Strong essays rise or fall on the precision of their language. Knowing the different words to avoid in an essay becomes essential when you remember that graders aren’t reading for fun. 

Many would rather be on a beach relaxing than be buried in papers.

Markers often don’t read every essay from start to end. They read quickly, scan for clarity, and notice strong structure and precise vocabulary.

We’ve seen thoughtful ideas lose power because of vague phrasing, informal tone, or messy organisation.

Let’s explore the pitfalls that weaken essays and build writing that earns attention.

Why Certain Words Can Weaken an Essay

Certain words weaken an essay because they reduce clarity, soften tone, or make arguments vague, which is why knowing the common words to avoid in an essay supports stronger academic writing.

When markers read quickly, unclear language slows them down. It also makes your reasoning harder to follow.

Some words weaken your writing because they:

  • blur meaning and create confusion
  • sound informal or conversational
  • make arguments feel emotional rather than analytical
  • reduce academic tone and credibility
  • hide weak structure, unclear thesis, or poor transitions

Clichés, contractions, slang, and vague vocabulary all make essays feel less precise. They also make it harder to present a confident thesis or develop focused paragraphs.

Clear academic vocabulary supports stronger reasoning. It helps you present evidence, develop analysis, and guide the reader with confidence.

By avoiding weak language, you reinforce the foundations of strong academic writing: clear thesis statements, topic sentences, smooth transitions, and purposeful structure.

100 Words to Avoid in an Essay (Complete List)

  • thing
  • things
  • stuff
  • something
  • anything
  • everything
  • nothing
  • aspect
  • factor
  • issue
  • area
  • situation
  • element
  • kind
  • type
  • cool
  • awesome
  • nice
  • super
  • totally
  • you know
  • yeah
  • nope
  • gotta
  • wanna
  • gonna
  • hey
  • guys
  • kids
  • big time
  • very
  • really
  • quite
  • pretty
  • somewhat
  • somehow
  • sort of
  • kind of
  • basically
  • literally
  • actually
  • generally
  • obviously
  • clearly
  • honestly
  • amazing
  • incredible
  • unbelievable
  • awful
  • terrible
  • horrible
  • perfect
  • absolutely
  • always
  • never
  • I think
  • I feel
  • I believe
  • in my opinion
  • personally
  • to me
  • I guess
  • I suppose
  • I reckon
  • it seems to me
  • maybe
  • possibly
  • probably
  • perhaps
  • might
  • could
  • arguably
  • supposedly
  • potentially
  • presumably
  • stuff like that
  • things like that
  • and so on
  • and whatnot
  • loads of
  • a bunch of
  • kinda
  • sorta
  • low-key
  • high-key
  • in today’s society
  • since the dawn of time
  • throughout history
  • at the end of the day
  • first and foremost
  • every coin has two sides
  • all in all
  • the fact of the matter is
  • in conclusion
  • in modern times
  • in order to
  • due to the fact that
  • at this point in time
  • in the process of
  • for the purpose of

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Vague Words That Reduce Clarity

Vague words are the first type of words to avoid in an essay, as they weaken essays because academic writing must be precise.

They make markers guess your meaning, dilute analysis, and leave arguments incomplete. Precise vocabulary strengthens clarity, confidence, and reasoning.

AvoidActionExample Sentence
thingIdentify the exact concept.The study shows a thing central psychological concept influencing decision-making across 94 participants.
thingsSpecify the exact factors.The programme failed because several things structural and financial factors were overlooked.
stuffName the specific items or evidence.The archive contained stuff forty-three original documents detailing early migration patterns.
somethingState the exact idea or issue.The novel suggests something a recurring theme of moral tension between its narrators.
anythingList the specific options referenced.The critic could reference anything one of four rhetorical strategies in the introduction.
everythingQuantify or list the elements directly.Everything All five demographic groups reported reduced trust in local government institutions.
nothingUse “no evidence” or “no data.”The experiment found nothing no evidence linking the treatment to improved accuracy.
aspectIdentify the specific dimension.One aspect demographic dimension examined responses from students aged sixteen to nineteen.
factorName the influencing variable.The strongest factor climatic variable was a 2°C rise in average winter temperature.
issueDescribe the exact challenge.The report identifies an important issue sampling flaw, affecting the 2024 dataset.
areaSpecify the field or subfield.Research in this area subfield of cognitive linguistics, has expanded significantly.
situationDescribe the specific context.This situation political context explains declining support for regional development policies.
elementIdentify the component or feature.A key element component of the model weights seven behavioural indicators.
kindClarify the category.This kind category of intervention appears in post-recession policy responses.
typeSpecify the model or classification.This type classification model groups the 62 case studies into four clusters.

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Informal or Conversational Words

To maintain a professional tone, it helps to recognise the common words to avoid in an essay. These everyday expressions can weaken your points and make your work feel less polished.

Replacing them with accurate, formal vocabulary strengthens your argument and shows the marker you’re writing with intention and clarity.

AvoidActionExample Sentence
coolUse a formal evaluative adjective.The committee considered the proposal not cool sufficiently rigorous to meet the 2024 assessment criteria.
awesomeSpecify the exact quality.The intervention was not awesome statistically significant across all six performance metrics collected.
niceIdentify the precise characteristic.The report presented a nice clearly structured argument supported by twelve peer-reviewed sources.
superReplace with a formal intensifier.The dataset was not super particularly robust, containing only forty-two usable responses.
totallyRemove or use a precise adverb.The findings did not totally convincingly demonstrate improvement in the participants’ analytical accuracy.
you knowRemove conversational filler.Not appropriate in essays; delete entirely.
yeahUse a formal confirmation.Avoid completely; academic writing does not use casual affirmations.
nopeUse a formal negative response.Not suitable in academic prose; replace with “no” or “none”.
gottaReplace with “must” or “need to.”Citizens gotta must consider long-term environmental risk before supporting major infrastructure projects.
wannaReplace with “want to.”Many trainees wanna want to complete two additional modules to meet accreditation requirements.
gonnaReplace with “going to.”The ministry is gonna going to release updated emissions targets for 2026.
heyRemove greeting entirely.Should never appear in essays; remove the expression completely.
guysUse “participants,” “people,” or “researchers.”The guys participants raised data privacy concerns during twelve of the eighteen discussion sessions.
kidsUse “children” in academic writing.The programme supported kids children aged seven to eleven across four rural districts.
big timeReplace with a precise measure.The policy revision affected households big time by reducing annual subsidies by £1,200 per family.

Weak Intensifiers and Fillers

Weak intensifiers inflate sentences without adding meaning, which is why they feature prominently among the usual words to avoid in an essay.

They make writing sound emotional rather than analytical and often hide the absence of evidence. Replacing them with precise language strengthens clarity, control, and academic tone.

AvoidActionExample Sentence
veryReplace with a specific descriptor.The results were not very clearly defined across the four experimental groups.
reallyRemove or specify the degree.The shift was not really substantial, showing only a 3.2% improvement.
quiteUse a precise measure or adjective.The model was not quite accurate, missing twelve critical data points.
prettyReplace with a formal descriptor.The argument was not pretty convincing due to limited supporting evidence.
somewhatUse a measurable qualifier.The findings were somewhat relevant, contributing minimal insight to the 2022 dataset.
somehowReplace with a clear explanation.The policy did not somehow address the underlying economic disparities highlighted in the report.
sort ofRemove or specify exact meaning.The theory was not sort of applicable; it directly aligned with all three scenarios tested.
kind ofUse a precise academic phrase.The response was not kind of significant but demonstrated measurable improvement.
basicallyRemove filler; use a clear verb.The study did not basically prove anything beyond its immediate sample.
literallyRemove unless used literally.Typically unnecessary; use only when meaning “in a literal sense.”
actuallyUse only when correcting a misunderstanding.The data was not actually inconsistent; it followed a predictable pattern across years.
generallyReplace with a specific range or frequency.Participants did not generally favour the policy; seventy-two percent opposed it.
obviouslyRemove subjective assumption.Avoid entirely; academic writing should not assume reader agreement.
clearlyUse only when evidence proves clarity.The shift was not clearly significant, given overlapping confidence intervals.
honestlyRemove as conversational filler.Not appropriate in academic writing; delete completely.

Overly Emotional or Exaggerated Words

Emotional language can make an essay sound dramatic rather than analytical, leading markers to question the reliability of your claims.

Academic writing depends on measured, evidence-based phrasing, so replacing exaggerated words with specific detail strengthens clarity and credibility.

AvoidActionExample Sentence
amazingUse a precise, measurable descriptor.The intervention produced amazing results, increasing comprehension scores across five monitored assessment categories.
incredibleReplace with a quantifiable description.The dataset showed incredible improvement, increasing participant accuracy by fourteen percent compared with last year.
absolutelyAvoid certainty unless evidence is conclusive.The findings absolutely support the proposal, showing statistically significant progress in three measured categories.
unbelievableReplace with objective academic phrasing.The findings appeared unbelievable consistently strong across nine of the eleven controlled testing conditions.
awfulSpecify the actual limitation.The methodology seemed awful limited because the study failed to control two essential variables.
terribleReplace emotional tone with analysis.The outcomes looked terrible unreliable when sampling varied significantly across the first three testing stages.
horribleIdentify the exact issue.The response rate was horrible declining during the second survey round, falling to thirty-eight percent completion.
perfectAvoid absolute terms; use nuance.The model provided a perfect clear explanation for four of the five behavioural trends identified.
alwaysReplace absolute claims with measurable frequency.BEFORE: The pattern always appears in studies examining first-year university retention trends.
AFTER: The pattern appeared in forty-three of the fifty studies examining first-year university retention.
neverUse numeric phrasing.BEFORE: Participants never selected the fourth policy option during the submitted responses.
AFTER: None of the thirty participants selected the fourth policy option during the submitted responses.

Opinion-Led or First-Person Fillers

Opinion-led expressions make essays sound personal rather than analytical, and they regularly appear on lists of words to avoid in an essay.

Replacing them with direct, evidence-based statements strengthens your argument and helps markers trust your reasoning.

AvoidActionExample Sentence
I thinkRemove personal framing; state the claim directly.I think the study was effective because retention increased 18% across the evaluated cohorts.
I feelAvoid emotional tone; present evidence.I feel the programme improved literacy because participants demonstrated stronger writing accuracy.
I believeReplace beliefs with supported claims.I believe the results show improvement because 34 participants increased their comprehension scores.
in my opinionRemove subjective lead-ins entirely.In my opinion the policy strengthened attendance because engagement increased across 12 participating schools.
personallyEliminate personal viewpoint; focus on evidence.Personally the findings suggest stronger reasoning skills demonstrated during structured analytical tasks.
to meAvoid inserting the writer’s perspective.The results, to me, seemed positive because every evaluated benchmark showed meaningful improvement.
I guessReplace uncertainty with clear evaluation.I guess the model explains behaviour because it aligned with 80% of observed patterns.
I supposeRemove speculative tone.I suppose the curriculum was effective since comprehension improved across 42 analysed student submissions.
I reckonReplace informal speculation with academic phrasing.I reckon the new approach improved outcomes because vocabulary performance increased across all sessions.
it seems to mePresent observations objectively.It seems to me the data supports the hypothesis because 8 variables showed consistent improvement.

Hesitation or Uncertain Words

Hesitation words make essays sound tentative rather than analytical, which is why they are often considered key words to avoid in an essay.

Replacing them with direct, evidence-based phrasing helps your writing sound precise, credible, and more persuasive to markers.

AvoidActionExample Sentence
maybePresent measurable findings instead of speculation.Maybe the programme improved literacy, with reading accuracy increasing 12% across the assessed cohort.
possiblyUse specific outcomes instead of uncertainty.Possibly the curriculum improved comprehension, with average scores rising across three evaluated skill categories.
probablyReplace probability with evidence.Probably the intervention strengthened writing accuracy, with 42 analysed submissions showing 18% grammar improvement.
perhapsAvoid speculative framing; highlight observed results.Perhaps the survey revealed demographic patterns, with 12 documented groups displaying consistent behavioural trends.
arguablyRemove hedging unless nuance is required.Arguably the study provided meaningful insight, with findings strongly supporting the proposed research hypothesis.
supposedlyReplace unverified claims with confirmed data.Engagement supposedly increased during the initiative, with participation rising steadily across three evaluation cycles.
mightRestructure the claim for clarity.BEFORE: The programme might improve performance across several assessed areas.
AFTER: The programme improved performance, with participants showing gains across all assessed skill categories.
couldAvoid excessive conditional phrasing.BEFORE: The revised model could explain participant behaviour in the study.
AFTER: The revised model explained participant behaviour, aligning with 80% of documented patterns.
potentiallyState demonstrated outcomes.BEFORE: The programme potentially improved reasoning skills for participants.
AFTER: The programme improved reasoning skills across four measured cognitive domains.
presumablyReplace assumption with evidence.BEFORE: The data presumably supports the conclusion drawn from the study.
AFTER: The data supports the conclusion, with eight variables showing consistent improvement.

Colloquialisms and Slang

Colloquial expressions make essays sound informal and imprecise, which weakens academic credibility and places them firmly among the words to avoid in an essay.

Replacing slang with clear, formal vocabulary ensures your arguments appear rigorous and academically appropriate.

AvoidActionExample Sentence
stuff like thatAvoid entirely; specify the actual items.Not appropriate in academic essays; replace with the exact elements you intend to discuss.
things like thatAvoid vague, catch-all phrasing.This phrase weakens clarity; identify the specific factors or components instead of using it.
kindaRemove informal tone.Too informal for academic writing; use a precise descriptor such as “partially” or “moderately.”
sortaReplace with precise academic vocabulary.Not suitable for formal essays; clarify the actual degree or level being described.
and so onComplete the list or specify the full category.The rubric assessed organisation, clarity, vocabulary, evidence use, and so on, and related writing skills.
and whatnotRemove vague add-ons; specify all elements explicitly.The workshop addressed planning, drafting, revision, citation accuracy, and whatnot, all essential components of effective academic writing.
loads ofReplace with quantifiable or specific detail.The programme included loads of 14 structured activities delivered consistently across four instructional sessions.
a bunch ofUse precise numbers or categories.Researchers analysed a bunch of 52 essays submitted during the autumn assessment period.
low-keyReplace slang with a formal impact description.The policy was not low-key influential; it produced modest improvement across two measured skill areas.
high-keyUse a clear academic descriptor of the actual effect.The revision was not high-key effective; it significantly improved comprehension across three evaluated categories.

Clichés and Overused Phrases

Clichés weaken essays because they sound generic, predictable, and imprecise, and many are widely recognised as words to avoid in an essay.

Replacing them with clear, specific phrasing strengthens analytical depth and improves academic credibility.

AvoidActionExample Sentence
in today’s societySpecify the exact contemporary context or timeframe.Many students argue that in today’s society, digital access influences achievement across 18 participating schools.
since the dawn of timeAvoid exaggerated historical claims; use a real period.BEFORE: Some essays claim that reading habits have changed since the dawn of time, despite evidence only after 1980.
AFTER: Some essays claim that reading habits changed, drawing on evidence recorded consistently after 1980.
throughout historyIdentify a specific historical scope.BEFORE: Students often argue that inequality persisted throughout history without analysing shifts recorded over the past 70 years.
AFTER: Students often argue that inequality persisted, yet measurable shifts occurred across the past 70 documented years.
at the end of the dayReplace with a precise concluding transition.The study shows that at the end of the day, socioeconomic status remains the strongest predictor of progression.
first and foremostRemove filler and present the main idea directly.The argument relies, first and foremost, on evidence showing 22% improvement across two evaluated cohorts.
every coin has two sidesReplace with a nuanced explanation of complexity.The policy remains controversial because every coin has two sides; its benefits unevenly affect three demographic groups.
all in allUse a direct synthesis rather than filler.Researchers reported that, all in all, the programme improved engagement across three monitored year groups.
the fact of the matter isRemove unnecessary verbal padding.The fact of the matter is that the programme increased attendance by 11% across two academic terms.
in conclusionConclude implicitly through structure, not signalling phrases.In conclusion, the data indicate sustained progress, with literacy scores improving across all four evaluation periods.
in modern timesSpecify the contemporary period clearly.BEFORE: Claims framed as occurring in modern times lack precision unless tied to data collected after 2015.
AFTER: Claims lack precision unless tied to data collected after 2015.

Redundant Multi-Word Filler Phrases

Redundant multi-word fillers add length without adding meaning. They make arguments feel padded, slow, or unfocused.

Replacing them with concise alternatives sharpens clarity and strengthens your academic tone.

AvoidActionExample Sentence
in order toReplace with “to” unless emphasis is needed.The study was conducted in order to to evaluate improvements in analytical writing across two participant cohorts.
due to the fact thatReplace with “because” or “since.”Attendance increased due to the fact that because staff implemented three evidence-based engagement strategies.
at this point in timeReplace with “currently” or “now.”Researchers argue that literacy rates cannot at this point in time currently be compared across all regions.
in the process ofRemove entirely or specify the action clearly.The committee was in the process of finalising criteria for evaluating 42 submitted research proposals.
for the purpose ofReplace with “to” or state the aim directly.The study collected surveys for the purpose of to examine motivation across 126 secondary-level participants.

Grammar and Style Mistakes to Avoid

Strong academic writing relies on more than strong vocabulary. Clear grammar and deliberate style choices help your ideas land with confidence.

When sentences feel cluttered or unclear, even strong research loses impact. Below are key grammar and style issues that markers frequently notice and penalise.

Wordiness and Over-Explaining

Wordiness slows an essay down and makes your ideas harder to follow. When every sentence contains extra clauses or repeated explanations, your core argument becomes hidden. 

Markers appreciate writing that gets to the point quickly, especially when reading dozens of essays. Clear, focused sentences help your analysis stand out immediately.

Passive Voice Overuse

The passive voice is not always incorrect, but relying on it too often makes arguments sound indirect or vague. 

Passive: The survey data was analysed by the research team across three academic terms.
Active: The research team analysed the survey data across three academic terms.

Using the active voice helps readers see who is responsible for each action, strengthening clarity and purpose. 

Aim to reserve passive constructions for moments when the actor is unknown or irrelevant.

Run-On Sentences and Fragments

Run-on sentences overwhelm the reader with too many ideas at once, while fragments leave thoughts incomplete. Both issues interrupt the flow and weaken the coherence of your analysis. 

Strong academic writing uses balanced, well-structured sentences that guide the reader logically from point to point, allowing your argument to build effectively.

Repetition and Redundant Points

Repeating the same idea in different words does not make an argument stronger. Instead, it suggests uncertainty or limited planning. Markers quickly notice when essays circle around the same point. 

Prioritising concise, purposeful content ensures that each sentence carries weight and moves your argument forward meaningfully.

Structural Mistakes to Avoid in an Essay

A clear structure is the backbone of strong academic writing. When your thesis, paragraphs, and transitions work together, your ideas build naturally and confidently. Weak structure forces markers to work harder, which can overshadow the quality of your research.

Below are the key structural mistakes you should watch for as you refine your work.

No Clear Thesis Statement

A thesis anchors your essay and communicates the central argument in precise terms. Without it, readers cannot understand your direction or evaluate your reasoning. Your thesis should appear early, guide each paragraph, and reflect the scope of your evidence. 

Weak ThesisStrong Thesis
The education system has many issues.The education system requires reform because unequal funding, variable teacher training, and regional disparities affect student achievement.

Paragraphs Without a Clear Point

Paragraphs must open with a clear topic sentence that signals the purpose of the discussion. Without this, ideas drift, and readers struggle to follow your argument. 

What a strong paragraph includes

  • A focused topic sentence
  • One clear, central idea
  • Evidence that directly supports that idea
  • Two to three sentences of analysis
  • A link back to the thesis

Descriptive Writing Instead of Analysis

Description summarises what a source says, but analysis explains why it matters. Essays that rely only on description feel surface-level and lack original thinking. Effective analysis interprets evidence, explores patterns, and connects ideas back to your thesis. 

Descriptive SentenceAnalytical Revision
The article explains that attendance improved after the new policy.The article shows that attendance improved by 8%, suggesting the policy directly supported student motivation.

Poor Transitions and Logical Jumps

Transitions create a smooth reading experience by showing how ideas relate to each other. Without them, your essay feels disjointed and difficult to follow.

Here are some examples of good transitions:

FunctionExamples
To addFurthermore, additionally, in parallel
To contrastHowever, in contrast, nevertheless
To explain a resultTherefore, consequently, as a result
To signal a shiftMeanwhile, in a different context, alternatively

Referencing and Evidence Mistakes

Clear referencing strengthens your academic integrity and shows that your claims are grounded in credible sources. When evidence is vague or citations are inconsistent, markers question the reliability of your work. 

Paying attention to evidence quality and citation accuracy helps you demonstrate strong academic practice.

Unsupported Claims

Arguments without evidence feel speculative and weaken your credibility. Academic writing requires claims to be backed by data, examples, or scholarly research. 

Examples of Weak vs Supported Claims

  • Weak: Group projects improve learning.
    Stronger: Group projects improved learning outcomes by 14% across three assessed modules.
  • Weak: Homework doesn’t help students.
    Stronger: Two longitudinal studies found no measurable improvement in achievement for students completing daily homework assignments.

Incorrect or Inconsistent Referencing

Inconsistent citation styles disrupt clarity and undermine the professionalism of your essay. Whether using Harvard, APA, or MLA, accuracy and consistency are essential. 

Every borrowed idea must be properly cited, and your reference list should include complete publication details to reflect a strong academic discipline.

Style, Clarity, and Academic Voice Mistakes

Academic writing works best when your tone is clear, confident, and professional. When language becomes too casual or overly complicated, meaning gets lost, and markers struggle to follow your reasoning. 

Below are common style issues that affect clarity and weaken your academic voice.

Casual Language and Slang

Casual expressions make an essay sound unpolished and can distract from the credibility of your ideas. Markers expect a formal tone that reflects academic maturity and respect for the task. 

Avoid slang, conversational phrasing, and informal vocabulary, and replace these with clear, precise alternatives that strengthen your argument and overall presentation.

Overly Complex Vocabulary

Using unnecessarily complex words can make your writing feel dense, confusing, or overly formal. Academic clarity depends on precise, accessible language, not the most advanced terms you can find. 

Instead ofUse
utiliseuse
ameliorateimprove
commencebegin
paradigmmodel / framework
subsequentlythen / later

Quick Checklist: What to Avoid When Writing an Essay

A final review before submitting your essay can prevent small but costly errors. Use this checklist to ensure your writing is clear, focused, and academically strong.

  • Avoid vague, informal, emotional, or exaggerated language that weakens clarity and academic tone, especially the words to avoid in an essay listed in this guide.
  • Remove slang, clichés, filler phrases, and conversational expressions that reduce professionalism.
  • Check for wordiness, passive voice overuse, fragments, run-ons, and repeated points.
  • Ensure every paragraph has a clear topic sentence, one main idea, and analysis—not description.
  • Make sure transitions guide readers logically from one idea to the next.
  • Support every claim with evidence, and use one consistent referencing style throughout your essay.

Practice Makes Perfect: How to Improve Your Essay Writing

Strong essays develop through steady practice, thoughtful planning, and careful revision. Effective writing begins with outlines that map your argument and highlight essential evidence.

Drafting early creates space to refine ideas and strengthen analysis. Each revision helps you remove weak language, improve flow, and sharpen your academic voice.

Proofreading remains essential. Reading aloud, checking transitions, and reviewing citations all support clarity and help you spot the words to avoid in an essay that slip in during drafting.

Participating in our essay writing competition is a great way to practise structure, tone, and analytical depth.

And studying our past winners reveals how strong essays balance clarity, evidence, and argument across each section.

Final Thoughts

Avoiding weak phrasing and understanding the words to avoid in an essay strengthens clarity and confidence in your writing.

Every choice you make, from vocabulary to structure, helps your ideas stand out more effectively.

As you refine your academic voice, keep focusing on precision, analysis, and purposeful expression.

If you want to develop your skills further, we invite you to explore our programmes and discover how Immerse Education can support your growth.