You write a sentence. Then you look at it and think: “Does this sound academic enough?”
So you replace “use” with “utilise”. You turn “we analysed” into “an analysis was undertaken”. You add a few longer phrases.
The sentence sounds more formal—but is it clearer?
If English is an additional language for you, it can be tempting to use complicated words to show that you know your subject. But academic writing depends on clear explanations, precise terms, and claims supported by evidence.
Here are ten ways to make your writing sound academic without making your reader work harder.
1. Choose the familiar word when it fits
Before:
“We utilised a questionnaire to obtain information about study habits.”
After:
“We used a questionnaire to collect information about study habits.”
Why it works:
“Used” is perfectly suitable for academic writing. “Utilised” adds length without adding useful meaning here.
Other useful swaps include:
- In order to → to
- Due to the fact that → because
- Prior to → before
- At this point in time → now
Try this:
Ask whether the longer word says something different. If it doesn’t, the familiar word may work better.
2. Be specific rather than impressive
Before:
“The intervention had a profoundly beneficial impact on participants.”
After:
“Participants reported less stress after the intervention.”
Why it works:
The revision names the outcome instead of relying on impressive-sounding language.
Use it only if your study measured reported stress. It also describes a change after the intervention without automatically claiming that the intervention caused it.
Try this:
When you write “important”, “beneficial”, or “effective”, ask: “What exactly happened?”
3. Put the action into the verb
Before:
“We conducted an investigation of the barriers to participation.”
After:
“We investigated the barriers to participation.”
Why it works:
The verb tells the reader what you did directly.
You can often make similar changes:
- Made a comparison between → compared
- Carried out an assessment of → assessed
- Provided an explanation for → explained
You don’t need to remove every noun made from a verb. Keep terms such as “randomisation” or “assessment” when they name a process you need to discuss.
4. Remove openings that delay your point
Before:
“It is important to note that the response rate was lower in the second survey.”
After:
“The response rate was lower in the second survey.”
Why it works:
The reader reaches the finding immediately.
If the lower response rate matters, explain why:
“The response rate was lower in the second survey, which may limit comparisons between the two surveys.”
That explanation adds more value than announcing that the finding is important.
5. Use cautious language for a reason
Before:
“This study conclusively proves that online learning improves performance.”
After:
“In this study, students in the online course achieved higher test scores than students in the classroom course.”
Why it works:
Assuming these are your actual results, the revision states the comparison clearly. Whether online learning caused the difference depends on the study design and analysis.
Words such as “may”, “suggests”, and “appears” can help express uncertainty. But adding several cautious words does not automatically improve a sentence.
Too hesitant:
“The findings might perhaps possibly suggest a potential relationship.”
Clearer:
“The findings suggest a possible relationship.”
Choose the level of caution your evidence needs.
6. Use technical terms where they help
Simple language does not mean removing the vocabulary of your subject.
Terms such as “confidence interval”, “thematic analysis”, and “working memory” may be exactly what you need.
The key is to make the explanation around them clear.
Before:
“The utilisation of thematic analysis facilitated the identification of recurrent patterns.”
After:
“We used thematic analysis to identify recurring patterns.”
Why it works:
The technical term stays. The unnecessary complexity around it goes.
Try this:
Keep the specialist term that carries the meaning. Simplify the rest of the sentence.
7. Make the connection between ideas clear
Before:
“The sample was small. Notwithstanding the aforementioned limitation, the findings are valuable.”
After:
“The sample was small. However, the findings identify questions for further research.”
Why it works:
“However” makes the contrast easy to follow. The revision also explains the value rather than simply calling the findings valuable.
Use this wording only if the findings do identify further research questions.
Useful linking words include “however”, “because”, “although”, and “therefore”. Choose them for the relationship they express, rather than how formal they sound.
8. Use active voice when it makes the action clearer
Before:
“An examination of the responses was undertaken by two researchers.”
After:
“Two researchers examined the responses.”
Why it works:
The reader can immediately see who did what.
Passive voice is useful too:
“The samples were stored at −20°C.”
Here, the procedure may matter more than the person who stored the samples.
Choose the form that puts the right information in focus.
9. Split a sentence when its ideas need more space
Before:
“Although participation increased during the six-week programme, which included weekly workshops and individual feedback, satisfaction remained unchanged, suggesting that increased participation did not necessarily reflect a better experience.”
After:
“The six-week programme included weekly workshops and individual feedback. Participation increased, but satisfaction remained unchanged. This suggests that increased participation did not necessarily reflect a better experience.”
Why it works:
The reader can follow the programme details, the findings, and the interpretation separately.
Long sentences are not automatically wrong. But length should help you express the relationship between ideas rather than hide it.
10. Use the same term for the same thing
You may have been taught to avoid repeating words. In academic writing, changing a technical term can confuse your reader.
Before:
“The study examined student engagement. Learner involvement was measured through attendance and assignment completion.”
After:
“The study examined student engagement. Engagement was measured through attendance and assignment completion.”
Why it works:
The reader does not have to wonder whether “engagement” and “involvement” are different concepts.
Use different terms when you mean different things. Keep the same term when the meaning stays the same.
A quick test for your next paragraph
Choose one paragraph from your draft and ask:
- Have I used a long word where a familiar one would work?
- Have I explained what vague words such as “important” mean?
- Can the reader easily find the main action?
- Does my claim match the evidence?
- Have I kept necessary technical terms and explained them clearly?
Make one change at a time. Then compare the edited paragraph with the original.
Have you kept the facts, the limits of the claim, and the intended meaning?
Your reader should be able to concentrate on your research, explained in language that helps them understand it.
Want help checking your draft?
Download the free Academic English Proofreading Checklist for 25 checks with examples you can use before sharing or submitting your paper.
Marlene
Better English Writing