research paper vocabulary words

50 Useful Academic Words & Phrases for Research

Like all good writing, writing an academic paper takes a certain level of skill to express your ideas and arguments in a way that is natural and that meets a level of academic sophistication. The terms, expressions, and phrases you use in your research paper must be of an appropriate level to be submitted to academic journals.

Therefore, authors need to know which verbs , nouns , and phrases to apply to create a paper that is not only easy to understand, but which conveys an understanding of academic conventions. Using the correct terminology and usage shows journal editors and fellow researchers that you are a competent writer and thinker, while using non-academic language might make them question your writing ability, as well as your critical reasoning skills.

What are academic words and phrases?

One way to understand what constitutes good academic writing is to read a lot of published research to find patterns of usage in different contexts. However, it may take an author countless hours of reading and might not be the most helpful advice when faced with an upcoming deadline on a manuscript draft.

Briefly, “academic” language includes terms, phrases, expressions, transitions, and sometimes symbols and abbreviations that help the pieces of an academic text fit together. When writing an academic text–whether it is a book report, annotated bibliography, research paper, research poster, lab report, research proposal, thesis, or manuscript for publication–authors must follow academic writing conventions. You can often find handy academic writing tips and guidelines by consulting the style manual of the text you are writing (i.e., APA Style , MLA Style , or Chicago Style ).

However, sometimes it can be helpful to have a list of academic words and expressions like the ones in this article to use as a “cheat sheet” for substituting the better term in a given context.

How to Choose the Best Academic Terms

You can think of writing “academically” as writing in a way that conveys one’s meaning effectively but concisely. For instance, while the term “take a look at” is a perfectly fine way to express an action in everyday English, a term like “analyze” would certainly be more suitable in most academic contexts. It takes up fewer words on the page and is used much more often in published academic papers.

You can use one handy guideline when choosing the most academic term: When faced with a choice between two different terms, use the Latinate version of the term. Here is a brief list of common verbs versus their academic counterparts:

Although this can be a useful tip to help academic authors, it can be difficult to memorize dozens of Latinate verbs. Using an AI paraphrasing tool or proofreading tool can help you instantly find more appropriate academic terms, so consider using such revision tools while you draft to improve your writing.

Top 50 Words and Phrases for Different Sections in a Research Paper

The “Latinate verb rule” is just one tool in your arsenal of academic writing, and there are many more out there. But to make the process of finding academic language a bit easier for you, we have compiled a list of 50 vital academic words and phrases, divided into specific categories and use cases, each with an explanation and contextual example.

Best Words and Phrases to use in an Introduction section

1. historically.

An adverb used to indicate a time perspective, especially when describing the background of a given topic.

2. In recent years

A temporal marker emphasizing recent developments, often used at the very beginning of your Introduction section.

3. It is widely acknowledged that

A “form phrase” indicating a broad consensus among researchers and/or the general public. Often used in the literature review section to build upon a foundation of established scientific knowledge.

4. There has been growing interest in

Highlights increasing attention to a topic and tells the reader why your study might be important to this field of research.

5. Preliminary observations indicate

Shares early insights or findings while hedging on making any definitive conclusions. Modal verbs like may , might , and could are often used with this expression.

6. This study aims to

Describes the goal of the research and is a form phrase very often used in the research objective or even the hypothesis of a research paper .

7. Despite its significance

Highlights the importance of a matter that might be overlooked. It is also frequently used in the rationale of the study section to show how your study’s aim and scope build on previous studies.

8. While numerous studies have focused on

Indicates the existing body of work on a topic while pointing to the shortcomings of certain aspects of that research. Helps focus the reader on the question, “What is missing from our knowledge of this topic?” This is often used alongside the statement of the problem in research papers.

9. The purpose of this research is

A form phrase that directly states the aim of the study.

10. The question arises (about/whether)

Poses a query or research problem statement for the reader to acknowledge.

Best Words and Phrases for Clarifying Information

11. in other words.

Introduces a synopsis or the rephrasing of a statement for clarity. This is often used in the Discussion section statement to explain the implications of the study .

12. That is to say

Provides clarification, similar to “in other words.”

13. To put it simply

Simplifies a complex idea, often for a more general readership.

14. To clarify

Specifically indicates to the reader a direct elaboration of a previous point.

15. More specifically

Narrows down a general statement from a broader one. Often used in the Discussion section to clarify the meaning of a specific result.

16. To elaborate

Expands on a point made previously.

17. In detail

Indicates a deeper dive into information.

Points out specifics. Similar meaning to “specifically” or “especially.”

19. This means that

Explains implications and/or interprets the meaning of the Results section .

20. Moreover

Expands a prior point to a broader one that shows the greater context or wider argument.

Best Words and Phrases for Giving Examples

21. for instance.

Provides a specific case that fits into the point being made.

22. As an illustration

Demonstrates a point in full or in part.

23. To illustrate

Shows a clear picture of the point being made.

24. For example

Presents a particular instance. Same meaning as “for instance.”

25. Such as

Lists specifics that comprise a broader category or assertion being made.

26. Including

Offers examples as part of a larger list.

27. Notably

Adverb highlighting an important example. Similar meaning to “especially.”

28. Especially

Adverb that emphasizes a significant instance.

29. In particular

Draws attention to a specific point.

30. To name a few

Indicates examples than previously mentioned are about to be named.

Best Words and Phrases for Comparing and Contrasting

31. however.

Introduces a contrasting idea.

32. On the other hand

Highlights an alternative view or fact.

33. Conversely

Indicates an opposing or reversed idea to the one just mentioned.

34. Similarly

Shows likeness or parallels between two ideas, objects, or situations.

35. Likewise

Indicates agreement with a previous point.

36. In contrast

Draws a distinction between two points.

37. Nevertheless

Introduces a contrasting point, despite what has been said.

38. Whereas

Compares two distinct entities or ideas.

Indicates a contrast between two points.

Signals an unexpected contrast.

Best Words and Phrases to use in a Conclusion section

41. in conclusion.

Signifies the beginning of the closing argument.

42. To sum up

Offers a brief summary.

43. In summary

Signals a concise recap.

44. Ultimately

Reflects the final or main point.

45. Overall

Gives a general concluding statement.

Indicates a resulting conclusion.

Demonstrates a logical conclusion.

48. Therefore

Connects a cause and its effect.

49. It can be concluded that

Clearly states a conclusion derived from the data.

50. Taking everything into consideration

Reflects on all the discussed points before concluding.

Edit Your Research Terms and Phrases Before Submission

Using these phrases in the proper places in your research papers can enhance the clarity, flow, and persuasiveness of your writing, especially in the Introduction section and Discussion section, which together make up the majority of your paper’s text in most academic domains.

However, it's vital to ensure each phrase is contextually appropriate to avoid redundancy or misinterpretation. As mentioned at the top of this article, the best way to do this is to 1) use an AI text editor , free AI paraphrase tool or AI proofreading tool while you draft to enhance your writing, and 2) consult a professional proofreading service like Wordvice, which has human editors well versed in the terminology and conventions of the specific subject area of your academic documents.

For more detailed information on using AI tools to write a research paper and the best AI tools for research , check out the Wordvice AI Blog .

Academic Phrasebank

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

The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological ‘nuts and bolts’ of writing organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of academic writing (see the menu on the left). The resource should be particularly useful for writers who need to report their research work. The phrases, and the headings under which they are listed, can be used simply to assist you in thinking about the content and organisation of your own writing, or the phrases can be incorporated into your writing where this is appropriate. In most cases, a certain amount of creativity and adaptation will be necessary when a phrase is used. The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people’s ideas and this does not constitute plagiarism. For some of the entries, specific content words have been included for illustrative purposes, and these should be substituted when the phrases are used. The resource was designed primarily for academic and scientific writers who are non-native speakers of English. However, native speaker writers may still find much of the material helpful. In fact, recent data suggest that the majority of users are native speakers of English. More about  Academic Phrasebank .

This site was created by  John Morley .  

Academic Phrasebank is the Intellectual Property of the University of Manchester.

Copyright © 2023 The University of Manchester

+44 (0) 161 306 6000

The University of Manchester Oxford Rd Manchester M13 9PL UK

Connect With Us

The University of Manchester

• USC Libraries
• Research Guides

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.

• << Previous: Independent and Dependent Variables
• Next: 1. Choosing a Research Problem >>
• Last Updated: Sep 4, 2024 9:40 AM
• URL: https://libguides.usc.edu/writingguide

• Affiliate Program

• UNITED STATES
• 台灣 (TAIWAN)
• TÜRKIYE (TURKEY)
• Academic Editing Services
• - Research Paper
• - Journal Manuscript
• - Dissertation
• - College & University Assignments
• Admissions Editing Services
• - Application Essay
• - Personal Statement
• - Recommendation Letter
• - Cover Letter
• - CV/Resume
• Business Editing Services
• - Business Documents
• - Report & Brochure
• - Website & Blog
• Writer Editing Services
• - Script & Screenplay
• Our Editors
• Client Reviews
• Editing & Proofreading Prices
• Wordvice Points
• Partner Discount
• Plagiarism Checker
• APA Citation Generator
• MLA Citation Generator
• Chicago Citation Generator
• Vancouver Citation Generator
• - APA Style
• - MLA Style
• - Chicago Style
• - Vancouver Style
• Writing & Editing Guide
• Academic Resources
• Admissions Resources

Useful Research Words and Phrases for All Sections

What are the best research words and phrases to use in a paper?

If you are a graduate student, researcher, and/or professor, you already know that composing academic documents can be a frustrating and time-consuming undertaking. In addition to including all the necessary study content, you must also present it in the right order and convey the required information using the proper institutional language. Deciding exactly which language to put in which section can get confusing as you constantly question your choice of phrasing: “ Does the Results section require this kind of explanation? Should I introduce my research with a comparison or with background research? How do I even begin the Discussion section? ”

To help you choose the  right  word for the  right  purpose,  Wordvice  has created a handy academic writing “cheat sheet” with ready-made formulaic expressions for all major sections of a research paper ( Introduction, Literature Review, Methods, Results, Discussion, and Conclusion ) and for reaching different objectives within each section.

This downloadable  quick-reference guide  contains common phrases used in academic papers, a sample journal submission cover letter, and a template rebuttal letter to be modified and used in case of receipt of a letter from the journal editor.

Each section includes annotations explaining the purposes of the expressions and a summary of essential information so that you can easily find the language your are looking for whenever you need to apply it to your paper. Using this quick reference will help you write more complete and appropriate phrases in your research writing and correspondence with journal editors.

Reference Guide Content

1. common research paper phrases (listed by manuscript section).

• Gathered from hundreds of thousands of published manuscripts, these frequently used key sentences and phrases are tailored to what each section of your paper should accomplish.
• From the abstract to the conclusion, each section is tied together by a logical structure and flow of information.
• Refer to this index when you are unsure of the correct phrases to use (in your paper/article, dissertation, or thesis) or if you are a non-native speaker and are seeking phrasing that is both natural in tone and official in form.

2. Acade mic Search Tools Index

• The search tools index is a concise compilation of some of the best academic research search tools and databases available that contain information about paper composition and relevant journals.
• Locate the sites and tools most useful for your needs using our summary of site content and features.

3. Sample Journal Submission Cover Letter with Formal Expressions

The  cover letter  is an essential part of the journal submission process, yet a great many researchers struggle with how to compose their cover letters to journal editors in a way that will effectively introduce their study and spur editors to read and consider their manuscript.

This sample cover letter not only provides an exemplary model of what a strong cover letter should look like but includes template language authors can apply directly to their own cover letters. By applying the formal language of the cover letter to the particular details of a particular study, the letter helps authors build a strong opening case for journals to consider accepting their manuscripts for publication.

4. Rebuttal Letter Template

The  rebuttal letter  is written as a response to previously received correspondence from journal editors that can take the form of a rejection, deferment, or request letter, which often requests changes, additions, or omission of content or augmentation of formatting in the manuscript. The rebuttal letter is therefore usually an author’s last chance to get their manuscript published in a given journal, and the language they use must convince the editor that an author’s manuscript is ready (or will be ready) for publication in their journal. It must therefore contain a precise rationale and explanation to accomplish this goal.

As with the journal submission cover letter, knowing exactly what to include in this letter and how to compose it can be difficult. One must be persuasive without being pushy; formal but yet candid and frank. This template rebuttal letter is constructed to help authors navigate these issues and respond to authors with confidence that they have done everything possible to get their manuscript published in the journal to which they have submitted.

5. Useful Phrases for the Journal Submission Cover Letter/Rebuttal Letter

As with research papers, there are usually dozens of options for how to phrase the language in letters to journal editors. This section suggests several of the most common phrases that authors use to express their objectives and persuade editors to publish their journals. And as with the section on “Common Research Paper Phrases,” you will find here that each phrase is listed under a heading that indicates its objective so that authors know when and where to apply these expressions.

Use this reference guide as another resource in your toolkit to make the research paper writing and journal submission processes a bit easier. And remember that there are many excellent resources out there if you require additional assistance.

Wordvice ‘s academic English editing services include paper editing services , dissertation editing services , and thesis editing services that are specifically tailored to help researchers polish their papers to get the very most out of their research writing. Visit our  Resources  pages for great articles and videos on academic writing and journal submission.

Wordvice Resources

A guide to paraphrasing in research papers, 100+ strong verbs that will make your research writing amazing , how to compose a journal submission cover letter, how to write the best journal submission cover letter,  related resources,   40 useful words and phrases for top-notch essays, “essential academic writing words and phrases”  (my english teacher.eu), “academic vocabulary, useful phrases for academic writing and research paper writing”  (research gate).

Research Vocabulary

Learn words with flashcards and other activities, other learning activities, teaching tools, full list of words from this list:.

• compile get or gather together The educators’ section has been compiled in consultation with educators who have worked extensively on information literacy projects.
• evaluate estimate the nature, quality, ability or significance of The student section provides a step-by-step tutorial for the research process, including how to find and evaluate print and digital information, how to organize and cite the sources, and templates for research papers. 2.
• research a seeking for knowledge How to Do Research World Book Student’s “How to Do Research” feature provides tutorials and exercises for students and educators on 21st century information literacy skills. 1.
• extensively in a widespread way The educators’ section has been compiled in consultation with educators who have worked extensively on information literacy projects.
• digital relating to or performed with the fingers The student section provides a step-by-step tutorial for the research process, including how to find and evaluate print and digital information, how to organize and cite the sources, and templates for research papers. 2.
• organize arrange by systematic planning and united effort The student section provides a step-by-step tutorial for the research process, including how to find and evaluate print and digital information, how to organize and cite the sources, and templates for research papers. 2.
• information knowledge acquired through study or experience How to Do Research World Book Student’s “How to Do Research” feature provides tutorials and exercises for students and educators on 21st century information literacy skills. 1.
• include have as a part; be made up out of The student section provides a step-by-step tutorial for the research process, including how to find and evaluate print and digital information, how to organize and cite the sources, and templates for research papers. 2.
• skill an ability that has been acquired by training How to Do Research World Book Student’s “How to Do Research” feature provides tutorials and exercises for students and educators on 21st century information literacy skills . 1.
• provide give something useful or necessary to How to Do Research World Book Student’s “How to Do Research” feature provides tutorials and exercises for students and educators on 21st century information literacy skills. 1.
• section one of several parts or pieces that fit with others The student section provides a step-by-step tutorial for the research process, including how to find and evaluate print and digital information, how to organize and cite the sources, and templates for research papers. 2.
• cite make reference to The student section provides a step-by-step tutorial for the research process, including how to find and evaluate print and digital information, how to organize and cite the sources, and templates for research papers. 2.
• successfully in a manner marked by a favorable outcome The feature covers how to teach research skills, including how to structure assignments so the students can successfully reach the goals set for them
• feature a prominent attribute or aspect of something How to Do Research World Book Student’s “How to Do Research” feature provides tutorials and exercises for students and educators on 21st century information literacy skills. 1.
• structure a complex entity made of many parts The feature covers how to teach research skills, including how to structure assignments so the students can successfully reach the goals set for them
• Book the sacred writings of the Christian religions How to Do Research World Book Student’s “How to Do Research” feature provides tutorials and exercises for students and educators on 21st century information literacy skills. 1.

Sign up now (it’s free!)

Whether you’re a teacher or a learner, Vocabulary.com can put you or your class on the path to systematic vocabulary improvement.

Researching and Writing a Paper: Keywords and Controlled Vocabulary

• Outline Note-Taking
• Summarizing
• Bibliography / Annotated Bibliography
• Thesis Sentences
• Ideas for Topics
• The Big List of Databases and Resource Sources

Keywords and Controlled Vocabulary

• Full Text Advice
• Database Searching Videos!
• How to Read a Scholarly Article.
• Citation Styles
• Citation Videos!
• Citation Tips & Tricks
• Videos about Evaluating Sources!
• Unreliable Sources and 'Fake News'
• An Outline for Writing!
• Formatting your paper!

Keywords: To come up with keywords, identify the most important words in your research question or topic. Sample Question: "Do anti-impaired driving messages reduce the number of people who drive while intoxicated?" The initial key concepts are 'anti-impaired driving messages', 'reduce', and 'the number of people who drive intoxicated'. You could start searching the library's databases with just these keywords, but for really good results you probably should expand your search by finding related words for each keyword. These could be more specific words, more general words, ideas that are related to your topic, and synonyms (words that mean the same thing). Take a look at the table below to see some samples of what other words could be used as keywords.

Controlled Vocabulary: A Controlled Vocabulary is a list of subject terms that the author, editor, or publisher, selected to describe the contents of an article or paper. This is often very useful for finding similar articles. Look for lists, links, or boxes, that say things like 'Details', 'Indexing Terms', 'Subject', or 'Categories' in the page displaying the article (if the article looks maybe useful save it or download it). Then revise your searches with the new keywords and continue the process until you find more than enough relevant sources. (Always find more sources than your assignment asks for or that you expect to need.)

Other 'Searching Tips and Tricks':

• Scholarly articles nearly always have a list of sources, some of those sources might be useful to you.
• Google Scholar has a feature that lists articles that have cited the article you found (use the title as search terms, find the title you searched for in the results and look for 'cited by'), some of those articles might be useful to you.
• Using the title, or even the abstract or summary, of a useful article as search terms often brings up some additional useful articles.
• Authors often write several related articles. Searching by the name of the author(s) of a useful article is often an excellent way to find additional useful articles.

Note : Ultimately you want the full text of the article, but you do not want the fact that an article is not full text in the database you are searching to prevent you from finding out about the article. An article may be available in another database, it is almost certainly available through Interlibrary Loan ( Books , Articles ), and sometimes it is even posted online. So, at least at first, you probably should leave 'Full Text' unchecked, even though what you want is 'Full Text'. Librarians and Library Staff can (usually) help you find the full text of an article, and can always help you find similar articles!

*** Do you have questions or confusions about anything on this page, in this LibGuide, or anything else? You can Ask Us Questions ! ***

• << Previous: How to Search a Database
• Next: Limiters >>
• Last Updated: Jul 30, 2024 2:49 PM
• URL: https://libguides.rtc.edu/researching_and_writing

Training videos   |   Faqs

Academic Writing Resources – Academic PhraseBank | Academic Vocabulary & Word Lists

1. ref-n-write phrasebank for writing research papers.

REF-N-WRITE phrase bank contains a comprehensive collection of the phrases that you can readily use to write your research paper.  The site contains plenty of academic phrases, sentence stubs and academic vocabulary that covers various sections of the paper – abstract, introduction, materials & methods, results, discussion, conclusion, acknowledgments, and appendix. The academic phrases and vocabulary were extracted from a wide collection of scientific research papers. The phrases and sentence stubs provided on the site are very generic, so there will not be any copyright or plagiarism implications if you use them directly in your papers. This is a perfect place to start if you are writing your first research paper or if you are a non-native English speaker. There is also a nice tutorial explaining how to write a research paper with a brief description of various sections that constitute a research paper.

Click here to go to REF-N-WRITE Academic Phrasebank for Research Paper Writing ….

2. Manchester PhraseBank for General Academic Writing

This Academic phrase bank is the most popular general resource for academic writers created by Dr. John Morley at the University of Manchester. It provides phraseological ideas for the main sections of a research paper or dissertation. The phrases cover various aspects of academic writing and are categorised under following sections: (1) Being critical, (2) Being cautious, (3) Classifying and listing, (4) Compare and contrast, (5) Defining terms, (6) Describing trends, (7) Describing quantities, (8) Explaining causality, (9) Giving examples as support, (10) Signalling transition, and (11) Writing about the past. Even though, the resource was designed primarily for academic and scientific writers who are non-native speakers of English, however native speaker writers may still find much of the material helpful. There is a general section covering topics such as (1) Academic style, (2) Commonly confused words, (3) British and US spelling, Punctuation, (3) Using articles, (4) Sentence structure, (5) Paragraph structure and (6) Helpful tips for writers. The Academic Phrasebank is not discipline specific. The phrases provided in the site are content neutral and generic in nature and hence using them, will not constitute plagiarism or stealing others ideas.

Click here to go to Manchester Phrasebank for Academic Writing ….

3. UEFAP (Using English for Academic Purposes For Students in Higher Education)

The UEFAP site has plenty of resources in academic writing. The site is maintained by Andy Gillett – the author the book “Successful Academic Writing.” This site touches upon various elements of academic writing and is organised under following sections: (1) Functions; (2) Paragraphs; (3) Plagiarism; (4) reporting; (5) Genres; (6) References; (7) Citation; (8) Punctuation; and (9) Spelling. There are plenty of fill-in-the-blanks type exercises to practice your academic writing skills.

Click here to go to UEFAP Academic Vocabulary Exercises for Academic Writing ….

4. Academic Word List – Dr. Averil Coxhead (Victoria University of Wellington)

Dr. Averil Coxhead, Senior Lecturer School of Linguistics and Applied Language Studies developed and evaluated The Academic Word List (AWL) for her MA thesis. This list is a very useful resource for improving academic writing skills for learners and a good teaching resource for tutors. The list contains 570 word families which were selected according to principles. The list does not include words that are in the most frequent 2000 words of English since they are likely to be mostly articles, prepositions and very basic vocabulary. The academic word list was extracted from the Academic Corpus containing approximately 3,500,000 running words. The materials for the corpus came from four broad fields of study: Arts, Commerce, Law, and Science. Each of these contained approximately 875,000 running words. Words from each field were further divided into seven subject areas of approximately 125,000 running words.

Click here to go to Dr. Averil Coxhead’s Academic Word List Webpage ….

5. Academic Vocabulary – Sandra Haywood, University of Nottingham, UK

This site is maintained by Sandra Haywood of Nottingham and has plenty of resources to expand your academic vocabulary using the Academic Word List (the AWL). The ‘AWL Highlighter’ tool available in this site highlights AWL words in texts you cut and paste into the site. The ‘AWL Gapmaker’ creates gaps in place of AWL words in texts you cut and paste into the site. There are plenty of exercises for beginners in academic writing and teaching resources for academic writing tutors. This resource is handy for home students and overseas students, who need to learn the technical vocabulary of their field. This will help them improve their comprehension of academic texts and also help them write assignments in an academic writing style.

Click here to go to Dr. Sandra Haywood’s Academic Word List Webpage ….

6. Word and Phrase Info – Mark Davis, Brigham Young University

This is a very useful site that allows you to analyze your writing by comparing your text with data from a Corpus. After inputting the text, the site processes your text and displays useful information about words and phrases in the text, based on data from the Corpus of Contemporary American English (COCA). It will highlight all of the medium and lower-frequency words in your text and create lists of these words that you can use offline. You can also have it show you the “academic” words in your text.  You can click on the words in the text to see a detailed information such as word sketch, definition, collocates, and the frequency of the word (overall, and by genre). You can search for related phrases on selected phrases in your text, to show related phrases in COCA. In this way, this resource is like a “collocational thesaurus” to see what related phrases are most likely in different styles of English. This will help you use just the right phrase based on a huge collection of native English texts.

  Click here to go to Mark Davis’s Academic Vocabulary & Phrase Analysis Webpage ….

7. Exam English

This site contains plenty of free practice tests for the learners of English. They have converted academic word list produced by Dr. Averil Coxhead into a series of practice tests. The 570 words are divided into 10 Groups. The groups are ordered such that the words in the first Group are the most frequent words and those in the last Group are the least frequent. This site is excellent if you would like to improve your academic writing skills through practice.

Click here to go to Academic Word List Practice Webpage ….

8. Academic Vocabulary Exercises – Gerry Luton, University of Victoria, British Columbia, Canada

This site is maintained by Gerry Luton, University of Victoria, British Columbia, Canada. There are plenty of academic vocabulary exercises to improve your academic writing skills. The Academic Word List (AWL) is divided into 10 sublists of word families, and there are exercises for each sublist. The exercises include different derivations for the words given. This website features over 750 gap-fill exercises to learn and review over 2000 items of General vocabulary and Academic vocabulary in English. Gap-fill exercises are an excellent way to practice vocabulary in different contexts and can be used to broaden the student’s understanding of the range of meaning of vocabulary. The online format of the exercises allows students to get immediate feedback on their answers.

Click here to go to Academic Vocabulary Exercise Webpage ….

Similar Posts

Academic Phrases for Writing Literature Review Section of a Research Paper

In this blog, we discuss phrases related to literature review such as summary of previous literature, research gap and research questions.

Academic Phrases for Writing Conclusion Section of a Research Paper

In this blog, we discuss phrases related to conclusion section such as summary of results and future work.

Academic Phrases for Writing Introduction Section of a Research Paper

In this blog, we discuss phrases related to introduction section such as opening statement, problem definition and research aims.

Academic Phrases for Writing Results & Discussion Sections of a Research Paper

In this blog, we discuss phrases related to results and discussion sections such as findings, limitations, arguments, and comparison to previous studies.

Academic Phrases for Writing Methods Section of a Research Paper

In this blog, we discuss phrases related to materials and methods such as experimental setup, data collection & analysis, and statistical testing.

Academic Phrases for Writing Acknowledgements & Appendix Sections of a Research Paper

In this blog, we discuss phrases related to thanking colleagues, acknowledging funders and writing the appendix section.

• Pingback: Best Paraphrasing Tool - Top Sentence Rephraser and Sentence Rewriter Tools - Ref-N-Write: Scientific Research Paper Writing Software Tool - Improve Academic English Writing Skills
• Pingback: Research Paper Structure – Main Sections and Parts of a Research Paper

Leave a Reply Cancel reply

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

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

• 9 Share Facebook
• 4 Share Twitter
• 2 Share LinkedIn
• 1 Share Email

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• Dissertation
• What is a Glossary? | Definition, Templates, & Examples

What Is a Glossary? | Definition, Templates, & Examples

Published on May 24, 2022 by Tegan George . Revised on July 18, 2023.

A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation , it’s a list of all terms you used that may not immediately be obvious to your reader.

Your glossary only needs to include terms that your reader may not be familiar with, and it’s intended to enhance their understanding of your work. Glossaries are not mandatory, but if you use a lot of technical or field-specific terms, it may improve readability to add one.

If you do choose to include a glossary, it should go at the beginning of your document, just after the table of contents and (if applicable) list of tables and figures or list of abbreviations . It’s helpful to place your glossary at the beginning, so your readers can familiarize themselves with key terms relevant to your thesis or dissertation topic prior to reading your work. Remember that glossaries are always in alphabetical order.

To help you get started, download our glossary template in the format of your choice below.

Download Word doc Download Google doc

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

• Table of contents

Example of a glossary

Citing sources for your glossary, additional lists to include in your dissertation, other interesting articles, frequently asked questions about glossaries.

Prevent plagiarism. Run a free check.

Glossaries and definitions often fall into the category of common knowledge , meaning that they don’t necessarily have to be cited.

However, it’s always better to be safe than sorry when it comes to citing your sources , in order to avoid accidental plagiarism .

If you’d prefer to cite just in case, you can follow guidance for citing dictionary entries in MLA or APA Style for citations in your glossary. Remember that direct quotes should always be accompanied by a citation.

In addition to the glossary, you can also include a list of tables and figures and a list of abbreviations in your thesis or dissertation if you choose.

Include your lists in the following order:

• List of figures and tables
• List of abbreviations

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

Research bias

• Anchoring bias
• Halo effect
• The Baader–Meinhof phenomenon
• The placebo effect
• Nonresponse bias
• Deep learning
• Generative AI
• Machine learning
• Reinforcement learning
• Supervised vs. unsupervised learning

 (AI) Tools

• Grammar Checker
• Paraphrasing Tool
• Text Summarizer
• AI Detector
• Plagiarism Checker
• Citation Generator

Receive feedback on language, structure, and formatting

Professional editors proofread and edit your paper by focusing on:

• Academic style
• Vague sentences
• Style consistency

See an example

A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. In contrast, dictionaries are more general collections of words.

A glossary or “glossary of terms” is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. Your glossary only needs to include terms that your reader may not be familiar with, and is intended to enhance their understanding of your work.

Glossaries are not mandatory, but if you use a lot of technical or field-specific terms, it may improve readability to add one to your thesis or dissertation. Your educational institution may also require them, so be sure to check their specific guidelines.

A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. In contrast, an index is a list of the contents of your work organized by page number.

Definitional terms often fall into the category of common knowledge , meaning that they don’t necessarily have to be cited. This guidance can apply to your thesis or dissertation glossary as well.

However, if you’d prefer to cite your sources , you can follow guidance for citing dictionary entries in MLA or APA style for your glossary.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

George, T. (2023, July 18). What Is a Glossary? | Definition, Templates, & Examples. Scribbr. Retrieved September 12, 2024, from https://www.scribbr.com/dissertation/glossary-of-a-dissertation/

Is this article helpful?

Tegan George

Other students also liked, dissertation table of contents in word | instructions & examples, figure and table lists | word instructions, template & examples, list of abbreviations | example, template & best practices, get unlimited documents corrected.

✔ Free APA citation check included ✔ Unlimited document corrections ✔ Specialized in correcting academic texts

• Lawrence W. Tyree Library
• Library How-To Guides

*Research 101

Library and research vocabulary.

• Developing a Topic
• How to Search
• Books & eBooks
• Popular vs. Scholarly Articles
• Reading Journal Articles
• Internet Sources
• AI and Research
• Writing Resources
• Organizing & Citing Sources
• Research Beyond SF

As you use the library or research for an assignment, you will encounter specialized terms and words. This list includes many of the more common words you will find, along with definitions. You may also wish to view the  Multilingual Glossary Language Table to translate library terms to seven languages.

Vocabulary List

• << Previous: Home
• Next: Developing a Topic >>
• Last Updated: Sep 5, 2024 10:28 AM
• URL: https://sfcollege.libguides.com/research101

Commitment to Equal Access and Equal Opportunity

Santa Fe College is committed to an environment that embraces diversity, respects the rights of all individuals, is open and accessible, and is free of harassment and discrimination. For more information, visit sfcollege.edu/eaeo or contact [email protected] .

SACSCOC Accreditation Statement

Santa Fe College is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). For more information, visit sfcollege.edu/sacscoc .

Child Care and Early Education Research Connections

Research glossary.

The research glossary defines terms used in conducting social science and policy research, for example those describing methods, measurements, statistical procedures, and other aspects of research; the child care glossary defines terms used to describe aspects of child care and early education practice and policy.

Vocabulary for Academic Success: Key Words and Phrases

This article covers the following areas –.

Academic success isn’t solely about understanding concepts or having a high IQ; it also leans heavily on one’s ability to communicate ideas and knowledge effectively. A strong academic vocabulary forms the foundation of coherent arguments, clear explanations, and insightful discussions.

This article will introduce many terms and phrases that are pivotal for students and academicians across disciplines. Understanding and using these terms can elevate your academic writing and discussions.

Research Terminology

Engaging with or conducting research requires an understanding of specific terminology.

Argumentative Writing

Presenting arguments in academia needs a structured approach and specific vocabulary.

Literary Analysis

Dissecting literature requires a set of specialized terms to discuss nuances.

Historical Discussions

Mathematical Language

Mathematics, while numeric, also employs specific verbiage to describe concepts and processes.

To elevate your vocabulary in just 30 days, I recommend to my students an informative, fun, and accessible guide to utilizing powerful language. Millions of individuals have enhanced their academics, job skills, and confidence by dedicating just fifteen minutes daily to the exercises and tests of 30 Days to a More Powerful Vocabulary , a top-selling. It offers step-by-step methods to bolster language prowess, discover compelling words, and daily vocabulary enhancement with pronunciation guidance.

Sample Conversation

Lisa: Hey Kevin, I recently read an article on vocabulary crucial for academic success. It’s fascinating how using certain key words and phrases can improve the clarity and impact of our papers.

Lisa: It highlighted transition words like ‘however,’ ‘furthermore,’ and ‘consequently.’ It also discussed terms used to introduce evidence, like ‘for instance,’ ‘as illustrated by,’ and ‘according to.’

Kevin: Oh, I see. I’ve used some of those, but maybe not as effectively as I could. I guess using these phrases correctly can help make our arguments more compelling?

Whether penning a research paper, participating in a debate, or simply engaging in academic dialogue, this vocabulary is a foundational pillar for academic success.

Let’s Practice Now – Quiz!

Frequently asked questions.

Academic collocations are word combinations frequently used in academic texts, such as “conduct research” and “pose a question.” These collocations make writing more natural and precise, enhancing the quality of academic work.

Common transition words in academic writing include “however,” “therefore,” “moreover,” and “consequently.” These words help in creating logical flow and coherence between sentences and paragraphs.

Using precise vocabulary benefits academic success by making arguments clearer and more persuasive. It demonstrates a strong command of the subject matter and helps in conveying ideas accurately and efficiently.

Understanding academic vocabulary is important for non-native speakers because it enables them to engage with scholarly texts, participate in academic discussions, and succeed in academic settings.

Practice academic vocabulary in everyday life by reading academic journals, writing essays, and discussing complex topics with peers. Engaging in debates and presentations can also help reinforce and apply new vocabulary.

Related Posts

Goodnight vs. good night: which one is correct, adjectives to describe someone in english: a to z, a guide to collocations: combine words to enrich vocabulary, terms to talk about games and exercises in english, niaj a a khan, leave a comment cancel reply.

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

Te Kura Tātari Reo

School of --> school of linguistics and applied language studies, vocabulary research topics, vocabulary research topics for assignment, project, or thesis work.

These suggestions are organised according to the chapters and sections of the chapters in Learning Vocabulary in another Language .

Chapter 1: The goals of vocabulary learning

• Analyse a technical dictionary to see how many words it contains, and what types of words it contains. Compare the results with a corpus study.
• Examine the vocabulary load of your learners' textbooks.
• Develop a procedure for quickly assessing the coverage of high frequency words in text books.
• Make a replacement for the GSL.
• Prepare a low frequency word list taking account of range.
• Prepare a standardised graded reader list dividing the most frequent 3,000 word families into levels.
• Use the Range program to develop a high frequency word list for spoken language.

Chapter 2: Knowing a word

• Design a test to investigate the degree to which learners of English have control of important spelling rules.
• Investigate the qualitative differences between receptive and productive vocabulary knowledge.
• Classify and test proper nouns to see what categories can be assumed to provide minimal learning burden when looking at the vocabulary load of texts.

Chapter 3: Teaching and explaining vocabulary

• Thoroughly examine learners using a particular type of activity to see if the process examination (goals, conditions, signs and features) is confirmed by a product examination (measured learning outcomes).
• Experimentally test the differing effects of noticing, retrieving, and generating.
• Replicate Joe's (1998) study of the differing effects of differing degrees of generating.
• What unique information do different techniques add to word knowledge? What common information do they add?
• When is the best time for direct teaching to occur in the learning of a word - before or after gaining meaning focused experience?
• The forms and occurrences of definitions. The work on the different kinds of definition seems to have been thoroughly done, but it has focused only on limited areas of academic discourse. Bramki and Williams (1984) only looked at one writer's use of lexical familiarisation devices. Flowerdew (1992) looked at Biology and Chemistry lectures. There is scope for widening the data base.
• The effects of definition types on comprehension and learning. Is there a relationship between the different types of definitions as revealed in the corpus studies of Bramki and Williams (1984) and Flowerdew (1992) and learners' understanding of these definitions and learning from them? There are no studies of second language learners' skill in recognising these definitions let alone the understanding that comes from them.
• As well as looking at the effect of definitions, it would be useful to examine learners' skill. What range of skill do learners show in dealing with definitions? What aspects of the skill need attention? What diagnostic tests are most effective in showing degree of control of the skill? What kinds of training are effective in developing the skill?
• Write a comparative review of several CAVL programs.
• Use a CAVL program to evaluate the effect on learning of meeting the same item in different contexts.
• Determine the factors influencing incidental vocabulary learning by using a message focused computer game.

Chapter 4: Vocabulary and listening and speaking

• Compare the effects of types of defining (L1 or L2) on vocabulary learning while listening to a story.
• Look at the incidence of academic vocabulary in university lectures. Is it as common as in written academic texts? Do lectures contain other sources of vocabulary difficulty, for example through the use of examples?
• How does learners' focus of attention change as a text is listened to several times? Where does vocabulary fit in this range of focuses of attention?
• Does adding a role play feature to a task result in more generative use? That is, does it cause more changes to the written input?
• Analyse examples of semantic mapping to show the ways teachers use to encourage dialogue and participation. Make an observation checklist to grade semantic mapping performances.
• Do a corpus study to find the vocabulary which is much more frequent in certain spoken registers than it is in written registers.

Chapter 5: Vocabulary and reading and writing

• Do different kinds of learning occur from reading compared with learning from different kinds of exercises?
• Is the Lexical Frequency Profile of a text an effective measure of the readability of the text for ESL learners?
• Evaluate and investigate a reading based vocabulary activity for its effect on vocabulary learning and use.
• Honeyfield (1977) claims that simplified reading texts distort normal language use. Research this claim looking at a range of language use features including collocation and information density.
• Do simplified, elaborated and easified texts have similar effects on comprehension and vocabulary learning?
• How can vocabulary learning from graded readers be optimized?
• Experimentally test writing tasks to see what needs to occur to quickly enrich learners' written productive vocabulary.
• Test the effect of richness of vocabulary use on teachers' assessment of ESL learners' writing.
• Design and trial a checklist to guide teachers' response to vocabulary use in writing.

Chapter 6: Specialised uses of vocabulary

• What are the general discourse functions of academic vocabulary. For example, it may be interesting to take an academic function, like defining or referring to previous research, and see what role academic vocabulary plays in this.
• Do particular academic words behave differently in different subject areas? That is, does their meaning change? Do they have different collocates? This research would confirm or question the value of courses for academic purposes for students from a variety of disciplines, and would suggest how attention could be most usefully directed towards academic vocabulary.
• How much is the academic vocabulary parallelled by high frequency words. That is, is the academic vocabulary just a more formal version of part of the most frequent 2,000 words, or does it add new meanings?
• Compare several experimental reports to see if the same academic vocabulary occurs in the same parts of the reports. For example, do the method sections use a similar set of vocabulary which is different from the results section?
• Look at learners' written work to see what vocabulary discourse features are not properly used.

Chapter 7: Vocabulary learning strategies and guessing from context

• Are some vocabulary learning strategies superior to others?
• Develop a taxonomy for evaluating strategy use that considers both type of strategies used and the quality of their use.
• Evaluate the validity of a questionnaire approach to investigating strategy use.
• Experimentally check Haastrup's idea that bottom up guessing results in more vocabulary learning than top down guessing which works from a lot of background knowledge.
• What aspects of word knowledge are learned by guessing from context?
• What difficulties do homographs cause for guessing from context.? That is, is it harder to guess a new meaning for a familiar form that already has a different associated meaning?

Chapter 8: Word study strategies

• Devise a test of receptive knowledge of important derivational affixes for non-native speakers of English. Carroll's (1940) format could be a useful model. Make sure the test is reliable, valid and practical and would have a positive washback effect.
• Examine learners' written work to determine if complex words are deliberately avoided.
• Design an experiment to see what aspects of vocabulary knowledge are learned by dictionary use.
• Design and check a diagnostic test of learners' dictionary use skills.
• What additional information is provided by a sentence context?
• How well does direct learning transfer to normal language use?
• What is the effect of training on improving learning from word cards?

Chapter 9: Chunking and collocation

• Develop a list of frequent collocations using well defined and carefully described criteria.
• Look for evidence of unanalysed chunks in the language production of native speakers and non-native speakers.

Chapter 10: Testing

• Get learners to sit a yes/no test and then go through their wrong answers on non-words to examine the reasons why they said they knew the non-words (Paul, Stallman and O'Rourke, 1990).
• Compare multiple choice items containing L1 choices with items containing L2 choices.
• Devise a well based measure of total vocabulary size for non-native speakers.
• Measure the pattern of native speaker and ESL non-native speaker vocabulary growth.

Chapter 11: Designing the vocabulary component of a language course

• Design a needs analysis questionnaire to determine vocabulary needs outside the high frequency general service vocabulary.
• Design an evaluation form for evaluating the vocabulary component of a course.
• Develop a program for helping learners become autonomous vocabulary learners. Justify your decisions.
• Develop means of investigating the degree to which learners are autonomous in their vocabulary learning.