another term for this essay

10 Other Ways to Say “In This Essay, I Will” (With Examples)

In academic writing , there is a tendency to overuse common phrases like “In this essay, I will.” While this phrase clearly outlines what the essay will cover, using it repeatedly can make your writing boring and repetitive.

In this article, I aim to provide readers with 10 effective synonyms for “In this essay, I will” to add variety to their essays and papers. Using different languages keeps the reader engaged and demonstrates a more advanced writing style.

This post aims to expand your options when introducing the topics covered in an essay. You can craft a strong opening that draws readers in by avoiding overused phrases and incorporating more creative language.

Whether writing for school, work, or your blog, having alternate ways to say “In this essay, I will” will improve the flow of your writing. The examples provided will help you replace the standard phrase in your work.

I hope you find these tips useful for taking your essay introductions to the next level.

Is It Wrong to Say “In This Essay, I Will”?

It is wrong to overuse the phrase “In this essay, I will” in academic writing. Though this phrase clearly outlines the topics that will be covered, relying on it too heavily can make your writing repetitive and boring for the reader.

Here are a few reasons why it’s best to avoid overusing “In this essay, I will”:

• It’s formulaic and overused. This phrase has become a tired cliché in essays, so finding alternatives makes your writing come across as more original and sophisticated.
• It can make your introduction seem mechanical. Leading with “In this essay, I will” repeatedly makes the opening sound detached rather than engaging the reader’s interest from the start.
• It’s a missed opportunity for more creative language. Varying your introduction keeps readers attentive and demonstrates a more skilled writing style.
• It hinders smooth transitions between ideas. Overusing this repetitive phrase prevents your essay from flowing logically from one point to the next.
• It’s redundant. Usually, the topics covered are outlined elsewhere like in the title or abstract, so repeatedly stating “In this essay, I will” is unnecessary.

While “In this essay, I will” can be useful when used sparingly, relying on this phrase too much results in monotonous writing . Keeping introductions lively and avoiding repetition makes a paper more appealing to read. With some thought and creativity, there are many engaging ways to smoothly introduce the key points in an academic essay.

What to Say Instead of “In This Essay, I Will”

• The purpose of this essay is to
• This essay aims to
• In the following pages, I intend to
• The goal of this piece is to
• Throughout this essay, I plan to
• In this document, my objective is to
• The focus of this composition will be to
• Throughout this paper, I intend to
• The ambition of this work is to
• Within this text, I aspire to

1. The purpose of this essay is to…

This directly states the intended goal of your essay and informs the reader of its primary aim.

Example: The purpose of this essay is to ignite a national conversation about the alarming decline of bee populations and its potential consequences for our food security.

2. This essay aims to…

Similar to the first option, it suggests a more focused exploration of the chosen topic.

Example: This essay aims to delve into the psychological motivations behind historical figures often labeled as “villains,” uncovering the complexities that shaped their actions.

3. In the following pages, I intend to…

This creates a sense of anticipation and informs the reader about the specific areas you’ll be covering.

Example: In the following pages, I intend to dissect the intricate power dynamics within Jane Austen’s “Pride and Prejudice,” unveiling the societal norms and hidden agendas that fuel the characters’ interactions.

4. The goal of this piece is to…

Similar to “aims to,” but emphasizes the desired outcome you hope to achieve with your essay.

Example: The goal of this piece is to empower individuals to recognize and combat microaggressions in their daily lives, fostering a more inclusive and respectful society.

5. Throughout this essay, I plan to…

Highlights the journey of exploration your essay will take, suggesting a more dynamic reading experience.

Example: Throughout this essay, I plan to embark on a literary safari through the captivating world of Gabriel Garcia Marquez’s “One Hundred Years of Solitude,” unraveling its magical realism and timeless themes.

6. In this document, my objective is to…

Emphasizes a clear and objective approach to the topic, suitable for informative essays.

Example: In this document, my objective is to provide a balanced overview of the pros and cons of genetically modified organisms (GMOs), equipping readers with the information needed to form their own informed opinions.

7. The focus of this composition will be to…

Narrows down the specific aspect of the topic you’ll be concentrating on.

Example: The focus of this composition will be to analyze the stylistic innovations and recurring themes within the poetry of Sylvia Plath, exploring her unique contribution to the confessionalist movement.

8. Throughout this paper, I intend to…

Similar to “focus,” but emphasizes your intent and guiding principle throughout the essay.

Example: Throughout this paper, I intend to critically examine the portrayal of mental illness in mainstream media, challenging harmful stereotypes and advocating for accurate representation .

9. The ambition of this work is to…

Conveys a strong and aspirational goal for your essay, highlighting its potential impact.

Example: The ambition of this work is to reimagine the future of education, promoting personalized learning experiences that ignite students’ curiosity and foster lifelong adaptability.

10. Within this text, I aspire to…

Expresses a personal desire to achieve something meaningful with your essay, adding a touch of emotional engagement.

Example: Within this text, I aspire to illuminate the hidden beauty and resilience of overlooked communities, fostering empathy and inspiring action for positive change.

In summary, using more varied language to introduce the topics covered adds creativity and enhances the flow of an essay. The alternatives provided in this article, such as “The purpose of this essay is to” or “Throughout this paper, I intend to,” demonstrate more lively ways to articulate what the essay will examine.

Avoiding repetition and employing these different options will make an essay introduction stand out while still effectively framing the forthcoming discussion. With some thoughtful language choices and succinct presentation , writers can craft dynamic essay openings without overly relying on the dull, ubiquitous phrase “In this essay, I will.”

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Words to Use in an Essay: 300 Essay Words

By Hannah Yang

Table of Contents

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

It’s not easy to write an academic essay .

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

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

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

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

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

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

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

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

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

To use the words of X

According to X

As X states

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

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

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

In this essay, I will…

The purpose of this essay…

This essay discusses…

In this paper, I put forward the claim that…

There are three main arguments for…

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

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

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

First and foremost

First of all

To begin with

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

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

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

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

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

Transition Words and Phrases

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

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

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

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

Additionally

In addition

Furthermore

Another key thing to remember

In the same way

Correspondingly

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

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

In other words

To put it another way

That is to say

To put it more simply

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

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

For instance

To give an illustration of

To exemplify

To demonstrate

As evidence

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

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

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

As a result

Accordingly

As you can see

This suggests that

It follows that

It can be seen that

For this reason

For all of those reasons

Consequently

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

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

What’s more

Not only…but also

Not to mention

To say nothing of

Another key point

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

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

On the one hand / on the other hand

Alternatively

In contrast to

On the contrary

By contrast

In comparison

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

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

Having said that

Differing from

In spite of

With this in mind

Provided that

Nevertheless

Nonetheless

Notwithstanding

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

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

Strong Verbs for Academic Writing

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

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

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

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

Verbs that show change:

Accommodate

Verbs that relate to causing or impacting something:

Verbs that show increase:

Verbs that show decrease:

Deteriorate

Verbs that relate to parts of a whole:

Comprises of

Is composed of

Constitutes

Encompasses

Incorporates

Verbs that show a negative stance:

Misconstrue

Verbs that show a positive stance:

Substantiate

Verbs that relate to drawing conclusions from evidence:

Corroborate

Demonstrate

Verbs that relate to thinking and analysis:

Contemplate

Hypothesize

Investigate

Verbs that relate to showing information in a visual format:

Useful Adjectives and Adverbs for Academic Essays

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

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

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

Significant

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

Controversial

Insignificant

Questionable

Unnecessary

Unrealistic

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

Comprehensively

Exhaustively

Extensively

Respectively

Surprisingly

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

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

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

In conclusion

To summarize

In a nutshell

Given the above

As described

All things considered

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

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

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

Unquestionably

Undoubtedly

Particularly

Importantly

Conclusively

It should be noted

On the whole

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

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

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

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

So how do you improve your vocabulary skills?

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

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

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

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

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

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

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

Good writing = better grades

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

Hannah Yang

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

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• 40 Useful Words and Phrases for Top-Notch Essays

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

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

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

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

General explaining

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

1. In order to

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

2. In other words

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

3. To put it another way

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

4. That is to say

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

5. To that end

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

Adding additional information to support a point

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

6. Moreover

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

7. Furthermore

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

8. What’s more

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

9. Likewise

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

10. Similarly

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

11. Another key thing to remember

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

12. As well as

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

13. Not only… but also

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

14. Coupled with

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

15. Firstly, secondly, thirdly…

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

16. Not to mention/to say nothing of

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

Words and phrases for demonstrating contrast

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

17. However

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

18. On the other hand

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

19. Having said that

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

20. By contrast/in comparison

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

21. Then again

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

22. That said

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

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

Adding a proviso or acknowledging reservations

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

24. Despite this

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

25. With this in mind

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

26. Provided that

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

27. In view of/in light of

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

28. Nonetheless

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

29. Nevertheless

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

30. Notwithstanding

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

Giving examples

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

31. For instance

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

32. To give an illustration

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

Signifying importance

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

33. Significantly

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

34. Notably

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

35. Importantly

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

Summarising

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

36. In conclusion

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

37. Above all

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

38. Persuasive

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

39. Compelling

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

40. All things considered

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

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

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

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17 academic words and phrases to use in your essay

(Last updated: 20 October 2022)

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For the vast majority of students, essay writing doesn't always come easily. Writing at academic level is an acquired skill that can literally take years to master – indeed, many students find they only start to feel really confident writing essays just as their undergraduate course comes to an end!

If this is you, and you've come here looking for words and phrases to use in your essay, you're in the right place. We’ve pulled together a list of essential academic words you can use in the introduction, body, and conclusion of your essays .

Whilst your ideas and arguments should always be your own, borrowing some of the words and phrases listed below is a great way to articulate your ideas more effectively, and ensure that you keep your reader’s attention from start to finish.

It goes without saying (but we'll say it anyway) that there's a certain formality that comes with academic writing. Casual and conversational phrases have no place. Obviously, there are no LOLs, LMFAOs, and OMGs. But formal academic writing can be much more subtle than this, and as we've mentioned above, requires great skill.

So, to get you started on polishing your own essay writing ability, try using the words in this list as an inspirational starting point.

Words to use in your introduction

The trickiest part of academic writing often comes right at the start, with your introduction. Of course, once you’ve done your plan and have your arguments laid out, you need to actually put pen to paper (or fingers to keyboard) and begin your essay.

You need to consider that your reader doesn’t have a clue about your topic or arguments, so your first sentence must summarise these. Explain what your essay is going to talk about as though you were explaining it to a five year old – without losing the formality of your academic writing, of course! To do this, use any of the below words or phrases to help keep you on track.

1. Firstly, secondly, thirdly

Even though it sounds obvious, your argument will be clearer if you deliver the ideas in the right order. These words can help you to offer clarity and structure to the way you expose your ideas. This is an extremely effective method of presenting the facts clearly. Don’t be too rigid and feel you have to number each point, but using this system can be a good way to get an argument off the ground, and link arguments together.

2. In view of; in light of; considering

These essay phrases are useful to begin your essay. They help you pose your argument based on what other authors have said or a general concern about your research. They can also both be used when a piece of evidence sheds new light on an argument. Here’s an example: The result of the American invasion has severely impaired American interests in the Middle East, exponentially increasing popular hostility to the United States throughout the region, a factor which has proved to be a powerful recruitment tool for extremist terrorist groups (Isakhan, 2015). Considering [or In light of / In view of] the perceived resulting threat to American interests, it could be argued that the Bush administration failed to fully consider the impact of their actions before pushing forward with the war.

3. According to X; X stated that; referring to the views of X

Introducing the views of an author who has a comprehensive knowledge of your particular area of study is a crucial part of essay writing. Including a quote that fits naturally into your work can be a bit of a struggle, but these academic phrases provide a great way in.

Even though it’s fine to reference a quote in your introduction, we don’t recommend you start your essay with a direct quote. Use your own words to sum up the views you’re mentioning, for example:

As Einstein often reiterated, experiments can prove theories, but experiments don’t give birth to theories.

Rather than:

“A theory can be proved by experiment, but no path leads from experiment to the birth of a theory.” {Albert Einstein, 1954, Einstein: A Biography}.

See the difference?

And be sure to reference correctly too, when using quotes or paraphrasing someone else's words.

Adding information and flow

The flow of your essay is extremely important. You don’t want your reader to be confused by the rhythm of your writing and get distracted away from your argument, do you? No! So, we recommend using some of the following ‘flow’ words, which are guaranteed to help you articulate your ideas and arguments in a chronological and structured order.

4. Moreover; furthermore; in addition; what’s more

These types of academic phrases are perfect for expanding or adding to a point you’ve already made without interrupting the flow altogether. “Moreover”, “furthermore” and “in addition” are also great linking phrases to begin a new paragraph.

Here are some examples: The dissociation of tau protein from microtubules destabilises the latter resulting in changes to cell structure, and neuronal transport. Moreover, mitochondrial dysfunction leads to further oxidative stress causing increased levels of nitrous oxide, hydrogen peroxide and lipid peroxidases.

On the data of this trial, no treatment recommendations should be made. The patients are suspected, but not confirmed, to suffer from pneumonia. Furthermore, five days is too short a follow up time to confirm clinical cure.

5. In order to; to that end; to this end

These are helpful academic phrases to introduce an explanation or state your aim. Oftentimes your essay will have to prove how you intend to achieve your goals. By using these sentences you can easily expand on points that will add clarity to the reader.

For example: My research entailed hours of listening and recording the sound of whales in order to understand how they communicate.

Dutch tech companies offer support in the fight against the virus. To this end, an online meeting took place on Wednesday...

Even though we recommend the use of these phrases, DO NOT use them too often. You may think you sound like a real academic but it can be a sign of overwriting!

6. In other words; to put it another way; that is; to put it more simply

Complement complex ideas with simple descriptions by using these sentences. These are excellent academic phrases to improve the continuity of your essay writing. They should be used to explain a point you’ve already made in a slightly different way. Don’t use them to repeat yourself, but rather to elaborate on a certain point that needs further explanation. Or, to succinctly round up what just came before.

For example: A null hypothesis is a statement that there is no relationship between phenomena. In other words, there is no treatment effect.

Nothing could come to be in this pre-world time, “because no part of such a time possesses, as compared with any other, a distinguishing condition of existence rather than non-existence.” That is, nothing exists in this pre-world time, and so there can be nothing that causes the world to come into existence.

7. Similarly; likewise; another key fact to remember; as well as; an equally significant aspect of

These essay words are a good choice to add a piece of information that agrees with an argument or fact you just mentioned. In academic writing, it is very relevant to include points of view that concur with your opinion. This will help you to situate your research within a research context.

Also , academic words and phrases like the above are also especially useful so as not to repeat the word ‘also’ too many times. (We did that on purpose to prove our point!) Your reader will be put off by the repetitive use of simple conjunctions. The quality of your essay will drastically improve just by using academic phrases and words such as ‘similarly’, ‘as well as’, etc. Here, let us show you what we mean:

In 1996, then-transport minister Steve Norris enthused about quadrupling cycling trips by 2012. Similarly, former prime minister David Cameron promised a “cycling revolution” in 2013…

Or Renewable Energy Initiative (AREI) aims to bridge the gap of access to electricity across the continent (...). Another key fact to remember is that it must expand cost-efficient access to electricity to nearly 1 billion people.

The wording “not only… but also” is a useful way to elaborate on a similarity in your arguments but in a more striking way.

Comparing and contrasting information

Academic essays often include opposite opinions or information in order to prove a point. It is important to show all the aspects that are relevant to your research. Include facts and researchers’ views that disagree with a point of your essay to show your knowledge of your particular field of study. Below are a few words and ways of introducing alternative arguments.

8. Conversely; however; alternatively; on the contrary; on the other hand; whereas

Finding a seamless method to present an alternative perspective or theory can be hard work, but these terms and phrases can help you introduce the other side of the argument. Let's look at some examples:

89% of respondents living in joint families reported feeling financially secure. Conversely, only 64% of those who lived in nuclear families said they felt financially secure.

The first protagonist has a social role to fill in being a father to those around him, whereas the second protagonist relies on the security and knowledge offered to him by Chaplin.

“On the other hand” can also be used to make comparisons when worded together with “on the one hand.”

9. By contrast; in comparison; then again; that said; yet

These essay phrases show contrast, compare facts, and present uncertainty regarding a point in your research. “That said” and “yet” in particular will demonstrate your expertise on a topic by showing the conditions or limitations of your research area. For example:

All the tests were positive. That said, we must also consider the fact that some of them had inconclusive results.

10. Despite this; provided that; nonetheless

Use these phrases and essay words to demonstrate a positive aspect of your subject-matter regardless of lack of evidence, logic, coherence, or criticism. Again, this kind of information adds clarity and expertise to your academic writing.

A good example is:

Despite the criticism received by X, the popularity of X remains undiminished.

11. Importantly; significantly; notably; another key point

Another way to add contrast is by highlighting the relevance of a fact or opinion in the context of your research. These academic words help to introduce a sentence or paragraph that contains a very meaningful point in your essay.

Giving examples

A good piece of academic writing will always include examples. Illustrating your essay with examples will make your arguments stronger. Most of the time, examples are a way to clarify an explanation; they usually offer an image that the reader can recognise. The most common way to introduce an illustration is “for example.” However, in order not to repeat yourself here are a few other options.

12. For instance; to give an illustration of; to exemplify; to demonstrate; as evidence; to elucidate

The academic essays that are receiving top marks are the ones that back up every single point made. These academic phrases are a useful way to introduce an example. If you have a lot of examples, avoid repeating the same phrase to facilitate the readability of your essay.

Here’s an example:

‘High involvement shopping’, an experiential process described by Wu et al. (2015, p. 299) relies upon the development of an identity-based alliance between the customer and the brand. Celebrity status at Prada, for example, has created an alliance between the brand and a new generation of millennial customers.

Concluding your essay

Concluding words for essays are necessary to wrap up your argument. Your conclusion must include a brief summary of the ideas that you just exposed without being redundant. The way these ideas are expressed should lead to the final statement and core point you have arrived at in your present research.

13. In conclusion; to conclude; to summarise; in sum; in the final analysis; on close analysis

These are phrases for essays that will introduce your concluding paragraph. You can use them at the beginning of a sentence. They will show the reader that your essay is coming to an end:

On close analysis and appraisal, we see that the study by Cortis lacks essential features of the highest quality quantitative research.

14. Persuasive; compelling

Essay words like these ones can help you emphasize the most relevant arguments of your paper. Both are used in the same way: “the most persuasive/compelling argument is…”.

15. Therefore; this suggests that; it can be seen that; the consequence is

When you’re explaining the significance of the results of a piece of research, these phrases provide the perfect lead up to your explanation.

16. Above all; chiefly; especially; most significantly; it should be noted

Your summary should include the most relevant information or research factor that guided you to your conclusion. Contrary to words such as “persuasive” or “compelling”, these essay words are helpful to draw attention to an important point. For example:

The feasibility and effectiveness of my research has been proven chiefly in the last round of laboratory tests.

Film noir is, and will continue to be, highly debatable, controversial, and unmarketable – but above all, for audience members past, present and to come, extremely enjoyable as a form of screen media entertainment.

17. All things considered

This essay phrase is meant to articulate how you give reasons to your conclusions. It means that after you considered all the aspects related to your study, you have arrived to the conclusion you are demonstrating.

After mastering the use of these academic words and phrases, we guarantee you will see an immediate change in the quality of your essays. The structure will be easier to follow, and the reader’s experience will improve. You’ll also feel more confident articulating your ideas and using facts and examples. So jot them all down, and watch your essays go from ‘good’ to ‘great’!

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15 Other Words for “This Shows” in an Essay

Are you worried about including “this shows” again and again in an essay?

After all, the last thing you want to do is sound repetitive and boring.

Fret not! You have found yourself in the right place.

This article will explore other ways to say “this shows” in an essay.

Other Ways to Say “This Shows”

• This demonstrates
• This indicates
• This implies
• This portrays
• This illustrates
• This establishes
• This proves
• This points to
• This highlights

KEY TAKEAWAYS

• “This shows” is a common phrase used in essays to demonstrate how one thing leads to another.
• “This demonstrates” is a great formal synonym that’ll help to spice up your academic writing.
• Try “suggesting” as an alternative that shows how one thing could have created another.

Keep reading to learn different ways to say “this shows.” We’ve covered the two best phrases to help you understand more about how you can improve your essays.

Alternatively, you can read the final section to learn whether it’s correct to write “this shows.” It’s appropriate to check this out before continuing to include it in your essay!

This Demonstrates

If you’re looking for words to use instead of “this shows” in an essay, try “this demonstrates.” It’s a great formal synonym that’ll help to spice things up.

It also comes with two options. You can use it at the start of a sentence as written:

 This is option one. This demonstrates how to continue a thought from the previous sentence.

Or, you can include it as part of the same sentence. To do this, you should switch “this demonstrates” to “demonstrating.” For example:

This is option two, demonstrating that it’s part of the same sentence.

Either way, both are correct. The same applies to “this shows,” where you can use “showing” to include it in the same sentence.

It’s a great way to help the reader follow your process . This should make your essay much easier to read, even if the reader isn’t all that familiar with the topic.

You can also refer to these essay samples:

As you can see, we have also gathered all the necessary data. This demonstrates that we were correct about our original hypothesis.

They have created different rules for what we know. This demonstrates that they’re worried someone might try to interfere with them.

Also, you can write “suggesting” instead of “this shows.” It’s another great professional synonym that’ll help you to keep your writing interesting.

As we’ve already stated, you can use “suggesting” as part of the same sentence:

This is how it works, suggesting you can keep it to one sentence.

Or, you can switch it to “this suggests” to start a new sentence. For instance:

This is how it works. This suggests that you can create two sentences.

Both are correct. They also allow you to switch between them, giving you two options to help mix up your writing and keep the reader engaged .

Here are some essay examples if you still need help:

We have many new ideas ready to go, suggesting that we’re on the road to success. We just need more time.

This is the only way to complete the task, suggesting that things aren’t going to be as easy as we first thought.

Is It Correct to Say “This Shows”?

It is correct to say “this shows.” It’s a great word to use in an essay, and we highly recommend it when you’d like to show how one thing leads to another.

It’s a formal option, which is why it works so well in academic writing.

Also, it allows the reader to follow your thought process, which helps keep things streamlined and clear.

For instance:

Here is an example of how we can achieve this. This shows that we have considered every option so far.

“This shows” always starts a new sentence . You can use it whenever you’d like to connect back to the former sentence directly.

Also, makes sure you use “shows” as the verb form. It comes after “this,” so the only correct form is “shows.” To remind you, you can refer to these examples:

• Correct: This shows that things are supposed to work this way.
• Incorrect: This show that we know what we’re doing.

It’s worth using some extensions if you’re still looking to mix things up as well. Try any of the following:

• This evidence shows
• This picture shows
• This data shows
• This graph shows
• This study shows

Including something between “this” and “shows” allows you to be more specific . It helps direct the reader’s attention to something from the previous sentence.

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Synonyms of essay

• as in article
• as in attempt
• as in to attempt
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Thesaurus Definition of essay

 (Entry 1 of 2)

Synonyms & Similar Words

• dissertation
• composition
• prolegomenon
• undertaking
• trial and error
• experimentation

Thesaurus Definition of essay  (Entry 2 of 2)

• have a go at
• try one's hand (at)

Antonyms & Near Antonyms

Synonym Chooser

How does the verb essay differ from other similar words?

Some common synonyms of essay are attempt , endeavor , strive , and try . While all these words mean "to make an effort to accomplish an end," essay implies difficulty but also suggests tentative trying or experimenting.

When might attempt be a better fit than essay ?

While the synonyms attempt and essay are close in meaning, attempt stresses the initiation or beginning of an effort.

Where would endeavor be a reasonable alternative to essay ?

Although the words endeavor and essay have much in common, endeavor heightens the implications of exertion and difficulty.

When is strive a more appropriate choice than essay ?

While in some cases nearly identical to essay , strive implies great exertion against great difficulty and specifically suggests persistent effort.

How do try and attempt relate to one another, in the sense of essay ?

Try is often close to attempt but may stress effort or experiment made in the hope of testing or proving something.

Examples of essay in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'essay.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

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“Essay.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/essay. Accessed 24 Aug. 2024.

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10 Other Ways to Say “This Shows” in an Essay

When writing essays, using the phrase “this shows” can get repetitive. It’s important to mix up your language to keep your reader engaged.

This article lists ten different ways to express the same idea, making your writing more interesting and varied. Each alternative is followed by explanations and examples to help you understand when and how to use them effectively.

Is “This Shows” a Good Phrase to Use in an Essay?

Using “this shows” in an essay can be beneficial, but it depends on the context. It’s a straightforward way to indicate that the information you are presenting supports your argument or helps explain your point. However, using this phrase repeatedly might make your writing seem less polished.

Here’s an example of how to use it:

Let’s weigh the pros and cons of using “this shows” in your writing.

• Clear and directly points out the significance of the evidence.
• Helps connect the evidence to your argument or thesis statement.
• Easy to understand and use.
• Can become repetitive if overused.
• Might seem too simple or lack sophistication in formal essays.
• Doesn’t offer variety in sentence structures.

While “this shows” is handy, you might want to consider alternatives, especially if you’re aiming for a more polished and varied writing style. Using synonyms or different phrases can add depth to your essay and keep your readers engaged.

Finding the right words to connect your ideas can make your essay shine. Here are ten alternatives to “this shows” that can help:

• This demonstrates
• This indicates
• This suggests
• This reveals
• This proves
• This establishes
• This confirms
• This supports
• This underscores
• This exemplifies

1. This demonstrates

This alternative is somewhat more formal than “This shows”, making it a good fit for academic essays. It implies a stronger link between evidence and assertion, suggesting a more thoughtful analysis. When comparing, “this demonstrates” carries an air of scientific precision or academic rigor, emphasizing the process of showing.

We recommend using “this demonstrates” when your evidence strongly supports your argument. It’s especially useful in contexts where you want to highlight thorough research or definitive proof. Think of situations where the connection between your examples and your main point needs to be unmistakable and grounded in professional analysis.

Here are a couple of examples:

2. This indicates

“This indicates” is a neutral phrase that fits well in both formal and informal essays. It’s less forceful than “this proves” but still shows a clear connection between evidence and conclusion. It’s like pointing something out rather than making an outright declaration.

Use “this indicates” when you want to suggest a conclusion rather than assert it definitively. It works well when you’re drawing inferences from data or observations, particularly in situations where there might be multiple interpretations.

3. This suggests

“This suggests” is an ideal choice for making gentle or speculative connections in your writing. It’s even less forceful than “this indicates”, perfect for when you’re presenting hypotheses or possibilities. It’s a polite way to introduce an idea that’s inferred rather than directly supported by the evidence.

This phrase is better suited for essays where you’re exploring potential outcomes or reasons, especially when direct evidence is not available. It’s also appropriate in informal contexts where maintaining a conversational tone is important.

4. This reveals

“This reveals” is powerful because it suggests uncovering or discovering something previously hidden. It’s perfect for when you want to highlight insights or findings that are unexpected or particularly enlightening. The phrase holds a bit of drama, making it great for engaging readers.

When your evidence uncovers new information or contradicts common assumptions, “this reveals” is an excellent choice. It’s well-suited for research papers or analytical essays where the goal is to bring new truths to light.

5. This proves

Among our list of synonyms, “this proves” is among the most assertive. It’s used to claim that the evidence conclusively supports your argument. Because of its strong implication, it’s best reserved for formal contexts where you have robust data or clear examples to back up your point.

This phrase is particularly effective in argumentative essays or research papers where establishing factual correctness is essential. It’s about as close as you can get to saying “this is irrefutable.”

6. This establishes

“This establishes” is similar in weight to “this proves” but with a slightly less aggressive tone. It suggests setting up a firm foundation for your argument or theory. This wording is especially useful in formal essays and academic writing where clarity and precision are paramount.

We recommend “this establishes” when you’re building up an argument step by step, and your evidence serves as a crucial piece of the puzzle. It shines in contexts where demonstrating the credibility or reliability of your claim is key.

7. This confirms

“This confirms” signals that your evidence directly supports or validates an existing theory or hypothesis. It’s less about revelation and more about verification, making it a professional choice for reinforcing your points in a formal essay.

It’s best suited for situations where you’re addressing anticipated outcomes or established theories. This alternative brings an air of finality and affirmation, particularly in scientific or analytical papers.

8. This supports

“This supports” is flexible, fitting nicely into both formal and informal contexts. It indicates that your evidence upholds your argument but does so in a way that’s less definitive than “this proves.” It’s akin to providing backup rather than claiming outright victory.

Use “this supports” when your evidence adds weight to your claim but might not be conclusive on its own. It’s particularly useful in essays where you’re piecing together support from various sources to form a cohesive argument.

See these examples:

9. This underscores

“This underscores” emphasizes the importance of a particular piece of evidence or point in your argument. It’s a way to highlight significance without asserting direct causation. This term is ideal for formal writing when you want to stress the weight of your findings.

This alternative is better suited when you need to draw attention to how crucial your evidence is to understanding your overall point. It’s like saying, “pay attention here, this is important.”

10. This exemplifies

“This exemplifies” is a sophisticated way to demonstrate how your evidence serves as a perfect example of your claim. It brings a touch of elegance to your writing, suitable for formal essays where showcasing examples is key to illustrating broader points.

Opt for “this exemplifies” when you have a clear, representative example that neatly encapsulates your argument or theory. It effectively tells your reader, “If you understand this example, you’ll grasp my larger point.”

Final Thoughts

Switching up the way you say “this shows” in your essays can make your writing stronger and more engaging. By using the ten alternatives we’ve discussed, you can clearly express your ideas and keep your reader’s attention. These phrases help you communicate more precisely and make your arguments more compelling.

Slava Velikiy, CEO of Rontar and GainRep, has over 20 years of experience in entrepreneurship, project management, and software development. Passionate about innovation and solving real-world problems, he shares his insights on entrepreneurship, leadership, and technology.

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adjective as in the

Weak matches

aforementioned , already stated , here , previously mentioned , that , the indicated , the present

pronoun as in the one

Strongest match

the aforementioned one , the one in question , the thing indicated , this one , this person

Example Sentences

But the two presenting together, as they did here at the 2008 Emmy Awards, is an out-of-this-world combination.

But on the relative plane, Zen is this-worldly and does not deny ethics, or ontology for that matter.

The bogus cry of this-raises-serious-concerns was soon heard throughout the land.

If he thinks that he can get a deal he likes, I'd expect to see a c'mon-guys-we-can-do-this conciliatory exhortation.

True, it can be fun to know that this-or-that athlete is Jewish.

Rodney is thoroughly and comfortably this-worldly; Michael is—other-worldly!

What has made thy heart so sore as to come and cry a-this-ons?

For marriage is like life in this-that it is a field of battle, and not a bed of roses.

Waal, we're ergwine ter nail up thet door ternight an' quit this-hyar place.

"I reckon Newty's got a license ter dwell in this-hyar house," she belligerently asserted.

Related Words

Words related to this are not direct synonyms, but are associated with the word this . Browse related words to learn more about word associations.

pronoun as in aforementioned, specific

• corresponding
• such a person
• such a thing

adverb as in aforementioned, specific

• a particular
• a well known

From Roget's 21st Century Thesaurus, Third Edition Copyright © 2013 by the Philip Lief Group.

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Alternative to beginning a sentence with "this"?

I have to write technical documents such as manuals, reports and journal articles.

Recently, I find myself beginning sentences with "This" a lot of the time. For example,

Deploy one marker buoy at the GPS location of the anchor and another at the GPS location of the frame. This makes navigating much easier.

The log files will be parsed for calibration settings and other metadata. This process can take a few minutes for very large files.

If new batteries have been inserted, the magnetometer must be recalibrated. This operation is similar to the recalibration often required when using a smart phone compass.

Are these sentences okay or are there any other sentence constructions that read better? Should I just accept it and move on?

• sentence-starts

• 2 Technical documents should be written for clarity, not elegance or higher style. I think the examples you provided are clear, and require less cognitive processing than the alternatives. I say stick with them and move on. –  anongoodnurse Commented Dec 11, 2014 at 3:52
• It makes navigation much easier. That would make blah. Such makes navigation blah. Verily, verily, I say unto you that it would make navigation much easier. –  Blessed Geek Commented Dec 11, 2014 at 4:59

3 Answers 3

There is a distinct advantage to continuing to do what you have been doing so far.

This is that the repetition of the pattern

Instruct the reader to perform an action,

immediately followed by

Description / comment regarding the action's result and / or benefit,

lessens your readers' cognitive load: they are not constantly being required to perform the additional work of interpreting a variety of presentational formats and sentence structures in order to sort the instructions from the descriptions, or to understand their mutual relationships.

The way you are currently presenting information to readers enables them to know immediately what is being expected of them, and why.

The fact of a sentence starting with "This" is actually a useful signal to your readers that what is about to follow is probably a description or comment regarding an action that you have just asked them to perform.

This aspect of the presentation of material is one important way in which technical documentation differs from literary fiction.

Depending on the style of the fiction writer, part of the pleasure of reading fiction depends on being surprised with unexpected juxtapositions and little puzzles, some of which are created or made more intriguing by varying the way the material is presented to the reader.

In your case, you are (or should be) aiming for the opposite result: the predictability of your presentation and the clarity of your readers' understanding will go hand-in-hand. The relative brevity of sentences and repetitiveness of format in your documentation reduce the scope for creating unintentional ambiguity.

It is worth bearing in mind one important reason for avoiding ambiguity in technical documentation: not only is it annoying, it can even be dangerous or damaging if a reader is confused into performing an incorrect action (such as energizing a circuit which should not be energized).

• @geometrikal - It's probably jealousy of my pointy ears and cute little nose. –  Erik Kowal Commented Dec 11, 2014 at 11:19
• 1 An excellent answer @Erik Kowal. This is why I upvoted it :-) –  Frank H. Commented Dec 11, 2014 at 11:47

Almost any word or phrase can be overused, but naming a topic (agent, "character", or subject) in one sentence and then referencing it with this in the next sentence is an excellent way to help readers through a passage with clarity and ease. It is an example of a main type of topic string , a vital stylistic element of most good writing.

It's possible that you could sometimes find a better way of phrasing, usually by lengthening the antecedent sentence by one or more clauses; but--especially when you're treating complex material--fewer lengthy sentences can help your readers process. (There's nothing wrong with well-structured long sentences, but I prefer the sentence pairs in your examples to any way I can think of combining them.)

In fiction with a lot of dialogue, we are often find many occurrences of the word said. It is not automatically better to go through these and try to replace many of them with alternative verbs ( cried, mumbled, emitted etc.). Some words are repeated often without drawing notice to repetition. This (!) is because they perform their intended functions well and quietly.

All of the sentences seem OK to me. But if you want to get rid of the "this" at the beginning of the second sentence, you can rewrite the first sentence a little bit.

For example, instead of

Deploying one marker buoy at the GPS location of the anchor, and another at the GPS location of the frame makes navigating much easier.

Parsing the log files for calibration settings and other metadata can take a few minutes for very large files.

In my opinion, the third example is probably best left as you cited it.

• As I suppose you realize, your alternatives change the meaning of the original sentence pairs. Your first change loses the main function of the original: Instructing to deploy. Your second change loses the main function of the original: Informing that a parsing will occur. –  Jim Reynolds Commented Dec 11, 2014 at 3:42
• For the first one, you could use the passive voice: Navigation is made easier by the process. Not the greatest of sentences, though. For the second one, how about "Very large files can make this process take a few minutes"? –  miltonaut Commented Dec 11, 2014 at 4:45

Not the answer you're looking for? Browse other questions tagged sentence-starts or ask your own question .

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10 Other Words for “This Shows” in an Essay

Showing how one thing affects another is great in academic writing. It shows that you’ve connected two points with each other, making sure the reader follows along.

However, is “this shows” the only appropriate choice when linking two ideas?

We have gathered some helpful synonyms teaching you other ways to say “this shows” in an essay.

• Demonstrating
• This implies
• This allows
• This displays

Keep reading to learn more words to replace “this shows” in an essay. You can also review the examples we provide under each heading.

Removing “this” from “this shows” creates a simple formal synonym to mix up your writing. You can instead write “showing” in academic writing to demonstrate an effect .

Typically, this is a great way to limit your word count . Sure, you’re only removing one word from your essay, but if you can find other areas to do something similar, you’ll be more efficient .

Efficient essays often make for the most interesting ones. They also make it much easier for the reader to follow, and the reviewer will usually be able to give you a more appropriate grade.

Check out these examples if you still need help:

• The facts state most of the information here, showing that we still have a lot of work to do before moving forward.
• This is the only way to complete the project, showing that things aren’t quite ready to progress.

2. Demonstrating

Following a similar idea to using “showing,” you can also use “demonstrating.” This comes from the idea that “this demonstrates” is a bit redundant. So, you can remove “this.”

Again, demonstrating ideas is a great way to engage the reader . You can use it in the middle of a sentence to explain how two things affect each other.

You can also review the following examples:

• These are the leading causes, demonstrating the fundamental ways to get through it. Which do you think is worth pursuing?
• I would like to direct your attention to this poll, demonstrating the do’s and don’ts for tasks like this one.

3. Leading To

There are plenty of ways to talk about different causes and effects in your writing. A good choice to include in the middle of a sentence is “leading to.”

When something “leads to” something else, it is a direct cause . Therefore, it’s worth including “leading to” in an essay when making relevant connections in your text.

Here are some examples to help you understand it:

• This is what we are looking to achieve, leading to huge capital gains for everyone associated with it.
• I would like to direct your attention to this assignment, leading to what could be huge changes in the status quo.

4. Creating

Often, you can create cause-and-effect relationships in your writing by including two similar ideas. Therefore, it’s worth including “creating” to demonstrate a connection to the reader.

Including “creating” in the middle of a sentence allows you to clarify certain causes . This helps to streamline your academic writing and ensures the reader knows what you’re talking about.

Perhaps these essay samples will also help you:

• We could not complete the task quickly, creating a problem when it came to the next part of the movement.
• I thought about the ideas, creating the process that we know today. I’m glad I took the time to work through it.

5. This Implies

For a more formal way to say “this shows,” try “this implies.” Of course, it doesn’t change much from the original phrase, but that doesn’t mean it’s ineffective.

In fact, using “this implies” (or “implying” for streamlining) allows you to discuss implications and facts from the previous sentence.

You will often start a sentence with “this implies.” It shows you have relevant and useful information to discuss with the reader.

However, it only works when starting a sentence. You cannot use it to start a new paragraph as it does not relate to anything. “This implies” must always relate to something mentioned before.

You can also review these examples:

• I appreciate everything that they did for us. This implies they’re willing to work together on other projects.
• You can’t always get these things right. This implies we still have a lot of work to do before we can finalize anything.

“Proving” is a word you can use instead of “this shows” in an essay. It comes from “this proves,” showing how something creates another situation .

Proof is often the most important in scientific studies and arguments. Therefore, it’s very common to use “proving” instead of “this shows” in scientific essays and writing.

We recommend using this when discussing your experiments and explaining how it might cause something specific to happen. It helps the reader follow your ideas on the page.

Perhaps the following examples will also help you:

• They provided us with multiple variables, proving that we weren’t the only ones working on the experiment.
• I could not figure out the way forward, proving that it came down to a choice. I didn’t know the best course of action.

7. This Allows

Often, when you talk about a cause in your essays, it allows an effect to take place. You can talk more about this relationship with a phrase like “this allows.”

At the start of a sentence , “this allows” is a great way to describe a cause-and-effect relationship . It keeps the reader engaged and ensures they know what you’re talking about.

Also, using “this allows” directly after expressing your views explains the purpose of your writing. This could show a reader why you’ve even decided to write the essay in the first place.

• Many scenarios work here. This allows us to explore different situations to see which works best.
• I found the best way to address the situation. This allows me to provide more ideas to upper management.

8. This Displays

It might not be as common, but “this displays” is still a great choice in academic writing. You can use it when discussing how one thing leads to another .

Usually, “this displays” works best when discussing data points or figures . It’s a great way to show how you can display your information within your writing to make things easy for the reader .

You can refer to these examples if you’re still unsure:

• We have not considered every outcome. This displays a lack of planning and poor judgment regarding the team.
• I’m afraid this is the only way we can continue it. This displays a problem for most of the senior shareholders.

9. Indicating

Indicating how things connect to each other helps readers to pay attention. The clearer your connections, the better your essay will be.

Therefore, it’s worth including “indicating” in the middle of a sentence . It shows you two points relate to each other .

Often, this allows you to talk about specific effects. It’s a great way to explain the purpose of a paragraph (or the essay as a whole, depending on the context).

If you’re still stuck, review these examples:

• There are plenty of great alternatives to use, indicating that you don’t have to be so close-minded about the process.
• I have compiled a list of information to help you, indicating the plethora of ways you can complete it.

10. Suggesting

Finally, “suggesting” is a word you can use instead of “this shows” in an essay. It’s quite formal and works well in academic writing.

We highly recommend using it when creating a suggestion from a previous sentence . It allows the reader to follow along and see how one thing affects another.

Also, it’s not particularly common in essays. Therefore, it’s a great choice to mix things up and keep things a little more interesting.

Here are a few essay samples to help you with it:

• You could have done it in many other ways, suggesting that there was always a better outcome than the one you got.
• I didn’t know what to think of it, suggesting that I was tempted by the offer. I’m still weighing up the options.

Martin holds a Master’s degree in Finance and International Business. He has six years of experience in professional communication with clients, executives, and colleagues. Furthermore, he has teaching experience from Aarhus University. Martin has been featured as an expert in communication and teaching on Forbes and Shopify. Read more about Martin here .

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9 Formal Synonyms for “This Shows”

Do you want to discuss how one sentence confirms a thought or idea in another sentence?

Perhaps you’re worried that “this shows” doesn’t work too well in an essay because it’s informal or rude.

Well, you’re in luck!

This article will teach you other ways to say “this shows” to keep your writing interesting.

Is It Formal to Say “This Shows”?

It is formal to say “this shows.” You can use it in academic writing because it helps you to confirm how one sentence relates to another.

It’s also professional . Therefore, it’s always a good choice in essays.

However, you should be careful using it too much. Oversaturating your essays with “this shows” can take away from their impact and cause your essay to sound repetitive and boring.

Feel free to review this example to learn a bit more about it:

It’s clear that this is the best way forward. This shows that no other solution was reasonable to consider.

• It’s formal and direct.
• Readers will understand that you’re relating your sentence back to a previous one.
• It can very quickly become repetitive and boring.
• It’s not the most imaginative phrase to use to link sentences.

So, it’s clear that “this shows” works well in your writing. But that doesn’t mean you should limit yourself to using it as your only option.

Keep reading to learn other words for “this shows” in an essay. We’ve touched on some of the best synonyms to give you a better idea of what will work.

What to Say Instead of “This Shows”

• This demonstrates
• This illustrates
• This signifies
• This indicates
• This confirms
• This conveys

1. This Demonstrates

We recommend starting with “this demonstrates” to show you’re talking about something from the previous sentence.

It’s a great way to keep things formal and informative . Therefore, you can use it when filling out an essay or completing a passage of text that might benefit from linked sentences.

For the most part, if you can demonstrate how one thing leads to another, it’s good writing. After all, it’ll help readers to understand what you’re saying and how to make connections in your work.

You can refer to these essay samples to learn a bit more about it:

It’s clear what needs to be done. This demonstrates the resolve required to complete a task like this one.

We only had one option. This demonstrates that every other possible outcome has been expended and made impossible to continue.

2. This Illustrates

Next, we recommend writing “this illustrates.” It’s another way to say “this shows” that helps you to mix things up and sound less repetitive when you want to.

Generally, it’s a good formal synonym that shows why your previous sentence links to a new one.

It’s an effective way to engage a reader . It’s also professional and direct , so it’ll keep readers involved when they’re going through your essay.

Also, it’s worth reviewing these examples to learn more:

I’ve included all the findings to show you what I mean. This illustrates that there are still a few ways for me to continue with this.

This illustrates how simple it is to make it work. However, it’s going to take a few extra pairs of hands before we can start doing anything more.

Next, we want to mix things up a little bit. Rather than only focusing on academic writing, we also recommend using some of these synonyms in an email.

For instance, “showing” can work really well to link your email to itself.

But how does that work?

Well, you can use “showing” in the middle of a sentence to professionally explain why you’re writing about something.

It’s good to use when contacting a coworker . After all, you can explain your thought process and let them know more about what you’re thinking and what it “shows.”

Also, “this shows” and “showing” are nearly identical in usage. However, you must never forget you can’t start a sentence with “showing.” It must be placed in the middle of a sentence.

If you’re still unsure, perhaps this email sample will help you:

Dear Michael, I’m going to do it like this, showing that it’s still possible to complete the tasks without them. Please advise me on what you think is the best way to move forward. Yours, Brian Renshaw

4. This Signifies

Back to essays, we recommend writing “this signifies” as well. It teaches you how to say “this shows” in an essay when you’re trying to mix things up.

For the most part, this keeps things professional and clear . Therefore, it’s a great way to explain how things work or connect with each other.

Readers and reviewers will certainly appreciate including phrases like this.

That’s why we recommend using it in academic writing, as it’s bound to impress your professor if you want to.

After all, if they’re grading your work, it’s good to show that you know what you’re talking about.

As always, try not to repeat it too much! It can very easily make your essay sound repetitive if you’re not careful, which is never a good idea.

Also, you can check out these examples to learn a bit more:

As you can see, there are a few errors to discuss. This signifies that things still need to change before we can keep moving forward.

This signifies what could happen if things are left unattended. That’s why it’s important for us to break through quickly.

5. This Indicates

If you’re still unsure how to say “this shows” in an essay, try using “this indicates.”

It’s a great synonym that teaches you more about the things that work well in your writing.

After all, the more you explore your alternatives, the better your work will look. The last thing you want to do with your essays is make them repetitive and samey.

Readers will engage more when using phrases like this.

Here are some examples to also help you with it:

This indicates everything I’m trying to discuss with you. I think it’s important for you to pay attention to what’s to come.

It’s clear what I have to do. This indicates that only one option is going to work in our favor, so we must be prepared.

6. Implying

Next, we recommend writing “implying” instead of “this shows.” Again, this is a good one to use in the middle of a sentence .

So, we recommend writing it when explaining how one situation leads to another in the same string of text.

It’s good in academic writing as it’s quite professional and clear .

You can review these examples to see more about how to use it:

The statistics have made the situation more clear, implying that we need to make drastic changes quickly.

This is how it will work, implying that someone is going to need to step up to ensure things go that way.

7. Suggesting

Another good choice in academic essays is “suggesting.” This works in the middle of a sentence by showing how one idea suggests that another can happen.

You can use it to keep the reader informed as you go through an essay.

The more links you make within your sentences, the more your essay will make sense to the people reading or grading it.

That’s why we like this as an option in most graded essays. However, you should still try to limit how often you use something like this.

Check out these examples to find out more about how it works:

I have looked into it and found nothing important, suggesting that this isn’t the right place to go.

It’s clear what we need to do next, suggesting that there are some options we have yet to explore.

8. This Confirms

Going back to an email alternative, we recommend trying “this confirms.”

It’s a great way to confirm or suggest information to the recipient. It also creates a clear and direct link between the two things you’ve mentioned in an email.

So, you can use it when writing to coworkers . It shows you’ve looked into a collaborative effort and noticed that one thing confirms another.

Here’s a helpful sample email to show you more about how to use it:

Dear Steven, I looked into the project we’ve got so far, but we need to make some changes. This confirms that Alice did not look at the notes properly. Best regards, Sean Bryce

9. This Conveys

Finally, you can use “this conveys” in your formal essays . It’s a good way to entice the reader and let them know you’re in control of your own narrative.

It’s a good way to convey or confirm information quickly.

It gets to the point and shows you’re happy to explain yourself further if someone still isn’t getting what you’re saying.

Here are some helpful samples to show you a bit more about it:

As you can see, the results are a bit skewed. This conveys that we have to work harder to narrow the gap.

This conveys exactly what we thought would happen. Therefore, more works needs to be done to improve.

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• Article Information

In this example of a patient who initiated tapering in month 4 after cohort entry, the baseline period and pretaper months (postbaseline months 1 to 3) are classified as the pretaper period. Subsequently, the patient’s 12-month induction period begins on month 4 and extends through month 15. The postinduction long-term follow-up period then begins on the 13th month after taper initiation and continues until the end of the study period (in this example, month 16 through month 24). For patients who initiate tapering earlier or later during follow-up, the pretaper and postinduction periods are adjusted accordingly.

Some numbers are approximated to avoid small values of 10 or less.

eAppendix. Supplemental Methods

eTable 1. Outcome Definitions by International Classification of Diseases, Clinical Modification Codes

eTable 2. Unadjusted Incidence Rate Ratios of Outcomes in Postinduction Relative to Pretaper Periods by Patient Subgroup or Subperiod

eTable 3. Negative Binomial Regression Analyses of Overdose and Mental Health Crisis Outcomes Occurring 13 to 24 Months After Cohort Entry Among Patients by Initial Tapering Status and Achieved Opioid Dose Postinduction Period (71,687 Patients and 96,358 Person-years)

• Will the New CDC Opioid Prescribing Guidelines Help Correct the Course in Pain Care? JAMA Medical News & Perspectives January 10, 2023 This Medical News article discusses the 2022 Clinical Practice Guideline for Prescribing Opioids for Pain, an update to widely criticized recommendations released by the CDC in 2016. Rachel Rabkin Peachman
• New Data on Opioid Dose Reduction—Implications for Patient Safety JAMA Network Open Editorial June 13, 2022 Stefan G. Kertesz, MD; Allyson L. Varley, PhD
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Fenton JJ , Magnan E , Tseregounis IE , Xing G , Agnoli AL , Tancredi DJ. Long-term Risk of Overdose or Mental Health Crisis After Opioid Dose Tapering. JAMA Netw Open. 2022;5(6):e2216726. doi:10.1001/jamanetworkopen.2022.16726

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Long-term Risk of Overdose or Mental Health Crisis After Opioid Dose Tapering

• 1 Department of Family and Community Medicine, University of California, Davis, Sacramento
• 2 Center for Healthcare Policy and Research, University of California, Davis, Sacramento
• 3 Department of Internal Medicine, University of California, Davis, Sacramento
• 4 Department of Pediatrics, University of California, Davis, Sacramento
• Editorial New Data on Opioid Dose Reduction—Implications for Patient Safety Stefan G. Kertesz, MD; Allyson L. Varley, PhD JAMA Network Open
• Medical News & Perspectives Will the New CDC Opioid Prescribing Guidelines Help Correct the Course in Pain Care? Rachel Rabkin Peachman JAMA
• Correction Error in Third Author’s Name JAMA Network Open

Question   Is opioid dose tapering associated with reduced longer-term risks of overdose, withdrawal, or mental health crisis in patients prescribed long-term opioids?

Findings   In this cohort study of 19 377 patients, in a posttaper period (beginning at least 12 months and extending up to 24 months after taper initiation) vs the pretaper period, the adjusted incidence rate ratios were 1.57 for overdose-withdrawal and 1.52 for a mental health crisis. Both were significant.

Meaning   These findings suggest that opioid dose tapering was associated increased risks of overdose-withdrawal and mental health crisis that persisted up to 2 years after taper initiation.

Importance   Patients prescribed long-term opioid therapy are increasingly undergoing dose tapering. Recent studies suggest that tapering is associated with short-term risks of substance misuse, overdose, and mental health crisis, although lower opioid dose could reduce risks of adverse events over the longer term.

Objective   To assess the longer-term risks of overdose or mental health crisis associated with opioid dose tapering.

Design, Setting, and Participants   This is a cohort study using an exposure-crossover analysis. Data were obtained from the OptumLabs Data Warehouse, which includes deidentified medical and pharmacy claims and enrollment records for commercial insurance and Medicare Advantage enrollees, representing a diverse mixture of ages, races, ethnicities, and geographical regions across the US. Participants were US adults who underwent opioid dose tapering from 2008 to 2017 after a 12-month baseline period of stable daily dosing of 50 morphine milligram equivalents or higher and who had at least 1 month of long-term follow-up during a postinduction period beginning 12 months after taper initiation. Data analysis was performed from October 2021 to April 2022.

Exposures   Opioid tapering, defined as 15% or more relative reduction in mean daily dose during any of 6 overlapping 60-day windows within a 7-month follow-up period after the stable baseline period.

Main Outcomes and Measures   Emergency or hospital encounters for drug overdose or withdrawal and mental health crisis (depression, anxiety, or suicide attempt). Outcome counts were assessed in pretaper and postinduction periods (from 12 to 24 months after taper initiation).

Results   The study included 21 515 tapering events among 19 377 patients with a mean (SD) of 9.1 (2.7) months of postinduction follow-up per event (median [IQR], 10 [8-11] months). Patients had a mean (SD) age of 56.9 (11.2) years, 11 581 (53.8%) were female, and 8217 (38.2%) had commercial insurance (vs Medicare Advantage). In conditional negative binomial regression analyses, adjusted incidence rate ratios for the postinduction period compared with the pretaper period were 1.57 (95% CI, 1.42-1.74) for overdose or withdrawal and 1.52 (95% CI, 1.35-1.71) for mental health crisis.

Conclusions and Relevance   These findings suggest that opioid tapering was associated with increased rates of overdose, withdrawal, and mental health crisis extending up to 2 years after taper initiation.

Over the past 2 decades, millions of Americans have been prescribed opioids to manage chronic pain. Although supported by limited evidence, medical educators encouraged the practice of initiating and escalating opioid dosages to address uncontrolled chronic pain, and drug companies aggressively marketed opioids, leading to increases in opioid prescriptions and the number of patients prescribed long-term opioid therapy (LTOT). 1 As opioid overdose deaths subsequently increased, state and regional policies have encouraged opioid deprescribing and dose reduction, or tapering, among patients prescribed LTOT. The frequency of tapering among patients increased substantially after publication of a Centers for Disease Control and Prevention (CDC) opioid prescribing guideline in 2016. 2

According to a US Department of Health and Human Services (HHS) guideline, 3 dose tapering in patients prescribed LTOT should be considered when the risks of dose continuation outweigh the benefits in terms of pain relief and functional improvement. A dose-response association has been observed between long-term opioids and overdose risk, 4 , 5 prompting the CDC to caution clinicians about escalating daily opioid doses greater than 50 morphine milligram equivalents (MME). 6 On the other hand, opioid tapering may also confer patient risks, including precipitated withdrawal, worsening pain, use of illicit opioids, depression, anxiety, and suicide. 7 - 10 Research documenting risks associated with tapering, however, has generally examined periods near the time of initial dose reduction or discontinuation. It is conceivable that opioid dose reduction in patients prescribed LTOT may reduce patient risks of adverse events with longer-term follow-up.

We recently reported that opioid dose tapering was associated with higher rates of overdose and mental health crisis during a 1-year follow-up period in a cohort of patients prescribed stable doses of LTOT. 11 In the current study, we used an exposure-crossover design to examine longer-term risks of these adverse events among patients who initiated tapers in the cohort. 12 , 13 In an exposure-crossover study, patients serve as their own controls, and event rates are compared before and after patients transition from the unexposed to the exposed state (from pretaper to posttaper). We hypothesized that the posttapering period would be associated with a lower risk of overdose and mental health crisis vs the pretapering period.

This cohort study used deidentified administrative claims data from the OptumLabs Data Warehouse. The database contains deidentified retrospective administrative data, including medical and pharmacy claims (with associated diagnosis codes) and eligibility information for commercial insurance and Medicare Advantage enrollees. The database contains longitudinal health information on patients representing a mix of ages, races, ethnicities, and US geographical regions. 14 The institutional review board of the University of California determined this study is not human participants research because it involved the analysis of preexisting, deidentified data; thus, informed consent was not necessary in accordance with 45 CFR §46. This study followed the Strengthening the Reporting of Observational Studies in Epidemiology ( STROBE ) reporting guideline.

The study had an exposure-crossover design in which outcomes are compared before and after an exposure within patients. 12 , 13 Patients were members of a cohort of adults who received an opioid prescription from 2008 to 2017 and had average daily opioid doses of greater than or equal to 50 MME during each month of the previous 12-month baseline period with stable doses across the period (ie, each mean monthly dose was within 10% of the mean monthly dose across the period). 11 Patients were excluded if they had cancer, had received hospice or palliative care or prolonged nursing home care, or had been prescribed buprenorphine during the baseline period. For this study, we included only patients identified as having initiated dose reductions, or tapers, during postbaseline follow-up and who had at least 1 month of longer-term follow-up after a 12-month induction period beginning on the first month of tapering. To identify tapers, we used an algorithm that identified tapers on the basis of a 15% or more dose reduction relative to the stable baseline dose during 6 overlapping 60-day periods after cohort entry on the first date following the end of the 12-month baseline period of stable dosing. The algorithm for identifying tapering and its predictive validity have been described elsewhere. 2 , 15 The sampling strategy allowed patients to contribute more than 1 tapering period across the study period.

In the exposure-crossover design, we compare outcome rates in pretaper and posttaper periods with patients serving as their own controls. Because patient characteristics are fixed across the 2 periods, the design has the advantage of controlling for fixed patient characteristics that may confound associations between tapering and adverse events. Nevertheless, prior studies 7 - 11 suggest that the period of transition from the nontapered to tapered state is associated with elevated risk. We therefore included a 12-month induction period between the pretaper and posttaper periods to allow shorter-term risks associated with the transition to wash out and to identify longer-term risks associated with tapering. As illustrated in Figure 1 , patient months included in the baseline period and pretaper months were classified as pretaper, and patient months occurring after the 12-month induction period were classified as postinduction. Patients were censored during the postinduction period because of health plan disenrollment, death, a new cancer diagnosis, or hospice or palliative care initiation.

During pretaper and postinduction months (30-day periods), we used medical claims to specify counts of drug overdose and mental health crisis. We defined overdose or withdrawal events as emergency department visits or inpatient hospital admissions for any drug overdose, alcohol intoxication, or drug withdrawal. These events were identified by diagnosis codes included in the all-drug overdose definition specified in CDC drug overdose surveillance guidelines, 16 in addition to codes for alcohol intoxication and alcohol or drug withdrawal. We also specified a narrower overdose events outcome using only the all-drug overdose codes (without additional alcohol or withdrawal codes). In validation studies 17 , 18 based on medical record reviews, diagnosis codes for opioid overdoses identify emergency or hospital events for opioid overdose with positive predictive values ranging from 67% to 84%.

We defined mental health crisis events as emergency department or inpatient hospital admissions with depression or anxiety diagnosis codes in the primary diagnosis position or suicide attempt or intentional self-harm in any diagnosis position. In a systematic review, 19 diagnostic codes for suicide attempts or intention had positive predictive values ranging from 55% to 100%. The list of diagnostic codes used to identify study outcomes is included in eTable 1 in the Supplement .

Sociodemographic information included age, sex, educational status (median education of adults aged ≥25 years in same US Census block), rurality of residence (dichotomized as metropolitan-micropolitan vs small town–rural using Rural-Urban Commuting Area codes), 20 and insurance status (commercial vs Medicare Advantage). Baseline opioid dose, in MME per day, was calculated using pharmacy claims for all opioids during the baseline period (categorized as 50-89, 90-149, 150-299, and ≥300 MME). We assessed whether patients were prescribed a benzodiazepine (identified by National Drug Codes) on the date of cohort entry and a count of overdose events during the baseline year. Baseline depression or anxiety was identified by either claims diagnoses 21 or having 1 or more pharmacy claim for a selective serotonin-reuptake inhibitor prescription during the baseline year. We assessed comorbidities using the Elixhauser Comorbidity Index, which includes variables labeled “alcohol abuse” and “drug abuse” (hereafter referred to as alcohol and drug use disorder, respectively). 22

Data analysis was performed from October 2021 to April 2022. Analyses were conducted using Stata MP statistical software version 15.1 (StataCorp). We performed descriptive analyses to characterize those patients identified as tapering from the original cohort and the fraction included in the exposure-crossover analysis (with at least 1 month of postinduction follow-up). In the exposure-crossover analyses, the time unit of analyses was the person-month. We first compared unadjusted incidence rates of study outcomes in the pretaper and postinduction periods with incidence rate differences, incidence rate ratios (IRRs), and 95% CIs. We then used conditional negative binomial regression to estimate adjusted IRRs of study outcomes in the postinduction period compared with the pretaper period, testing null hypotheses that within-participant rates of study outcomes did not differ in the 2 periods. 23 Because patient-level covariates were fixed across the 2 periods, the conditional regression analysis statistically adjusts for fixed patient-level effects.

We performed 3 planned secondary analyses. First, we performed conditional negative binomial regression analyses with interaction terms between the pretaper vs postinduction indicator and baseline dose category (50-89, 90-149, 150-299, and ≥300 MME). We planned this analysis because patients prescribed higher baseline doses were at higher risk of adverse events during tapering during the initial year of follow-up. 11 For each outcome, we performed Wald χ 2 tests of the joint significance of the interaction terms and computed adjusted IRRs within baseline dose categories.

Second, we performed conditional negative binomial regression analyses with the postinduction period exposure variable categorized according to mean opioid dose achieved compared with baseline during the first 60-day period of the postinduction period, classified as discontinued (0 MME), 1% to 49%, 50% to 84%, 85% to 114% (near baseline), and 115% or higher (dose increased). We planned this analysis because risk reductions associated with tapering may be contingent on the achievement of sustained lowering of opioid dosage compared with baseline.

Third, we repeated the regression analyses with the postinduction period exposure variable dichotomized as 13 to 16 vs 17 to 24 months after taper initiation. This analysis addressed the question of whether a longer induction period might modify estimated risks.

Finally, to test the robustness of the exposure-crossover analyses, we incorporated long-term outcomes data for patient-periods in the original cohort in which tapering was not identified. We then conducted negative binomial regression for study outcomes during the postinduction period (13-24 months after cohort entry) by initial tapering status and achieved opioid dose at the beginning of the postinduction period. Details of these analyses are described in the eAppendix in the Supplement . Hypothesis tests were 2-sided with an α = .05.

From 2008 to 2017, there were 30 255 tapering events among 28 018 patients in the original cohort. Of these, 21 515 events (71.1%) among 19 377 patients were followed by at least 1 month of postinduction follow-up and were included in exposure-crossover analyses ( Figure 2 ). At beginning of the postinduction follow-up, patients had a mean (SD) age of 56.9 (11.2) years, 11 581 (53.8%) were women, and 8217 (38.2%) had commercial insurance (vs Medicare Advantage). Among the 21 515 tapers with postinduction follow-up, the mean (SD) opioid dose relative to baseline during the first 60-day postinduction period was 0.61 (0.41), representing a mean relative dose reduction of 39%; by the first postinduction period, 3269 tapers (15.2%) resulted in opioid discontinuation, 5011 (23.3%) achieved a dose of 1% to 49% of baseline, 6869 (31.9%) achieved a dose of 50% to 84% of baseline, 5362 (24.9%) achieved a dose of 85% to 114% of baseline, and 1004 (4.7%) had a dose increase to greater than or equal to 115% of baseline. The mean (SD) duration of postinduction follow-up per taper event was 9.1 (2.7) months (median [IQR], 10 [8-11] months). The characteristics of patients included in the original cohort and the exposure-crossover analysis were similar ( Table 1 ).

Although we hypothesized that tapered patients would have reduced rates of study outcomes during the postinduction period compared with the pretaper period, unadjusted and adjusted incidence rates of overdose or withdrawal, overdose, and mental health crisis were each increased significantly in the postinduction period compared with the pretaper period ( Table 2 ). In conditional negative binomial regression analyses, adjusted IRRs for the postinduction period compared with the pretaper period were 1.57 (95% CI, 1.42-1.74) for overdose or withdrawal, 1.40 (95% CI, 1.22-1.61) for overdose, and 1.52 (95% CI, 1.35-1.71) for mental health crisis ( Table 2 ).

Table 3 shows adjusted IRRs associated with the postinduction period compared with the pretaper period among patients by baseline dose. For all 3 outcomes, adjusted IRRs for postinduction adverse events were highest for patients in the highest baseline dose group (≥300 MME). Tests for heterogeneity in tapering IRRs across baseline dose groups were significant for overdose-withdrawal and mental health crisis but not for overdose alone.

In analyses stratified by postinduction achieved dose ( Table 3 ), adjusted IRRs of overdose-withdrawal and overdose during the postinduction period compared with the pretaper period were greater among patients whose postinduction doses were 50% to 84% or 85% to 114% of their baseline doses compared with patients who discontinued opioids or sustained a dose reduction of 1% to 49% of baseline. For example, the adjusted IRR of overdose was 0.86 (95% CI, 0.62-1.20) among tapers with opioid discontinuation compared with 1.93 (95% CI, 1.43-2.62) among tapers with an achieved dose of 85% to 114% of baseline. For both overdose-withdrawal and overdose, there was significant heterogeneity in adjusted IRRs for tapering by achieved postinduction dose. For mental health crises, there was no significant difference in adjusted IRRs by achieved dose.

Adjusted IRRs of all 3 outcomes were similar earlier compared with later in the postinduction period ( Table 3 ). Results of planned secondary analyses were largely similar in unadjusted analyses (eTable 2 in the Supplement ). In sensitivity analyses that incorporated long-term outcome data for patient-periods from the original cohort without initial tapering, initial tapering after cohort entry remained significantly associated with overdose-withdrawal, overdose, and mental health crisis during the postinduction period (eTable 3 in the Supplement ).

During the initial 1-year follow-up period of this study’s original cohort, 11 we observed increased rates of overdose and mental health crisis after opioid dose tapering. In the current cohort study using an exposure-crossover analysis, we extend these findings by examining rates for these adverse events among the tapered patients starting a year after tapering and up to 24 months after the baseline year of stable dosing. Our results suggest that the increased rates of overdose and mental health crisis observed during the first year after tapering persist through the end of the 24-month follow-up.

We had hypothesized that opioid dose reduction would be associated with reduced longer-term rates of overdose and mental health crises. Although patients may struggle during the tapering period, we reasoned that many may stabilize with longer-term follow-up and have lower rates of overdose and mental health crisis once a lower opioid dose is achieved. Although evidence has accumulated that opioid tapering may pose risks, 8 , 9 , 24 particularly if doses are precipitously reduced or discontinued, 11 small studies 25 - 27 suggest that sufficiently supported patients can safely achieve opioid dose reduction with potential improvements in patient pain, function, and quality of life. In the current study, no achieved tapered dose was associated with significantly reduced posttaper rates of adverse events compared with the pretaper period, although relative rates of adverse events were similar in the baseline and postinduction periods among the 15.2% of tapers that resulted in opioid discontinuation. Nevertheless, our findings suggest that, for most tapering patients, elevated risks of overdose and mental health crisis may persist for up to 2 years after taper initiation.

A contributing factor may be the study period, which includes tapering events initiated from 2008 to 2017. Clinicians supervising tapers during this period may have been unaware of recommended practices to increase the safety of tapering, which may not have been widely disseminated to clinicians until 2019 with the publication of the HHS guideline on appropriate opioid dose reduction. 3 We also recognize the possibility of within-participant confounding, as patients with stable baseline dosing who then undergo tapering may be selected for tapering because of unmeasured risk factors that emerge around the time of tapering and then heighten longer-term patient risk of overdose or mental health crisis. Nevertheless, it is possible that dose variability in opioid-dependent patients poses durable risks of substance misuse or mental health deterioration, 9 , 28 which could heighten longer-term patient risk of overdose and mental health crisis after dose tapering.

In earlier work, 11 patients prescribed higher baseline opioid doses had higher absolute rates of overdose and mental health crises associated with tapering. The current study suggests that higher baseline dose is also associated with greater longer-term risk of overdose-withdrawal and mental health crisis. HHS tapering guidelines 3 emphasize close follow-up, monitoring for substance use and mental health deterioration, and psychosocial support for patients undergoing opioid tapering after long-term use. Although our results suggest that all tapering patients may benefit from monitoring and support up to 2 years after taper initiation, patients prescribed higher doses may benefit from more intensive support and monitoring, particularly for depression and suicidality.

The limitations of this study warrant consideration. First, although the within-participant design controls for fixed patient covariates, it may be vulnerable to confounding by patient-level factors that change over time, including potential risk factors for overdose or mental health crisis that emerge within patients during the 3-year observation window of each tapering event. Second, exposure-crossover studies are potentially vulnerable to confounding secular trends, although the postinduction and baseline periods of each tapering event were separated by a short, 12-month interval. In addition, initial tapering remained associated with higher rates of overdose and mental health crisis during the postinduction period in sensitivity analyses that adjusted for study year and incorporated data from patients who did not initially taper. Third, it is conceivable that the 12-month induction period was too short to allow the initial impacts of tapering to wash out, although we found similar adjusted IRRs when categorizing the follow-up period as earlier vs later during the induction period. Fourth, the sample derived from a data source representing patients with commercial insurance or Medicare Advantage, and results may not be generalizable to other populations. Fifth, a considerable fraction of patients were censored before the postinduction follow-up, which could have introduced systematic bias. Sixth, opioid tapering was identified on the basis of dose reductions identified in pharmacy claims. Although most patients with initial tapers achieved lower doses by the beginning of the induction period, the claims data do not yield insight into the reasons for the dose reduction or whether it was patient or clinician initiated. Seventh, study events were identified using diagnostic codes on claims, which may lack sensitivity or specificity, resulting in measurement error.

In this cohort study using an exposure-crossover analysis that controls for between-person effects, opioid dose tapering was associated with persistently elevated risk of overdose, withdrawal, and mental health crisis up to 24 months after taper initiation. Given the observational study design, we cannot infer a causal connection between tapering and long-term risks of these events. Nevertheless, our findings support guidelines advising careful monitoring and psychosocial support for patients undergoing opioid dose reduction and suggest that this support continue for at least 2 years after taper initiation, particularly among patients who were prescribed higher baseline doses.

Accepted for Publication: April 26, 2022.

Published: June 13, 2022. doi:10.1001/jamanetworkopen.2022.16726

Correction: This article was corrected on July 15, 2022, to fix the third author’s first name.

Open Access: This is an open access article distributed under the terms of the CC-BY License . © 2022 Fenton JJ et al. JAMA Network Open .

Corresponding Author: Joshua J. Fenton, MD, MPH, Department of Family and Community Medicine, University of California, Davis, 4860 Y St, Ste 2300, Sacramento, CA 95817 ( [email protected] ).

Author Contributions: Drs Fenton and Tancredi had full access to all of the data in the study and take responsibility for the integrity of the data and the accuracy of the data analysis.

Concept and design: Fenton, Magnan, Agnoli.

Acquisition, analysis, or interpretation of data: All authors.

Drafting of the manuscript: Fenton, Agnoli.

Critical revision of the manuscript for important intellectual content: All authors.

Statistical analysis: Fenton, Tseregounis, Xing, Tancredi.

Obtained funding: Fenton.

Supervision: Fenton.

Conflict of Interest Disclosures: None reported.

Funding/Support: This study was supported by a University of California–OptumLabs Research Credit and the Department of Family and Community Medicine, University of California, Davis. Dr Agnoli was supported by the University of California, Davis School of Medicine Dean’s Office (Dean’s Scholarship in Women’s Health Research BIRCWH/K12).

Role of the Funder/Sponsor: The funders had no role in the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review, or approval of the manuscript; and decision to submit the manuscript for publication.

Additional Information: Dr Fenton is an OptumLabs Visiting Fellow.

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The False Narrative of Settler Colonialism

The rise of an academic theory and its obsession with Israel

O n October 7 , Hamas killed four times as many Israelis in a single day as had been killed in the previous 15 years of conflict. In the months since, protesters have rallied against Israel’s retaliatory invasion of Gaza, which has killed tens of thousands of Palestinians. But a new tone of excitement and enthusiasm could be heard among pro-Palestinian activists from the moment that news of the attacks arrived, well before the Israeli response began. Celebrations of Hamas’s exploits are familiar sights in Gaza and the West Bank, Cairo and Damascus; this time, they spread to elite college campuses, where Gaza-solidarity encampments became ubiquitous this past spring. Why?

The answer is that, long before October 7, the Palestinian struggle against Israel had become widely understood by academic and progressive activists as the vanguard of a global battle against settler colonialism, a struggle also waged in the United States, Canada, Australia, and other countries created by European settlement. In these circles, Palestine was transformed into a standard reference point for every kind of social wrong, even those that seem to have no connection to the Middle East.

One of the most striking things about the ideology of settler colonialism is the central role played by Israel, which is often paired with the U.S. as the most important example of settler colonialism’s evils. Many Palestinian writers and activists have adopted this terminology. In his 2020 book, The Hundred Years’ War on Palestine , the historian Rashid Khalidi writes that the goal of Zionism was to create a “white European settler colony.” For the Palestinian intellectual Joseph Massad, Israel is a product of “European Jewish Settler-Colonialism,” and the “liberation” referred to in the name of the Palestine Liberation Organization is “liberation from Settler-Colonialism.”

Western activists and academics have leaned heavily on the idea. Opposition to building an oil pipeline under a Sioux reservation was like the Palestinian cause in that it “makes visible the continuum of systems of subjugation and expropriation across liberal democracies and settler-­colonial regimes.” When the city of Toronto evicted a homeless encampment from a park, it was like Palestine because both are examples of “ethnic cleansing” and “colonial ‘domicide,’ making Indigenous people homeless on their homelands.” Health problems among Native Americans can be understood in terms of Palestine, because the “hyper-­visible Palestine case …  provides a unique temporal lens for understanding settler colonial health determinants more broadly.” Pollution, too, can be understood through a Palestinian lens, according to the British organization Friends of the Earth, because Palestine demonstrates that “the world is an unequal place” where “marginalised and vulnerable people bear the brunt of injustice.”

Although Israel fails in obvious ways to fit the model of settler colonialism, it has become the standard reference point because it offers theorists and activists something that the United States does not: a plausible target. It is hard to imagine America or Canada being truly decolonized, with the descendants of the original settlers returning to the countries from which they came and Native peoples reclaiming the land. But armed struggle against Israel has been ongoing since it was founded, and Hamas and its allies still hope to abolish the Jewish state “between the river and the sea.” In the contemporary world, only in Israel can the fight against settler colonialism move from theory to practice.

T he concept of settler colonialism was developed in the 1990s by theorists in Australia, Canada, and the U.S., as a way of linking social evils in these countries today—such as climate change, patriarchy, and economic inequality—to their origin in colonial settlement. In the past decade, settler colonialism has become one of the most important concepts in the academic humanities, the subject of hundreds of books and thousands of papers, as well as college courses on topics such as U.S. history, public health, and gender studies.

Read: The curious rise of settler colonialism and Turtle Island

For the academic field of settler-colonial studies, the settlement process is characterized by European settlers discovering a land that they consider “terra nullius,” the legal property of no one; their insatiable hunger for expansion that fills an entire continent; and the destruction of Indigenous peoples and cultures. This model, drawn from the history of Anglophone colonies such as the U.S. and Australia, is regularly applied to the history of Israel even though it does not include any of these hallmarks.

When modern Zionist settlement in what is now Israel began in the 1880s, Palestine was a province of the Ottoman empire, and after World War I, it was ruled by the British under a mandate from the League of Nations. Far from being “no one’s land,” Jews could settle there only with the permission of an imperial government, and when that permission was withdrawn—­as it fatefully was in 1939, when the British sharply limited Jewish immigration on the eve of the Holocaust—they had no recourse. Far from expanding to fill a continent, as in North America and Australia, the state of Israel today is about the size of New Jersey. The language, culture, and religion of the Arab peoples remain overwhelmingly dominant: 76 years after Israel was founded, it is still the only Jewish country in the region, among 22 Arab countries, from Morocco to Iraq.

Most important, the Jewish state did not erase or replace the people already living in Palestine, though it did displace many of them. Here the comparison between European settlement in North America and Jewish settlement in Israel is especially inapt. In the decades after Europeans arrived in Massachusetts, the Native American population of New England declined from about 140,000 to 10,000, by one estimate . In the decades after 1948, the Arab population of historic Palestine more than quintupled, from about 1.4 million to about 7.4 million. The persistence of the conflict in Israel-Palestine is due precisely to the coexistence of two peoples in the same land—­as opposed to the classic sites of settler colonialism, where European settlers decimated Native peoples.

In the 21st century, the clearest examples of ongoing settler colonialism can probably be found in China. In 2023, the United Nations Human Rights office reported that the Chinese government had compelled nearly 1 million Tibetan children to attend residential schools “aimed at assimilating Tibetan people culturally, religiously and linguistically.” Forcing the next generation of Tibetans to speak Mandarin is part of a long-­term effort to Sinicize the region, which also includes encouraging Han Chinese to settle there and prohibiting public displays of traditional Buddhist faith.

China has mounted a similar campaign against the Uyghur people in the northwestern province of Xinjiang. Since 2017, more than 1 million Uyghur Muslims have been detained in what the Chinese government calls vocational training centers, which other countries describe as detention or reeducation camps. The government is also seeking to bring down Uyghur birth rates through mass sterilization and involuntary birth control.

These campaigns include every element of settler colonialism as defined by academic theorists. They aim to replace an existing people and culture with a new one imported from the imperial metropole, using techniques frequently described as genocidal in the context of North American history. Tibet’s residential schools are a tool of forced assimilation, like the ones established for Native American children in Canada and the United States in the 19th century. And some scholars of settler colonialism have drawn these parallels, acknowledging, in the words of the anthropologist Carole McGranahan, “that an imperial formation is as likely to be Chinese, communist, and of the twentieth or twenty-­first centuries as it is to be English, capitalist, and of the eighteenth or nineteenth centuries.”

Yet Tibet and Xinjiang—­like India’s rule in Kashmir, and the Indonesian occupation of East Timor from 1975 to 1999—­occupy a tiny fraction of the space devoted to Israel-­Palestine on the mental map of settler-colonial studies. Some of the reasons for this are practical. The academic discipline mainly flourishes in English-­speaking countries, and its practitioners usually seem to be monolingual, making it necessary to focus on countries where sources are either written in English or easily available in translation. This rules out any place where a language barrier is heightened by strict government censorship, like China. Just as important, settler-colonial theorists tend to come from the fields of anthropology and sociology rather than history, area studies, and international relations, where they would be exposed to a wider range of examples of past and present conflict.

But the focus on Israel-­Palestine isn’t only a product of the discipline’s limitations. It is doctrinal. Academics and activists find adding the Israeli-Palestinian conflict to other causes powerfully energizing, a way to give a local address to a struggle that can otherwise feel all too abstract. The price of collapsing together such different causes, however, is that it inhibits understanding of each individual cause. Any conflict that fails to fit the settler-colonial model must be made to fit.

I srael also fails to fit the model of settler colonialism in another key way: It defies the usual division between foreign colonizers and Indigenous people. In the discourse of settler colonialism, Indigenous peoples aren’t simply those who happen to occupy a territory before Europeans discovered it. Rather, indigeneity is a moral and spiritual status, associated with qualities such as authenticity, selflessness, and wisdom. These values stand as a reproof to settler ways of being, which are insatiably destructive. And the moral contrast between settler and indigene comes to overlap with other binaries—­white and nonwhite, exploiter and exploited, victor and victim.

Until recently, Palestinian leaders preferred to avoid the language of indigeneity, seeing the implicit comparison between themselves and Native Americans as defeatist. In an interview near the end of his life, in 2004, PLO Chair Yasser Arafat declared, “We are not Red Indians.” But today’s activists are more eager to embrace the Indigenous label and the moral valences that go with it, and some theorists have begun to recast Palestinian identity in ecological, spiritual, and aesthetic terms long associated with Native American identity. The American academic Steven Salaita has written that “Palestinian claims to life” are based in having “a culture indivisible from their surroundings, a language of freedom concordant to the beauty of the land.” Jamal Nabulsi of the University of Queensland writes that “Palestinian Indigenous sovereignty is in and of the land. It is grounded in an embodied connection to Palestine and articulated in Palestinian ways of being, knowing, and resisting on and for this land.”

This kind of language points to an aspect of the concept of indigeneity that is often tacitly overlooked in the Native American context: its irrationalism. The idea that different peoples have incommensurable ways of being and knowing, rooted in their relationship to a particular landscape, comes out of German Romantic nationalism. Originating in the early 19th century in the work of philosophers such as Johann Gottlieb Fichte and Johann Gottfried Herder, it eventually degenerated into the blood-­and-­soil nationalism of Nazi ideologues such as Richard Walther Darré, who in 1930 hymned what might be called an embodied connection to Germany: “The German soul, with all its warmness, is rooted in its native landscape and has, in a sense, always grown out of it … Whoever takes the natural landscape away from the German soul, kills it.”

For Darré, this rootedness in the land meant that Germans could never thrive in cities, among the “rootless ways of thinking of the urbanite.” The rootless urbanite par excellence, for Nazi ideology, was of course the Jew. For Salaita, the exaltation of Palestinian indigeneity leads to the very same conclusion about “Zionists,” who usurp the land but can never be vitally rooted in it: “In their ruthless schema, land is neither pleasure nor sustenance. It is a commodity … Having been anointed Jewish, the land ceases to be dynamic. It is an ideological fabrication with fixed characteristics.”

In this way, anti-Zionism converges with older patterns of anti­-Semitic and anti­-Jewish thinking. It is true, of course, that criticism of Israel is not inherently anti-­Semitic. Virtually anything that an Israeli government does is likely to be harshly criticized by many Israeli Jews themselves. But it is also true that anti-­Semitism is not simply a matter of personal prejudice against Jews, existing on an entirely different plane from politics. The term anti­-Semitism was coined in Germany in the late 19th century because the old term, Jew hatred , sounded too instinctive and brutal to describe what was, in fact, a political ideology—­an account of the way the world works and how it should be changed.

Wilhelm Marr, the German writer who popularized the word, complained in his 1879 book, The Victory of Judaism Over Germanism , that “the Jewish spirit and Jewish consciousness have overpowered the world.” That spirit, for Marr, was materialism and selfishness, “profiteering and usury.” Anti-­Semitic political parties in Europe attacked “Semitism” in the same way that socialists attacked capitalism. The saying “Anti-­Semitism is the socialism of fools,” used by the German left at this time, recognized the structural similarity between these rival worldviews.

The identification of Jews with soulless materialism made sense to 19th-century Europeans because it translated one of the oldest doctrines of Christianity into the language of modern politics. The apostle Paul, a Jew who became a follower of Jesus, explained the difference between his old faith and his new one by identifying Judaism with material things (­the circumcision of the flesh, the letter of the law) and Christianity with spiritual things—­the circumcision of the heart, a new law “written not with ink but with the Spirit of the living God, not on tablets of stone but on tablets of human hearts.”

Simon Sebag Montefiore: The decolonization narrative is dangerous and false

Today this characterization of Jews as stubborn, heartless, and materialistic is seldom publicly expressed in the language of Christianity, as in the Middle Ages, or in the language of race, as in the late 19th century. But it is quite respectable to say exactly the same thing in the language of settler colonialism. As the historian David Nirenberg has written, “We live in an age in which millions of people are exposed daily to some variant of the argument that the challenges of the world they live in are best explained in terms of ‘Israel,’” except that today, Israel refers not to the Jewish people but to the Jewish state.

When those embracing the ideology of settler colonialism think about political evil, Israel is the example that comes instinctively to hand, just as Jews were for anti-Semitism and Judaism was for Christianity. Perhaps the most troubling reactions to the October 7 attacks were those of college students convinced that the liberation of Palestine is the key to banishing injustice from the world. In November 2023, for instance, Northwestern University’s student newspaper published a letter signed by 65 student organizations—­including the Rainbow Alliance, Ballet Folklórico Northwestern, and All Paws In, which sends volunteers to animal shelters—­defending the use of the slogan “From the river to the sea, Palestine will be free.” This phrase looks forward to the disappearance of any form of Jewish state between the Mediterranean and the Jordan, but the student groups denied that this entails “murder and genocide.” Rather, they wrote, “When we say from the river to the sea, Palestine will be free, we imagine a world free of Islamophobia, antisemitism, anti-­Blackness, militarism, occupation and apartheid.”

As a political program, this is nonsensical. How could dismantling Israel bring about the end of militarism in China, Russia, or Iran? How could it lead to the end of anti-Black racism in America, or anti-Muslim prejudice in India? But for the ideology of settler colonialism, actual political conflicts become symbolic battles between light and darkness, and anyone found on the wrong side is a fair target. Young Americans today who celebrate the massacre of Israelis and harass their Jewish peers on college campuses are not ashamed of themselves for the same reason that earlier generations were not ashamed to persecute and kill Jews—because they have been taught that it is an expression of virtue.

This essay is adapted from Adam Kirsch’s new book, On Settler Colonialism: Ideology, Violence, and Justice .

​When you buy a book using a link on this page, we receive a commission. Thank you for supporting The Atlantic.

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How to cite a chapter written by someone other than the book’s authors

Unlike an edited book, where each chapter has unique authors, usually you expect an authored book to have the same author(s) throughout. Thus, citing a chapter of an edited book is common, but as a general rule, citing chapters from authored books is not. For authored books, the whole book is referenced , with specific chapters included in the in-text citation as needed. This is true whether the chapters were written by the book’s authors or an outside contributor who isn’t given cover credit.

When a chapter in an authored book was written by someone other than the book’s authors, your instincts might tell you to cite it as if it were from an edited book—that is, citing the chapter authors in the author position and the book authors in the editor position without “Eds.” in parentheses. Doing so could cause confusion given that authored books with chapters written by outside contributors are very uncommon. APA Style readers are so accustomed to the format for citing a chapter in an edited book that they might mistakenly believe that you are in fact referencing an edited book and simply forgot to include the “Eds.” component. Also, if you are using a reference manager, it may not allow you to omit the “Editor” label from the reference.

To avoid potential confusion, the simplest solution is to cite the book as you would any other authored book, which is a reference format that readers can immediately recognize, but to add any additional information in the text.

For example, here are example references and in-text citations for two authored books that include chapters written by outside contributors:

DeMarco, R. F., & Healey-Walsh, J. (2020). Community and public health nursing: Evidence for practice (3rd ed.). Wolters Kluwer.

McEwen, M., & Wills, E. M. (2023). Theoretical basis for nursing (6th ed.). Wolters Kluwer.

• Parenthetical citations: (DeMarco & Healey-Walsh, 2020; McEwen & Wills, 2023)
• Narrative citations: DeMarco and Healey-Walsh (2020) and McEwen and Wills (2023)

In the text you can clarify the unique nature of your source by crediting the chapter author(s) in your narrative and identifying the chapter number as part of your in-text citation. Here are example citations of a direct quotation and paraphrased text from a chapter in an authored book written by an outside contributor:

Direct quotation: Melinda Oberleitner distinguished between two different types of leaders: “Formal leaders are appointed by official or legislative authority. Informal leaders derive power through influence and, in reality, may be more important to staff or groups than the formal, appointed, or designated leaders” (McEwen & Wills, 2023, Chapter 16, p. 369).

Paraphrased text: Melinda Oberleitner pointed out that informal leaders, even if they have not been officially assigned to leadership positions, may serve a more significant role in influencing their coworkers than formal leaders (McEwen & Wills, 2023, Chapter 16).

The same principles apply if a contributor is credited as writing a smaller portion of a book, such as a text box, rather than an entire chapter. You would simply include the box number instead of the chapter number in your citation.

Sometimes outside contributors (particularly foreword authors) are given cover credit, typically as part of a “with” statement below the main authors’ names. In this case, the contributors are credited parenthetically in the reference. However, as with the previous examples, they are not listed among the authors in corresponding in-text citations.

Here are example references and citations for two authored books in which outside contributors are given cover credit:

Blume, M., & Lust, B. C. (with Chien, Y., Dye, C. D., Foley, C. A., & Kedar, Y.). (2017). Research methods in language acquisition: Principles, procedures, and practices . De Gruyter Mouton; American Psychological Association.

Christie, A. (with Todd, C.). (2013). Hercule Poirot: The complete short stories . HarperCollins.

• Parenthetical citations: (Blume & Lust, 2017; Christie, 2013)
• Narrative citations: Blume and Lust (2017) and Christie (2013)

If you are citing a portion of the book that was written by the outside contributor(s), you can mention them in text, as shown in these examples:

In his foreword, Charles Todd noted that the famous detective Hercule Poirot has no clear origin story and is therefore as mysterious as the cases he is tasked with solving (Christie, 2013).

Yarden Chen described “the high-amplitude sucking (HAS) technique, which is based on measuring variations in infants’ sucking rate and strength in response to different acoustic stimuli” (Blume & Lust, 2017, Chapter 13, p. 252) as one common method for measuring how infants respond to spoken language.

Chapters in authored books that are written by outside contributors are so rare that it can be confusing to know how to cite them properly, but hopefully this post will help you. If you ever find yourself in that situation and there’s something you’re not sure about, feel free to leave a comment below.

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Trump Isn’t Finished

By Thomas B. Edsall

Mr. Edsall contributes a weekly column from Washington, D.C., on politics, demographics and inequality.

The damage inflicted on the nation during Donald Trump’s first term in office pales in comparison with what he will do if he is elected to a second term. How can we know this? The best evidence is Trump himself. He has repeatedly demonstrated his willingness to tear the country apart.

“Donald Trump and his MAGA supporters,” Sean Wilentz , a historian at Princeton, writes in a forthcoming article in Liberties,

have made it clear that they will not accept defeat in November any more than they did when Trump lost four years ago. They believe that Trump is the one true legitimate president, that those who refuse to accept this fundamental fact are the true deniers, and that any result other than Trump’s restoration would be a thwarting of history’s purpose and a diabolical act of treason. The authoritarian imperative has moved beyond Trumpian narcissism and the cultish MAGA fringe to become an article of faith from top to bottom inside the utterly transformed Republican Party, which Trump totally commands.

Like Wilentz, Laurence Tribe , a law professor at Harvard, does not mince words, writing by email:

All the dangers foreign and domestic posed by Trump’s cruelly vindictive, self-aggrandizing, morally unconstrained, reality-defying character — as evidenced in his first presidential term and in his unprecedented refusal to accept his 2020 electoral loss — would be magnified many times over in any subsequent term by three factors. First, he has systematically eroded the norms and the institutional guardrails that initially set boundaries on the damage he and his now more carefully chosen loyalist enablers are poised to do in carrying out the dangerous project to which they are jointly committed. Second, their failures to insulate themselves from electoral and legal constraints during the dry run of 2017-21 have led them to formulate far more sophisticated and less vulnerable plans for their second attempt at consolidating permanent control of the apparatus of our fragile republic. And third, their capture of the Supreme Court and indeed much of the federal judiciary has put in place devastating precedents like the immunity ruling of July 1 that will license a virtually limitless autocratic power — if, but only if, they are not stopped during the epic struggle that will reach one climax this Nov. 5 and another next Jan. 6.

The most important reason a second Trump term would be far more dangerous than his first is that if he does win this year, Trump will have triumphed with the electorate’s full knowledge that he has been criminally charged with 88 felonies and convicted of 34 of them (so far); that he has promised to “appoint a real special prosecutor to go after the most corrupt president in the history of the United States of America, Joe Biden, and the entire Biden crime family”; and that he intends to “totally obliterate the deep state” by gutting civil service protections for the 50,000 most important jobs in the federal work force, a central tenet of what he calls his “retribution” agenda.

Julie Wronski , a political scientist at the University of Mississippi, contended in an email:

The question is how much the Supreme Court presidential immunity decision will undermine institutional guardrails against Trump’s anti-democratic behavior. If there are no repercussions for his role in the Jan. 6 Capitol insurrection, intimidation of election officers, and casual handling of classified materials, then Trump will be emboldened to partake in such activities again. Trump has made clear that norms of governance — e.g., civility, accepting electoral defeat, and treating members of the political opposition as legitimate holders of power — do not apply to him.

While Kamala Harris has pulled even with, if not ahead of, Trump in recent polling, Republican attacks on her have yet to reach full intensity, and the outcome remains very much up for grabs.

Bruce Cain , a Stanford political scientist, voiced concerns similar to Wronski’s by email:

Trump is more erratic, impulsive, and self-interested than your average candidate and is much bolder than most in testing the boundaries of what he can get away with. In political insider lingo, he is a guy who likes to put his toes right up to the chalk line between legal and illegal activity. There is some evidence that his bad traits are getting worse with old age, but the more serious problem is the lowering of institutional and political guardrails that constrained him in the past. The decision in Trump v. the U.S. entitling a former president to “absolute immunity from criminal prosecution for actions within his conclusive and preclusive constitutional authority” and “presumptive immunity from prosecution for all his official acts” seems to me particularly problematic. The court left open the question of how to distinguish between official and unofficial acts. Trump’s personality is such that he will without doubt test the limits of this distinction.

Timothy Snyder , a historian at Yale and an expert on the regimes of Stalin and Hitler, wrote by email in reply to my inquiry: “It would be closer to the truth to think about a second Trump administration beginning from the images of Jan. 6, 2021. That is where Trump left us and that is where he would begin.”

Unlike oligarchy and tyranny, Snyder argued,

Democracy depends upon example, and Trump sets the worst possible one. He has openly admired dictators his entire life. He would encourage Xi and Putin. The Russians make completely clear that a Trump presidency is their hope for victory in Ukraine. Allowing Russia to win that war, which I think is Trump’s likely orientation, destabilizes Europe, encourages China toward aggression in the Pacific, and undermines the rule of law everywhere.

Charles Stewart , a political scientist at M.I.T., warned in an email:

A second Trump administration would escalate the threat of authoritarian governance, most notably, by sanctioning politically motivated prosecutions. Even if the courts resisted the baldest of efforts, doing so will be costly to political opponents and also continue to silence dissent among conservatives who wish to have political careers.

In 2016 and for much of his first term, major elements of the Republican Party viewed Trump with deep suspicion, repeatedly blocking or weakening his more delusional initiatives. That’s no longer the case.

“The Republican Party is fully and totally behind Trump — the epicenter of election disruption — even after two impeachments, an insurrection and a criminal conviction,” Julian Zelizer , a historian at Princeton, pointed out in an email, adding:

The support that Trump received after Jan. 6, and the entire effort to overturn the election, demonstrates that much of the G.O.P. is fine with doing this. Now that the party knows what insurrection looks like and has given its stamp of approval by nominating Trump, we know that this is officially part of the Republican playbook.

One thing is clear: Trump would assume control of the White House in 2025 with far more power and far fewer restraints than when he took office in January 2017.

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Trump says he will renew efforts to replace ‘Obamacare’ if he wins a second term

FILE - Republican presidential candidate and former President Donald Trump speaks at the South Texas International Airport, Nov. 19, 2023, in Edinburg, Texas. Trump says he wants to reopen the contentious fight over the Affordable Care Act. He posted on his social media site Saturday that he is “seriously looking at alternatives” to “Obamacare” if he wins a second term. (AP Photo/Eric Gay, File)

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WASHINGTON (AP) — Former President Donald Trump threatened over the weekend to reopen the contentious fight over the Affordable Care Act after failing to repeal it while in the White House, saying he is “seriously looking at alternatives” if he wins a second term.

Trump’s comments drew rebuke from Democratic President Joe Biden ‘s campaign, which cast them as another “extremist” proposal from the GOP front-runner. And they rapidly moved to mobilize a response, including new advertising in battleground states contrasting Biden’s efforts to lower drug costs with Trump’s comments.

“Donald Trump is campaigning on a threat to rip away health care from millions of Americans, so we’re going to use every tool in our arsenal to make sure the American people know that lives are literally on the line next November,” said Biden campaign communications director Michael Tyler.

The back-and-forth points to what could be a key issue in a general election rematch between Trump and Biden if both win their parties’ nominations, as is widely expected.

Biden’s team has long operated under the assumption that Trump would be the GOP nominee, given his commanding lead in the polls, and has stepped up efforts in recent weeks to cast his proposals as extreme and to paint him as a danger to democracy. Biden, in particular, has begun painting a vision of a catastrophic future if Trump wins — a strategy that could motivate lukewarm Democratic voters who may be driven more by a desire to stop Trump than to deliver a second term to Biden amid lingering concerns over high inflation , the direction of the country and his age .

Health care has generally been a better issue for Democrats than Republicans, who have largely abandoned efforts to repeal the Affordable Care Act in recent years.

And Biden’s campaign quickly seized the opportunity. Beyond the new ads, the campaign will host a press call Tuesday with former House Speaker Nancy Pelosi and North Carolina Gov. Roy Cooper to highlight the potential impact of repealing the law, while state Democratic parties in swing states will host their own events.

“Donald Trump’s America is one where millions of people lose their health insurance and seniors and families across the country face exorbitant costs just to stay healthy. Those are the stakes next November,” Biden-Harris 2024 spokesperson Ammar Moussa said in a statement.

Trump has not spent much time discussing health care as he has laid out an aggressive agenda for a potential second term that has focused on immigration crackdowns and mass deportations, as well as efforts to target political rivals.

But Trump weighed in on the issue Saturday morning on his Truth Social site.

“The cost of Obamacare is out of control, plus, it’s not good Healthcare. I’m seriously looking at alternatives,” he wrote. “We had a couple of Republican Senators who campaigned for 6 years against it, and then raised their hands not to terminate it. It was a low point for the Republican Party, but we should never give up!”

He was referring to July 2017, when the late Sen. John McCain, R-Ariz., blocked Trump’s long effort to repeal the health care law, which has proven increasingly popular.

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About 6 in 10 Americans say they have a favorable opinion of the health reform bill signed into law in 2010, known commonly as the Affordable Care Act or Obamacare, according to a KFF poll conducted in May 2023 .

A recent ABC News/Ipsos poll found 37% of Americans trust Democrats to do a better job than Republicans on handling health care, versus about 1 in 5 — 18% — who trust Republicans over Democrats on this issue. About one-third (34%) trust neither party.

Still, a June 2023 AP-NORC poll showed a minority of U.S. adults — 44% — approving of how Biden was handling health care, with 53% disapproving. That included 69% of Democrats and 17% of Republicans — measurements in line with Biden’s overall job approval.

Trump’s comments came in response to a Wall Street Journal op-ed he shared highlighting concerns raised by Sens. Elizabeth Warren, D-Mass., and Mike Braun, R-Ind., that large insurance companies are using their pharmacies “to evade federal requirements that limit the percentage of premium dollars spent on profits and administration, known as the Medical Loss Ratio (MLR), resulting in sky-high prescription drug costs and excessive corporate profits.”

Biden’s Health and Human Services Department says more than 40 million are insured through coverage related to provisions of the Affordable Care Act.

Moussa said Trump “would try to rip it away if he returns to power. He was one vote away from getting it done when he was president — and we should take him at his word that he’ll try to do it again.”

___ Colvin reported from New York. Linley Sanders contributed to this report.

Samantha Putterman, PolitiFact Samantha Putterman, PolitiFact

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• Copy URL https://www.pbs.org/newshour/politics/fact-checking-warnings-from-democrats-about-project-2025-and-donald-trump

Fact-checking warnings from Democrats about Project 2025 and Donald Trump

This fact check originally appeared on PolitiFact .

Project 2025 has a starring role in this week’s Democratic National Convention.

And it was front and center on Night 1.

WATCH: Hauling large copy of Project 2025, Michigan state Sen. McMorrow speaks at 2024 DNC

“This is Project 2025,” Michigan state Sen. Mallory McMorrow, D-Royal Oak, said as she laid a hardbound copy of the 900-page document on the lectern. “Over the next four nights, you are going to hear a lot about what is in this 900-page document. Why? Because this is the Republican blueprint for a second Trump term.”

Vice President Kamala Harris, the Democratic presidential nominee, has warned Americans about “Trump’s Project 2025” agenda — even though former President Donald Trump doesn’t claim the conservative presidential transition document.

“Donald Trump wants to take our country backward,” Harris said July 23 in Milwaukee. “He and his extreme Project 2025 agenda will weaken the middle class. Like, we know we got to take this seriously, and can you believe they put that thing in writing?”

Minnesota Gov. Tim Walz, Harris’ running mate, has joined in on the talking point.

“Don’t believe (Trump) when he’s playing dumb about this Project 2025. He knows exactly what it’ll do,” Walz said Aug. 9 in Glendale, Arizona.

Trump’s campaign has worked to build distance from the project, which the Heritage Foundation, a conservative think tank, led with contributions from dozens of conservative groups.

Much of the plan calls for extensive executive-branch overhauls and draws on both long-standing conservative principles, such as tax cuts, and more recent culture war issues. It lays out recommendations for disbanding the Commerce and Education departments, eliminating certain climate protections and consolidating more power to the president.

Project 2025 offers a sweeping vision for a Republican-led executive branch, and some of its policies mirror Trump’s 2024 agenda, But Harris and her presidential campaign have at times gone too far in describing what the project calls for and how closely the plans overlap with Trump’s campaign.

PolitiFact researched Harris’ warnings about how the plan would affect reproductive rights, federal entitlement programs and education, just as we did for President Joe Biden’s Project 2025 rhetoric. Here’s what the project does and doesn’t call for, and how it squares with Trump’s positions.

Are Trump and Project 2025 connected?

To distance himself from Project 2025 amid the Democratic attacks, Trump wrote on Truth Social that he “knows nothing” about it and has “no idea” who is in charge of it. (CNN identified at least 140 former advisers from the Trump administration who have been involved.)

The Heritage Foundation sought contributions from more than 100 conservative organizations for its policy vision for the next Republican presidency, which was published in 2023.

Project 2025 is now winding down some of its policy operations, and director Paul Dans, a former Trump administration official, is stepping down, The Washington Post reported July 30. Trump campaign managers Susie Wiles and Chris LaCivita denounced the document.

WATCH: A look at the Project 2025 plan to reshape government and Trump’s links to its authors

However, Project 2025 contributors include a number of high-ranking officials from Trump’s first administration, including former White House adviser Peter Navarro and former Housing and Urban Development Secretary Ben Carson.

A recently released recording of Russell Vought, a Project 2025 author and the former director of Trump’s Office of Management and Budget, showed Vought saying Trump’s “very supportive of what we do.” He said Trump was only distancing himself because Democrats were making a bogeyman out of the document.

Project 2025 wouldn’t ban abortion outright, but would curtail access

The Harris campaign shared a graphic on X that claimed “Trump’s Project 2025 plan for workers” would “go after birth control and ban abortion nationwide.”

The plan doesn’t call to ban abortion nationwide, though its recommendations could curtail some contraceptives and limit abortion access.

What’s known about Trump’s abortion agenda neither lines up with Harris’ description nor Project 2025’s wish list.

Project 2025 says the Department of Health and Human Services Department should “return to being known as the Department of Life by explicitly rejecting the notion that abortion is health care.”

It recommends that the Food and Drug Administration reverse its 2000 approval of mifepristone, the first pill taken in a two-drug regimen for a medication abortion. Medication is the most common form of abortion in the U.S. — accounting for around 63 percent in 2023.

If mifepristone were to remain approved, Project 2025 recommends new rules, such as cutting its use from 10 weeks into pregnancy to seven. It would have to be provided to patients in person — part of the group’s efforts to limit access to the drug by mail. In June, the U.S. Supreme Court rejected a legal challenge to mifepristone’s FDA approval over procedural grounds.

WATCH: Trump’s plans for health care and reproductive rights if he returns to White House The manual also calls for the Justice Department to enforce the 1873 Comstock Act on mifepristone, which bans the mailing of “obscene” materials. Abortion access supporters fear that a strict interpretation of the law could go further to ban mailing the materials used in procedural abortions, such as surgical instruments and equipment.

The plan proposes withholding federal money from states that don’t report to the Centers for Disease Control and Prevention how many abortions take place within their borders. The plan also would prohibit abortion providers, such as Planned Parenthood, from receiving Medicaid funds. It also calls for the Department of Health and Human Services to ensure that the training of medical professionals, including doctors and nurses, omits abortion training.

The document says some forms of emergency contraception — particularly Ella, a pill that can be taken within five days of unprotected sex to prevent pregnancy — should be excluded from no-cost coverage. The Affordable Care Act requires most private health insurers to cover recommended preventive services, which involves a range of birth control methods, including emergency contraception.

Trump has recently said states should decide abortion regulations and that he wouldn’t block access to contraceptives. Trump said during his June 27 debate with Biden that he wouldn’t ban mifepristone after the Supreme Court “approved” it. But the court rejected the lawsuit based on standing, not the case’s merits. He has not weighed in on the Comstock Act or said whether he supports it being used to block abortion medication, or other kinds of abortions.

Project 2025 doesn’t call for cutting Social Security, but proposes some changes to Medicare

“When you read (Project 2025),” Harris told a crowd July 23 in Wisconsin, “you will see, Donald Trump intends to cut Social Security and Medicare.”

The Project 2025 document does not call for Social Security cuts. None of its 10 references to Social Security addresses plans for cutting the program.

Harris also misleads about Trump’s Social Security views.

In his earlier campaigns and before he was a politician, Trump said about a half-dozen times that he’s open to major overhauls of Social Security, including cuts and privatization. More recently, in a March 2024 CNBC interview, Trump said of entitlement programs such as Social Security, “There’s a lot you can do in terms of entitlements, in terms of cutting.” However, he quickly walked that statement back, and his CNBC comment stands at odds with essentially everything else Trump has said during the 2024 presidential campaign.

Trump’s campaign website says that not “a single penny” should be cut from Social Security. We rated Harris’ claim that Trump intends to cut Social Security Mostly False.

Project 2025 does propose changes to Medicare, including making Medicare Advantage, the private insurance offering in Medicare, the “default” enrollment option. Unlike Original Medicare, Medicare Advantage plans have provider networks and can also require prior authorization, meaning that the plan can approve or deny certain services. Original Medicare plans don’t have prior authorization requirements.

The manual also calls for repealing health policies enacted under Biden, such as the Inflation Reduction Act. The law enabled Medicare to negotiate with drugmakers for the first time in history, and recently resulted in an agreement with drug companies to lower the prices of 10 expensive prescriptions for Medicare enrollees.

Trump, however, has said repeatedly during the 2024 presidential campaign that he will not cut Medicare.

Project 2025 would eliminate the Education Department, which Trump supports

The Harris campaign said Project 2025 would “eliminate the U.S. Department of Education” — and that’s accurate. Project 2025 says federal education policy “should be limited and, ultimately, the federal Department of Education should be eliminated.” The plan scales back the federal government’s role in education policy and devolves the functions that remain to other agencies.

Aside from eliminating the department, the project also proposes scrapping the Biden administration’s Title IX revision, which prohibits discrimination based on sexual orientation and gender identity. It also would let states opt out of federal education programs and calls for passing a federal parents’ bill of rights similar to ones passed in some Republican-led state legislatures.

Republicans, including Trump, have pledged to close the department, which gained its status in 1979 within Democratic President Jimmy Carter’s presidential Cabinet.

In one of his Agenda 47 policy videos, Trump promised to close the department and “to send all education work and needs back to the states.” Eliminating the department would have to go through Congress.

What Project 2025, Trump would do on overtime pay

In the graphic, the Harris campaign says Project 2025 allows “employers to stop paying workers for overtime work.”

The plan doesn’t call for banning overtime wages. It recommends changes to some Occupational Safety and Health Administration, or OSHA, regulations and to overtime rules. Some changes, if enacted, could result in some people losing overtime protections, experts told us.

The document proposes that the Labor Department maintain an overtime threshold “that does not punish businesses in lower-cost regions (e.g., the southeast United States).” This threshold is the amount of money executive, administrative or professional employees need to make for an employer to exempt them from overtime pay under the Fair Labor Standards Act.

In 2019, the Trump’s administration finalized a rule that expanded overtime pay eligibility to most salaried workers earning less than about $35,568, which it said made about 1.3 million more workers eligible for overtime pay. The Trump-era threshold is high enough to cover most line workers in lower-cost regions, Project 2025 said.

The Biden administration raised that threshold to $43,888 beginning July 1, and that will rise to $58,656 on Jan. 1, 2025. That would grant overtime eligibility to about 4 million workers, the Labor Department said.

It’s unclear how many workers Project 2025’s proposal to return to the Trump-era overtime threshold in some parts of the country would affect, but experts said some would presumably lose the right to overtime wages.

Other overtime proposals in Project 2025’s plan include allowing some workers to choose to accumulate paid time off instead of overtime pay, or to work more hours in one week and fewer in the next, rather than receive overtime.

Trump’s past with overtime pay is complicated. In 2016, the Obama administration said it would raise the overtime to salaried workers earning less than $47,476 a year, about double the exemption level set in 2004 of $23,660 a year.

But when a judge blocked the Obama rule, the Trump administration didn’t challenge the court ruling. Instead it set its own overtime threshold, which raised the amount, but by less than Obama.

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