal paperclips as possible. In its goal to produce the maximum amount of paperclips, an AI system would hypothetically consume or convert all materials to achieve its goal. This could include dismantling other machinery to produce more paperclips, machinery that could be beneficial to humans. The unintended consequence of this AI system is that it may destroy humanity in its goal to make paperclips.

parameters : Numerical values that give LLMs structure and behavior, enabling it to make predictions.

prompt: The suggestion or question you enter into an AI chatbot to get a response. 

prompt chaining : The ability of AI to use information from previous interactions to color future responses. 

stochastic parrot : An analogy of LLMs that illustrates that the software doesn't have a larger understanding of meaning behind language or the world around it, regardless of how convincing the output sounds. The phrase refers to how a parrot can mimic human words without understanding the meaning behind them. 

style transfer : The ability to adapt the style of one image to the content of another, allowing an AI to interpret the visual attributes of one image and use it on another. For example, taking the self-portrait of Rembrandt and re-creating it in the style of Picasso. 

temperature : Parameters set to control how random a language model's output is. A higher temperature means the model takes more risks. 

text-to-image generation : Creating images based on textual descriptions.

tokens: Small bits of written text that AI language models process to formulate their responses to your prompts. A token is equivalent to four characters in English, or about three-quarters of a word.

training data : The datasets used to help AI models learn, including text, images, code or data.

transformer model : A neural network architecture and deep learning model that learns context by tracking relationships in data, like in sentences or parts of images. So, instead of analyzing a sentence one word at a time, it can look at the whole sentence and understand the context.

Turing test : Named after famed mathematician and computer scientist Alan Turing, it tests a machine's ability to behave like a human. The machine passes if a human can't distinguish the machine's response from another human. 

weak AI, aka narrow AI : AI that's focused on a particular task and can't learn beyond its skill set. Most of today's AI is weak AI. 

zero-shot learning : A test in which a model must complete a task without being given the requisite training data. An example would be recognizing a lion while only being trained on tigers. 

Editor's note: CNET is using an AI engine to help create a handful of stories. Reviews of AI products like this, just like  CNET's other hands-on reviews , are written by our human team of in-house experts. For more, see  CNET's AI policy  and  how we test AI .

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To the moms all alone on Mother's Day, I see you and you are enough.

Most of my 14 years of motherhood felt like Mother’s Day was spent alone, including some of the years I was married.

Every May, when the second Sunday in May comes around, I think of the women who are where I was in multiple places of my mother journey: scared, alone and envious of the moms with a supportive partner at home.

This year, I've written a letter to every single mother struggling to celebrate herself today, who feels inferior to the other families she sees.

When the flowers don't come, when there are no "thank yous," when there is no one posting our picture, I want us to remember where our gift truly lies.

To our kids, this is the life and this love is enough. So, we can raise our glass.

Dear, single mom on Mother's Day

Maybe you woke up a little early today to give yourself the gift of solitude. There is no one to tag in at the end of the day. It’s exhausting.

You might get a few minutes before feelings of inadequacy come flooding in. You are reminded of all the things you can't do, never seeing all that you have. You wonder how a single-parent home is affecting your kids, who will be down in a matter of moments.

Then, the day will begin just like any other day.

Maybe there were once flowers waiting for you. Maybe there were never flowers at all. You may find crumpled up Mother's Day art in your kids' backpack today, but they may not recognize that there should be anything to celebrate.

You will prepare every meal, answer every request, create every moment, wipe every tear and calm every fear. But your requests will be left unmet, your moments 60 seconds at a time, your tears wiped by your own hand and your fears, ever ponding.

Yet every day you show up and you do it, maybe with a little envy for the two-parent home down the street, because it's hard to be a full-time parent and a full-time provider. You can't possibly do either perfectly well.

If you're feeling discouraged today, seeing only your lack, look inside.

You are the creator of all the good that you see.

Tonight, when you tuck in your kids, witness your gifts.

There may have not been anything on the table this morning, you may have cleaned up the house and cooked every meal, but there is peace in the room. There is joy on their faces. There is a tangible love providing security like the blanket wrapped around their feet.

Your family is not inferior.

You are enough. Your kids know it, and some day someone else will too.

But it has to start with you.

My son was feeling left behind: What kids with autistic siblings want you to know.

Your married friend may be struggling, too

Single mothers should know that married mothers aren't necessarily better supported. Sure, they may have flowers, but just like you, they have learned how to water themselves.

There were Mother's Days when all I felt was hollow. There were flowers, photos, dinners and lots of hugs, but it obscured a darker reality. Presence doesn't equal support. Lonely doesn't equal alone.

Knowing my "enoughness" led me back into singleness and back to the mother I've always been. So, cherish where you are and never trade your peace for support. Recognize yourself and celebrate this day.

Last year, I bought myself a bouquet of wildflowers, and this year, I bought myself a few.

My gift is this home I've created and the peace I feel at night. Sure, it may be a little messy, but it is far from inferior.

When I release my kids into the world, they will take this love that they've been given and begin planting it in places of their own, definitely better than if they had grown up in our broken two-parent home.

Yet I know that you, like me, may have a desire to share your life with someone. Just make sure that they are a seer too, a seer of your worth and your "enoughness," on more than just this special day.

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Guest Essay

The Deep, Tangled Roots of American Illiberalism

By Steven Hahn

Dr. Hahn is a Pulitzer Prize-winning historian at New York University and the author, most recently, of “Illiberal America: a History.”

In a recent interview with Time, Donald Trump promised a second term of authoritarian power grabs, administrative cronyism, mass deportations of the undocumented, harassment of women over abortion, trade wars and vengeance brought upon his rivals and enemies, including President Biden. “If they said that a president doesn’t get immunity,” Mr. Trump told Time, “then Biden, I am sure, will be prosecuted for all of his crimes.”

Further evidence, it seems, of Mr. Trump’s efforts to construct a political world like no other in American history. But how unprecedented is it, really? That Mr. Trump continues to lead in polls should make plain that he and his MAGA movement are more than noxious weeds in otherwise liberal democratic soil.

Many of us have not wanted to see it that way. “This is not who we are as a nation,” one journalist exclaimed in what was a common response to the violence on Jan. 6, “and we must not let ourselves or others believe otherwise.” Mr. Biden has said much the same thing.

While it’s true that Mr. Trump was the first president to lose an election and attempt to stay in power, observers have come to recognize the need for a lengthier view of Trumpism. Even so, they are prone to imagining that there was a time not all that long ago when political “normalcy” prevailed. What they have failed to grasp is that American illiberalism is deeply rooted in our past and fed by practices, relationships and sensibilities that have been close to the surface, even when they haven’t exploded into view.

Illiberalism is generally seen as a backlash against modern liberal and progressive ideas and policies, especially those meant to protect the rights and advance the aspirations of groups long pushed to the margins of American political life. But in the United States, illiberalism is better understood as coherent sets of ideas that are related but also change over time.

This illiberalism celebrates hierarchies of gender, race and nationality; cultural homogeneity; Christian religious faith; the marking of internal as well as external enemies; patriarchal families; heterosexuality; the will of the community over the rule of law; and the use of political violence to achieve or maintain power. This illiberalism sank roots from the time of European settlement and spread out from villages and towns to the highest levels of government. In one form or another, it has shaped much of our history. Illiberalism has frequently been a stalking horse, if not in the winner’s circle. Hardly ever has it been roundly defeated.

A few examples may be illustrative. Although European colonization of North America has often been imagined as a sharp break from the ways of home countries, neo-feudal dreams inspired the making of Euro-American societies from the Carolinas up through the Hudson Valley, based as they were on landed estates and coerced labor, while the Puritan towns of New England, with their own hierarchies, demanded submission to the faith and harshly policed their members and potential intruders alike. The backcountry began to fill up with land-hungry settlers who generally formed ethnicity-based enclaves, eyed outsiders with suspicion and, with rare exceptions, hoped to rid their territory of Native peoples. Most of those who arrived in North America between the early 17th century and the time of the American Revolution were either enslaved or in servitude, and master-servant jurisprudence shaped labor relations well after slavery was abolished, a phenomenon that has been described as “belated feudalism.”

The anti-colonialism of the American Revolution was accompanied not only by warfare against Native peoples and rewards for enslavers, but also by a deeply ingrained anti-Catholicism, and hostility to Catholics remained a potent political force well into the 20th century. Monarchist solutions were bruited about during the writing of the Constitution and the first decade of the American Republic: John Adams thought that the country would move in such a direction and other leaders at the time, including Washington, Madison and Hamilton, wondered privately if a king would be necessary in the event a “republican remedy” failed.

The 1830s, commonly seen as the height of Jacksonian democracy, were racked by violent expulsions of Catholics , Mormons and abolitionists of both races, along with thousands of Native peoples dispossessed of their homelands and sent to “Indian Territory” west of the Mississippi.

The new democratic politics of the time was often marked by Election Day violence after campaigns suffused with military cadences, while elected officials usually required the support of elite patrons to guarantee the bonds they had to post. Even in state legislatures and Congress, weapons could be brandished and duels arranged; “bullies” enforced the wills of their allies.

When enslavers in the Southern states resorted to secession rather than risk their system under a Lincoln administration, they made clear that their Confederacy was built on the cornerstone of slavery and white supremacy. And although their crushing defeat brought abolition, the establishment of birthright citizenship (except for Native peoples), the political exclusion of Confederates, and the extension of voting rights to Black men — the results of one of the world’s great revolutions — it was not long before the revolution went into reverse.

The federal government soon allowed former Confederates and their white supporters to return to power, destroy Black political activism and, accompanied by lynchings (expressing the “will” of white communities), build the edifice of Jim Crow: segregation, political disfranchisement and a harsh labor regime. Already previewed in the pre-Civil War North, Jim Crow received the imprimatur of the Supreme Court and the administration of Woodrow Wilson .

Few Progressives of the early 20th century had much trouble with this. Segregation seemed a modern way to choreograph “race relations,” and disfranchisement resonated with their disenchantment with popular politics, whether it was powered by Black voters in the South or European immigrants in the North. Many Progressives were devotees of eugenics and other forms of social engineering, and they generally favored overseas imperialism; some began to envision the scaffolding of a corporate state — all anticipating the dark turns in Europe over the next decades.

The 1920s, in fact, saw fascist pulses coming from a number of directions in the United States and, as in Europe, targeting political radicals. Benito Mussolini won accolades in many American quarters. The lab where Josef Mengele worked received support from the Rockefeller Foundation. White Protestant fundamentalism reigned in towns and the countryside. And the Immigration Act of 1924 set limits on the number of newcomers, especially those from Southern and Eastern Europe, who were thought to be politically and culturally unassimilable.

Most worrisome, the Ku Klux Klan, energized by anti-Catholicism and antisemitism as well as anti-Black racism, marched brazenly in cities great and small. The Klan became a mass movement and wielded significant political power; it was crucial, for example , to the enforcement of Prohibition. Once the organization unraveled in the late 1920s, many Klansmen and women found their way to new fascist groups and the radical right more generally.

Sidelined by the Great Depression and New Deal, the illiberal right regained traction in the late 1930s, and during the 1950s won grass-roots support through vehement anti-Communism and opposition to the civil rights movement. As early as 1964, in a run for the Democratic presidential nomination, Gov. George Wallace of Alabama began to hone a rhetoric of white grievance and racial hostility that had appeal in the Midwest and Middle Atlantic, and Barry Goldwater’s campaign that year, despite its failure, put winds in the sails of the John Birch Society and Young Americans for Freedom.

Four years later, Wallace mobilized enough support as a third-party candidate to win five states. And in 1972, once again as a Democrat, Wallace racked up primary wins in both the North and the South before an assassination attempt forced him out of the race. Growing backlashes against school desegregation and feminism added further fuel to the fire on the right, paving the way for the conservative ascendancy of the 1980s.

By the early 1990s, the neo-Nazi and Klansman David Duke had won a seat in the Louisiana Legislature and nearly three-fifths of the white vote in campaigns for governor and senator. Pat Buchanan, seeking the Republican presidential nomination in 1992, called for “America First,” the fortification of the border (a “Buchanan fence”), and a culture war for the “soul” of America, while the National Rifle Association became a powerful force on the right and in the Republican Party.

When Mr. Trump questioned Barack Obama’s legitimacy to serve as president, a project that quickly became known as “birtherism,” he made use of a Reconstruction-era racist trope that rejected the legitimacy of Black political rights and power. In so doing, Mr. Trump began to cement a coalition of aggrieved white voters. They were ready to push back against the nation’s growing cultural diversity — embodied by Mr. Obama — and the challenges they saw to traditional hierarchies of family, gender and race. They had much on which to build.

Back in the 1830s, Alexis de Tocqueville, in “Democracy in America,” glimpsed the illiberal currents that already entangled the country’s politics. While he marveled at the “equality of conditions,” the fluidity of social life and the strength of republican institutions, he also worried about the “omnipotence of the majority.”

“What I find most repulsive in America is not the extreme freedom reigning there,” Tocqueville wrote, “but the shortage of guarantees against tyranny.” He pointed to communities “taking justice into their own hands,” and warned that “associations of plain citizens can compose very rich, influential, and powerful bodies, in other words, aristocratic bodies.” Lamenting their intellectual conformity, Tocqueville believed that if Americans ever gave up republican government, “they will pass rapidly on to despotism,” restricting “the sphere of political rights, taking some of them away in order to entrust them to a single man.”

The slide toward despotism that Tocqueville feared may be well underway, whatever the election’s outcome. Even if they try to fool themselves into thinking that Mr. Trump won’t follow through, millions of voters seem ready to entrust their rights to “a single man” who has announced his intent to use autocratic powers for retribution, repression, expulsion and misogyny.

Only by recognizing what we’re up against can we mount an effective campaign to protect our democracy, leaning on the important political struggles — abolitionism, antimonopoly, social democracy, human rights, civil rights, feminism — that have challenged illiberalism in the past and offer the vision and political pathways to guide us in the future.

Our biggest mistake would be to believe that we’re watching an exceptional departure in the country’s history. Because from the first, Mr. Trump has tapped into deep and ever-expanding illiberal roots. Illiberalism’s history is America’s history.

Steven Hahn is a Pulitzer Prize-winning historian at New York University and the author, most recently, of “ Illiberal America: a History .”

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