8 Tips to Improve Your Writing in English

Have a strong effect despite using few words.

Tone and use: Informal idiom. Use it to describe writing, a point, or an image that feels forceful and memorable.

May not fit: It is conversational; choose a more formal phrase such as have a strong impact in a formal essay.

Remove an unnecessary “I think” opening so the sentence states its claim directly.

Tone and use: Direct writing advice; context-dependent. Use it when an academic prompt expects an argument rather than a personal reflection.

May not fit: Do not remove first person when the assignment explicitly asks for personal opinion or experience.

Shortened forms that combine words, such as isn’t or doesn’t.

Tone and use: Neutral grammar term. Consider whether contractions fit the audience and genre; Vanessa recommends avoiding them in academic essays.

May not fit: They are not wrong in every kind of writing; informal emails often use them naturally.

An informal way to introduce the first point.

Tone and use: Conversational transition. Use it to begin a sequence in speech or relaxed writing.

May not fit: Use a more formal transition if the essay requires a formal academic register.

Introduce the first idea or step in an explanation.

Tone and use: Neutral and widely useful. Use it to signal the beginning of a list or argument.

May not fit: Do not use it if the order is unimportant and the transition adds no clarity.

Introduce an additional idea that deserves attention.

Tone and use: Organized and moderately formal. Use it to add a distinct supporting point in an essay or discussion.

May not fit: Follow it with a complete idea; do not repeat it for every sentence in a short paragraph.

Introduce a contrast or qualification to what was just said.

Tone and use: Conversational and common in discussion. Use it before a contrasting point that adjusts, but does not erase, the earlier statement.

May not fit: Avoid it when the next idea is not actually a contrast or qualification.

Signal the final point or conclusion of an essay or explanation.

Tone and use: Formal and clear. Use it to introduce a concise concluding paragraph or final summary.

May not fit: Do not use it in the middle of an argument or repeatedly within a short text.

Give a reason: the story was predictable.

Tone and use: Neutral causal phrase; due to is followed by a noun phrase. Use due to before a reason or cause, especially in concise writing.

May not fit: Do not follow due to directly with a full clause; use because if a subject and verb follow.

Continue discussing the subject currently being explained.

Tone and use: Direct and common instruction. Use it when keeping a paragraph, email, or meeting focused.

May not fit: If a new subject matters, signal the transition instead of forcing it into the current paragraph.

Keep discussing the same subject without switching to unrelated ideas.

Tone and use: Conversational instruction. Use it to remind a writer or speaker to maintain focus.

May not fit: It can sound blunt as a command; soften it when giving feedback.

Briefly restate the main message in the closing part.

Tone and use: Neutral writing guidance. Use it to give the reader a clear takeaway after the supporting details.

May not fit: A summary should not introduce a completely new argument.

Read something again to check it for errors or clarity.

Tone and use: Everyday phrasal verb. Use it when reviewing an email, essay, or document before sending it.

May not fit: Reading over checks wording; it does not replace fact-checking when accuracy matters.

Make gradual progress through small, regular daily effort.

Tone and use: Encouraging and conversational. Use it to describe a steady habit that builds a skill over time.

May not fit: It emphasizes consistency, not a guaranteed result without practice quality.