verbs used in essays

50 Verbs of Analysis for English Academic Essays

In English, we often have to analyze data, research, or facts. Do you know how to do this effectively, while using the appropriate verbs of analysis? This list of 50 verbs of analysis in English will help you.

Note: this list is for advanced English learners (CEFR level B2 or above). All definitions are from the Cambridge Dictionary online . 

Definition: to have an influence on someone or something, or to cause a change in someone or something.

Example: Experts agree that coffee affects the body in ways we have not yet studied.

Definition: to increase the size or effect of something.

Example: It has been shown that this drug amplifies the side effects that were experienced by patients in previous trials.

Definition: to say that something is certainly true .

Example: Smith asserts that his findings are valid, despite criticism by colleagues.

Characterizes

Definition: Something that characterizes another thing is typical of it.

Example: His early paintings are characterized by a distinctive pattern of blue and yellow.

Definition: to say that something is true or is a fact , although you cannot prove it and other people might not believe it.

Example: Smith claims that the study is the first of its kind, and very different from the 2015 study he conducted.

Definition: to make something clear or easier to understand by giving more details or a simpler explanation .

Example: The professor clarified her statement with a later, more detailed, statement.

Definition: t o collect information from different places and arrange it in a book , report , or list .

Example: After compiling the data, the scientists authored a ten-page paper on their study and its findings.

Definition: to judge or decide something after thinking carefully about it.

Example: Doctor Jensen concluded that the drug wasn’t working, so he switched his patient to a new medicine.

Definition: to prove that a belief or an opinion that was previously not completely certain is true .

Example: This new data confirms the hypothesis many researchers had.

Definition: to join or be joined with something else .

Example: By including the criticisms of two researchers, Smith connects two seemingly different theories and illustrates a trend with writers of the Romanticism period.

Differentiates

Definition: to show or find the difference between things that are compared .

Example: Smith differentiates between the two theories in paragraph 4 of the second part of the study.

Definition: to reduce or be reduced in s i ze or importance .

Example: The new findings do not diminish the findings of previous research; rather, it builds on it to present a more complicated theory about the effects of global warming.

Definition: to cause people to stop respecting someone or believing in an idea or person .

Example: The details about the improper research done by the institution discredits the institution’s newest research.

Definition: to show.

Example: Smith’s findings display the effects of global warming that have not yet been considered by other scientists.

Definition: to prove that something is not true .

Example: Scientists hope that this new research will disprove the myth that vaccines are harmful to children.

Distinguishes

Definition: to notice or understand the difference between two things, or to make one person or thing seem different from another.

Example: Our study seems similar to another one by Duke University: how can we distinguish ourselves and our research from this study?

Definition: to add more information to or explain something that you have said.

Example: In this new paper, Smith elaborates on theories she discussed in her 2012 book.

Definition:  to represent a quality or an idea exactly .

Example: Shakespeare embodies English theater, but few can understand the antiquated (old) form of English that is used in the plays.

Definition: to copy something achieved by someone else and try to do it as well as they have.

Example: Although the study emulates some of the scientific methods used in previous research, it also offers some inventive new research methods.

Definition: to improve the quality , amount , or strength of something.

Example: The pharmaceutical company is looking for ways to enhance the effectiveness of its current drug for depression.

Definition: to make something necessary , or to involve something.

Example: The scientist’s study entails several different stages, which are detailed in the report.

Definition: to consider one thing to be the same as or equal to another thing.

Example: Findings from both studies equate; therefore, we can conclude that they are both accurate.

Establishes

Definition: to discover or get proof of something.

Example: The award establishes the main causes of global warming.

Definition: to make someone remember something or feel an emotion .

Example: The artist’s painting evokes the work of some of the painters from the early 1800s.

Definition: to show something.

Example: Some of the research study participants exhibit similar symptoms while taking the medicine.

Facilitates

Definition: to make something possible or easier .

Example: The equipment that facilitates the study is expensive and of high-quality.

Definition: the main or central point of something, especially of attention or interest .

Example: The author focuses on World War II, which is an era she hasn’t written about before.

Foreshadows

Definition: to act as a warning or sign of a future event .

Example: The sick bird at the beginning of the novel foreshadows the illness the main character develops later in the book.

Definition: to develop all the details of a plan for doing something.

Example: Two teams of scientists formulated the research methods for the study.

Definition: to cause something to exist .

Example: The study’s findings have generated many questions about this new species of frog in South America.

Definition:   to attract attention to or emphasize something important .

Example: The author, Dr. Smith, highlights the need for further studies on the possible causes of cancer among farm workers.

Definition: to recognize a problem , need, fact , etc. and to show that it exists .

Example: Through this study, scientists were able to identify three of the main factors causing global warming.

Illustrates

Definition:   to show the meaning or truth of something more clearly , especially by giving examples .

Example: Dr. Robin’s study illustrates the need for more research on the effects of this experimental drug.

Definition: to communicate an idea or feeling without saying it directly .

Example: The study implies that there are many outside factors (other than diet and exercise) which determine a person’s tendency to gain weight.

Incorporates

Definition: to include something as part of something larger .

Example: Dr. Smith incorporates research findings from 15 other studies in her well-researched paper.

Definition: to show, point , or make clear in another way.

Example: Overall, the study indicates that there is no real danger (other than a lack of sleep) to drinking three cups of coffee per day.

Definition: to form an opinion or guess that something is true because of the information that you have.

Example: From this study about a new medicine, we can infer that it will work similarly to other drugs that are currently being sold.

Definition: to tell someone about parti c ular facts .

Example: Dr. Smith informs the reader that there are some issues with this study: the oddly rainy weather in 2017 made it difficult for them to record the movements of the birds they were studying.

Definition: to suggest , without being direct , that something unpleasant is true .

Example: In addition to the reported conclusions, the study insinuates that there are many hidden dangers to driving while texting.

Definition: to combine two or more things in order to become more effective .

Example: The study about the popularity of social media integrates Facebook and Instagram hashtag use.

Definition: to not have or not have enough of something that is needed or wanted .

Example: What the study lacks, I believe, is a clear outline of the future research that is needed.

Legitimizes

Definition: to make something legal or acceptable .

Example: Although the study legitimizes the existence of global warming, some will continue to think it is a hoax.

Definition: to make a problem bigger or more important .

Example: In conclusion, the scientists determined that the new pharmaceutical actually magnifies some of the symptoms of anxiety.

Definition: something that a copy can be based on because it is an extremely good example of its type .

Example: The study models a similar one from 1973, which needed to be redone with modern equipment.

Definition: to cause something to have no effect .

Example: This negates previous findings that say that sulphur in wine gives people headaches.

Definition: to not give enough c a re or attention to people or things that are your responsibility .

Example: The study neglects to mention another study in 2015 that had very different findings.

Definition: to make something difficult to discover and understand .

Example: The problems with the equipment obscures the study.

Definition: a description of the main facts about something.

Example: Before describing the research methods, the researchers outline the need for a study on the effects of anti-anxiety medication on children.

Definition:   to fail to notice or consider something or someone.

Example: I personally feel that the study overlooks something very important: the participants might have answered some of the questions incorrectly.

Definition: to happen at the same time as something else , or be similar or equal to something else .

Example: Although the study parallels the procedures of a 2010 study, it has very different findings.

Converse International School of Languages offers an English for Academic Purposes course for students interested in improving their academic English skills. Students may take this course, which is offered in the afternoon for 12 weeks, at both CISL San Diego and CISL San Francisco . EAP course graduates can go on to CISL’s Aca demic Year Abroad program, where students attend one semester at a California Community College. Through CISL’s University Pathway program, EAP graduates may also attend college or university at one of CISL’s Pathway Partners. See the list of 25+ partners on the CISL website . Contact CISL for more information. 

273 Strong Verbs That’ll Spice Up Your Writing

Do you ever wonder why a grammatically correct sentence you’ve written just lies there like a dead fish?

I sure have.

Your sentence might even be full of those adjectives and adverbs your teachers and loved ones so admired in your writing when you were a kid.

But still the sentence doesn’t work.

Something simple I learned from The Elements of Style years ago changed the way I write and added verve to my prose. The authors of that little bible of style said: “Write with nouns and verbs, not with adjectives and adverbs.”

Even Mark Twain was quoted, regarding adjectives: “When in doubt, strike it out.”

That’s not to say there’s no place for adjectives. I used three in the title and first paragraph of this post alone.

The point is that good writing is more about well-chosen nouns and strong verbs than it is about adjectives and adverbs, regardless what you were told as a kid.

There’s no quicker win for you and your manuscript than ferreting out and eliminating flabby verbs and replacing them with vibrant ones.

• How To Know Which Verbs Need Replacing

Your first hint is your own discomfort with a sentence. Odds are it features a snooze-inducing verb.

As you hone your ferocious self-editing skills , train yourself to exploit opportunities to replace a weak verb for a strong one.

At the end of this post I suggest a list of 273 vivid verbs you can experiment with to replace tired ones.

Want to download a copy of this strong verbs list to reference whenever you write? Click here. What constitutes a tired verb? Here’s what to look for:

• 3 Types of Verbs to Beware of in Your Prose

1. State-of-being verbs

These are passive as opposed to powerful:

Am I saying these should never appear in your writing? Of course not. You’ll find them in this piece. But when a sentence lies limp, you can bet it contains at least one of these. Determining when a state-of-being verb is the culprit creates a problem—and finding a better, more powerful verb to replace it— is what makes us writers. [Note how I replaced the state-of-being verbs in this paragraph.]

Resist the urge to consult a thesaurus for the most exotic verb you can find. I consult such references only for the normal word that carries power but refuses to come to mind.

I would suggest even that you consult my list of powerful verbs only after you have exhaust ed all efforts to come up with one on your own. You want Make your prose to be your own creation, not yours plus Roget or Webster or Jenkins. [See how easy they are to spot and fix?]

Impotent: The man was walking on the platform.

Powerful: The man strode along the platform.

Impotent: Jim is a lover of country living.

Powerful: Jim treasures country living.

Impotent: There are three things that make me feel the way I do…

Powerful: Three things convince me…

2. Verbs that rely on adverbs

Powerful verbs are strong enough to stand alone.

The fox ran quickly dashed through the forest.

She menacingly looked glared at her rival.

He secretly listened eavesdropped while they discussed their plans.

3. Verbs with -ing suffixes

Before: He was walking…

After: He walked…

Before: She was loving the idea of…

After: She loved the idea of…

Before: The family was starting to gather…

After: The family started to gather…

• The Strong Verbs List
• Disillusion
• Reverberate
• Revolutionize
• Supercharge
• Transfigure

Are You Making This #1 Amateur Writing Mistake?

Faith-Based Words and Phrases

What You and I Can Learn From Patricia Raybon

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280+ Strong Verbs: 3 Tips to Strengthen Your Verbs in Writing 

by Joe Bunting | 0 comments

Strong verbs transform your writing from drab, monotonous, unclear, and amateurish to engaging, professional, and emotionally powerful.

Which is all to say, if you're not using strong verbs in your writing, you're missing one of the most important stylistic techniques.

Why listen to Joe? I've been a professional writer for more than a decade, writing in various different formats and styles. I've written formal nonfiction books, descriptive novels, humorous memoir chapters, and conversational but informative online articles (like this one!).

In short, I earn a living in part by writing (and revising) using strong verbs selected for each type of writing I work on. I hope you find the tips on verbs below useful! And if you want to skip straight to the verb list below, click here to see over 200 strong verbs.

Hemingway clung to a writing rule that said, “Use vigorous English.” In fact, Hemingway was more likely to use verbs than any other part of speech, far more than typical writing, according to LitCharts :

But what are strong verbs? And how do you avoid weak ones?

In this post, you'll learn the three best techniques to find weak verbs in your writing and replace them with strong ones. We'll also look at a list of the strongest verbs for each type of writing, including the strongest verbs to use.

What are Strong Verbs?

Strong verbs, in a stylistic sense, are powerful verbs that are specific and vivid verbs. They are most often in active voice and communicate action precisely.

The Top 7 Strong Verbs

Here are the top 7 I found when I reviewed a couple of my favorite books. See if you agree and tell me in the comments.  

Think about the vivid and specific image each of these strong verbs conjures. Each one asserts precision.

It's true that writers will use descriptive verbs that best fit their character, story, and style, but it's interesting to note trends.

For example, Hemingway most often used verbs like: galloped, punched, lashed, and baited. Each of these verbs evokes a specific motion, as well as a tone. Consider how Hemingway's verbs stack up against weaker counterparts:

None of the weaker verbs are incorrect, but they don't pack the power of Hemingway's strong action verbs, especially for his story lines, characters, and style. These are verbs that are forward-moving and aggressive in tone. (Like his characters!)

Consider how those choices differ significantly than a few from Virginia Woolf's opening page of Mrs. Dalloway :

Notice how Woolf's choices create the vibrant, descriptive style that marks her experimental novel and its main character. Consider the difference between “perched” and “sat.” “Perched” suggests an image of a bird, balancing on a wire. Applied to people, it connotes an anxiousness or readiness to stand again. “Sat” is much less specific. 

The strongest verbs for your own writing will depend on a few things: your story, the main character,  the genre, and the style that is uniquely yours. How do you choose then? Let's look at three tips to edit out weak, boring verbs. 

How to Edit for Strong Verbs FAST

So how do you root out those weak verbs and revise them quickly? Here are a few tips. 

1. Search for Weak Verbs

All verbs can be strong if they're used in specific, detailed, and descriptive sentences.

The issue comes when verbs are overused, doing more work than they're intended for, watering down the writing. 

Here are some verbs that tend to weaken your writing:

Did you notice that most of these are “to be” verbs? That's because “to be” verbs are linking verbs or state of being verbs. Their purpose is to describe conditions.

For example, in the sentence “They are happy,” the verb “are” is used to describe the state of the subject. 

There's nothing particularly wrong with linking verbs. Writers who have a reputation for strong writing, like Ernest Hemingway or Cormac McCarthy, use linking verbs constantly.

The problem comes when you overuse them. Linking verbs tend to involve more telling  vs. showing .

Strong verbs, on the other hand, are usually action verbs, like whack, said, ran, lassoed, and spit (see more in the list below). 

The most important thing is to use the best verb for the context, while emphasizing specific, important details.

Take a look at the following example early into Hemingway's  For Whom the Bell Tolls :

The young man, who was studying the country, took his glasses from the pocket of his faded, khaki flannel shirt, wiped the lenses with a handkerchief, screwed the eyepieces around until the boards of the mill showed suddenly clearly and he saw the wooden bench beside the door; the huge pile of sawdust that rose behind the open shed where the circular saw was , and a stretch of the flume that brought the logs down from the mountainside on the other bank of the stream.

I've highlighted all the verbs. You can see here that Hemingway does use the word “was,” but most of the verbs are action verbs, wiped, took, screwed, saw, etc. The result of this single sentence is that the audience pictures the scene with perfect clarity.

Here's another example from Naomi Novick's Deadly Education:

He was only a few steps from my desk chair, still hunched panting over the bubbling purplish smear of the soul-eater that was now steadily oozing into the narrow cracks between the floor tiles, the better to spread all over my room. The fading incandescence on his hands was illuminating his face, not an extraordinary face or anything: he had a big beaky nose that would maybe be dramatic one day when the rest of his face caught up, but for now was just too large, and his forehead was dripping sweat and plastered with his silver-grey hair that he hadn’t cut for three weeks too long.

Vivid right? You can see that again, she incorporates weaker verbs (was, had) into her writing, but the majority are highly descriptive action verbs like hunched, illuminating, spread, plastered, and dripping.

Don't be afraid of linking verbs, state verbs, or helping verbs, but emphasize action words to make your writing more powerful.

2. Remove Adverbs and Replace the Verbs to Make Them Stronger

Adverbs add more detail and qualifications to verbs or adjectives. You can spot them because they usually end in “-ly,” like the word “usually” in this sentence, or frequently, readily, happily, etc.

Adverbs get a bad rap from writers.

“I believe the road to hell is paved with adverbs,” Stephen King said.

“Adverbs are dead to me. They cannot excite me,” said Mark Twain . 

“I was taught to distrust adjectives,” said Hemingway, “as I would later learn to distrust certain people in certain situations.”

Even Voltaire jumped in on the adverb dogpile, saying, “Adjectives are frequently the greatest enemy of the substantive.”

All of these writers, though, used adverbs when necessary. Still, the average writer uses them far more than they did.

Adverbs signal weak verbs. After all, why use two words, an adverb and a verb, when one strong verb can do.

Look at the following examples of adverbs with weak verbs replaced by stronger verbs:

• He ran quickly –> He sprinted
• She said loudly –> She shouted
• He ate hungrily –> He devoured his meal
• They talked quietly –> They whispered

Strive for simple, strong, clear language over padding your writing with  more  words. 

You don't need to completely remove adverbs from your writing. Hemingway himself used them frequently. But cultivating a healthy distrust of adverbs seems to be a sign of wisdom among writers.

3. Stop Hedging and “Eliminate Weasel Words”

Amazon's third tip for writing for employees is “Eliminate Weasel Words,” and that advice applies to verbs too.

Instead of “nearly all customers,” say, “89 percent of customers.”

Instead of “significantly better,” say, “a 43 percent improvement.”

Weasel words are a form of hedging.

Hedging allows you to avoid commitment by using qualifiers such as “probably,” “maybe,” “sometimes,” “often,” “nearly always,” “I think,” “It seems,” and so on.

Hedge words or phrases soften the impact of a statement or to reduce the level of commitment to the statement's accuracy.

By eliminating hedging, you're forced to strengthen all your language, including verbs.

What do you really think about something? Don't say, “I think.” Stand by it. A thing is or isn't. You don't  think  it is or believe it is. You stand by it.

If you write courageously with strength of opinion, your verbs grow stronger as well.

Beware the Thesaurus: Strong Verbs are Simple Verbs

I caveat this advice with the advice to beware thesauruses.

Strong writing is almost always simple writing. 

Writers who replace verbs like “was” and “get” with long, five-syllable verbs that mean the same thing as a simple, one-syllable verb don't actually communicate more clearly.

To prepare for this article, I studied the verb use in the first chapters of several books by my favorite authors, including Ernest Hemingway's  For Whom the Bell Tolls  and Naomi Novik's Deadly Education.

Hemingway has a bigger reputation as a stylist and a “great” writer, but I found that Novik's verb choice was just as strong and even slightly more varied. 

Hemingway tended to use simpler, shorter verbs, though, often repeating verbs, whereas Novik's verbs were longer and often more varied.

I love both of these writers, but if you're measuring strength, simplicity will most often win.

In dialogue this is especially important . Writers sometimes try to find every synonym for the word, “said” to describe the exact timber and attitude of how a character is speaking.

This becomes a distraction from the dialogue itself. In dialogue, the words spoken should speak for themselves, not whatever synonym the writer has looked up for “said.” 

Writers should use simple speaker tags like “said” and “asked” as a rule, only varying that occasionally when the situation warrants it.

270+ Strong Verbs List

We've argued strong verbs are detailed, descriptive, action verbs, and below, I list over 200 strong verbs to make your writing better.

I compiled this list directly from the first chapters of some of my favorite books, already mentioned previously,  For Whom the Bell Tolls by Ernest Hemingway,  Deadly Education  by Naomi Novik, and The Undoing Project   by Michael Lewis.

This is a necessarily simplified list, taken only from the first chapters of those books.  There are thousands of strong verbs, usually action verbs, but these are a good start.

I've also sorted them alphabetically and put them into present tense.

• Collaborate
• Intellectualize

The Best Way to Learn to Use Strong Verbs

The above tips will help get you started using strong verbs, but the best way to learn how to grow as a writer with your verbs is through reading.

But not just reading, studying the work of your favorite writers carefully and then trying to emulate it, especially in the genre you write in.

As Cormac McCarthy, who passed away recently, said, “The unfortunate truth is that books are made from books.”

If you want to grow as a writer, start with the books you love. Then adapt your style from there.

Which tip will help you use more strong verbs in your writing today? Let me know in the comments.  

Choose one of the following three practice exercises:

1. Study the verb use in the first chapter of one of your favorite books. Write down all of the verbs the author uses. Roughly what percentage are action verbs versus linking verbs? What else do you notice about their verb choice?

2. Free write for fifteen minutes using only action verbs and avoiding all “to be” verbs and adverbs.

3. Edit a piece that you've written, replacing the majority of linking verbs with action verbs and adverbs with stronger verbs.

Share your practice in the Pro Practice Workshop here , and give feedback to a few other writers. 

Joe Bunting

Joe Bunting is an author and the leader of The Write Practice community. He is also the author of the new book Crowdsourcing Paris , a real life adventure story set in France. It was a #1 New Release on Amazon. Follow him on Instagram (@jhbunting).

Want best-seller coaching? Book Joe here.

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Powerful Verbs for Your Writing

Inventory Your Own Verbs for Powerful Writing

• Study Methods
• Homework Tips
• Learning Styles & Skills
• Time Management
• Private School
• College Admissions
• College Life
• Graduate School
• Business School
• Distance Learning
• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

Verbs are action words, right? We all remember that from elementary school. Verbs describe the action that is taking place.

But verbs don't have to surrender all the fun and emotional power to adjectives —the words that traditionally paint the pictures in our heads. As a matter of fact, the most powerful writers use verbs quite effectively to illustrate their writing.

Review Your Verbs

After you complete a draft of your paper, it might be a good idea to conduct a verb inventory. Just read over your draft and underline all your verbs. Do you see repetition? Are you bored?

Verbs like said, walked, looked, and thought can be replaced with more descriptive words like mumbled, sauntered, eyeballed, and pondered . Here are a few more suggestions:

• severed (with his eyes)

Get Creative With Verbs

One way to make verbs more interesting is to invent them from other word forms. Sounds illegal, doesn't it? But it's not like you're printing dollar bills in your basement.

One type of noun that works well is animal types, since some animals have very strong characteristics. Skunks, for instance, have a reputation for being stinky or spoiling the air.

Do the following statements evoke powerful images?

• He skunked the party up with his cologne... She snaked the hallways... She wormed her way out of the class...

Jobs as Verbs

Another noun type that works well is names of occupations. We often use doctor as a verb, as in the following sentence:

• She doctored the paper until it was perfect.

Doesn't that evoke the image of a woman hovering over a piece of writing, tools in hand, crafting and nurturing the paper to perfection? What other occupations could paint such a clear scene? How about police ?

• Mrs. Parsons policed her garden until it was completely pest free.

You can get very creative with unusual verbs:

• bubble-wrapped the insult (to suggest that the insult was surrounded by "softer" words)
• tabled your idea

But you do have to use colorful verbs tactfully. Use good judgment and don't overdo the creativity. Language is like clothing--too much color can be just plain odd.

List of Power Verbs

• The Italian Past Participle
• Verb of Perception
• Using the Spanish 'No'
• How To Know When to Use the Familiar Forms of ‘You’ in Spanish
• Using Spanish Past Participles: They’re Both Verbs and Adjectives
• 24 Confusing Spanish Words and How to Use Them Correctly
• What Is an Indefinite Pronoun?
• Principles of Translation: How Do You Decide Which Word To Use?
• Subject and Object Questions in English
• Using the Spanish Verb ‘Gustar’
• Project: How to Make Your Own French Vocabulary Flash Cards
• Handy Expressions and Uses of the Italian Verb Fare
• German Grammar Checklist
• How to Conjugate Verbs
• How to Write a Response Paper

Words To Use In Essays: Amplifying Your Academic Writing

Use this comprehensive list of words to use in essays to elevate your writing. Make an impression and score higher grades with this guide!

Words play a fundamental role in the domain of essay writing, as they have the power to shape ideas, influence readers, and convey messages with precision and impact. Choosing the right words to use in essays is not merely a matter of filling pages, but rather a deliberate process aimed at enhancing the quality of the writing and effectively communicating complex ideas. In this article, we will explore the importance of selecting appropriate words for essays and provide valuable insights into the types of words that can elevate the essay to new heights.

Words To Use In Essays

Using a wide range of words can make your essay stronger and more impressive. With the incorporation of carefully chosen words that communicate complex ideas with precision and eloquence, the writer can elevate the quality of their essay and captivate readers.

This list serves as an introduction to a range of impactful words that can be integrated into writing, enabling the writer to express thoughts with depth and clarity.

Significantly

Furthermore

Nonetheless

Nevertheless

Consequently

Accordingly

Subsequently

In contrast

Alternatively

Implications

Substantially

Transition Words And Phrases

Transition words and phrases are essential linguistic tools that connect ideas, sentences, and paragraphs within a text. They work like bridges, facilitating the transitions between different parts of an essay or any other written work. These transitional elements conduct the flow and coherence of the writing, making it easier for readers to follow the author’s train of thought.

Here are some examples of common transition words and phrases:

Furthermore: Additionally; moreover.

However: Nevertheless; on the other hand.

In contrast: On the contrary; conversely.

Therefore: Consequently; as a result.

Similarly: Likewise; in the same way.

Moreover: Furthermore; besides.

In addition: Additionally; also.

Nonetheless: Nevertheless; regardless.

Nevertheless: However; even so.

On the other hand: Conversely; in contrast.

These are just a few examples of the many transition words and phrases available. They help create coherence, improve the organization of ideas, and guide readers through the logical progression of the text. When used effectively, transition words and phrases can significantly guide clarity for writing.

Strong Verbs For Academic Writing

Strong verbs are an essential component of academic writing as they add precision, clarity, and impact to sentences. They convey actions, intentions, and outcomes in a more powerful and concise manner. Here are some examples of strong verbs commonly used in academic writing:

Analyze: Examine in detail to understand the components or structure.

Critique: Assess or evaluate the strengths and weaknesses.

Demonstrate: Show the evidence to support a claim or argument.

Illuminate: Clarify or make something clearer.

Explicate: Explain in detail a thorough interpretation.

Synthesize: Combine or integrate information to create a new understanding.

Propose: Put forward or suggest a theory, idea, or solution.

Refute: Disprove or argue against a claim or viewpoint.

Validate: Confirm or prove the accuracy or validity of something.

Advocate: Support or argue in favor of a particular position or viewpoint.

Adjectives And Adverbs For Academic Essays

Useful adjectives and adverbs are valuable tools in academic writing as they enhance the description, precision, and depth of arguments and analysis. They provide specific details, emphasize key points, and add nuance to writing. Here are some examples of useful adjectives and adverbs commonly used in academic essays:

Comprehensive: Covering all aspects or elements; thorough.

Crucial: Extremely important or essential.

Prominent: Well-known or widely recognized; notable.

Substantial: Considerable in size, extent, or importance.

Valid: Well-founded or logically sound; acceptable or authoritative.

Effectively: In a manner that produces the desired result or outcome.

Significantly: To a considerable extent or degree; notably.

Consequently: As a result or effect of something.

Precisely: Exactly or accurately; with great attention to detail.

Critically: In a careful and analytical manner; with careful evaluation or assessment.

Words To Use In The Essay Introduction

The words used in the essay introduction play a crucial role in capturing the reader’s attention and setting the tone for the rest of the essay. They should be engaging, informative, and persuasive. Here are some examples of words that can be effectively used in the essay introduction:

Intriguing: A word that sparks curiosity and captures the reader’s interest from the beginning.

Compelling: Conveys the idea that the topic is interesting and worth exploring further.

Provocative: Creates a sense of controversy or thought-provoking ideas.

Insightful: Suggests that the essay will produce valuable and thought-provoking insights.

Startling: Indicates that the essay will present surprising or unexpected information or perspectives.

Relevant: Emphasizes the significance of the topic and its connection to broader issues or current events.

Timely: Indicates that the essay addresses a subject of current relevance or importance.

Thoughtful: Implies that the essay will offer well-considered and carefully developed arguments.

Persuasive: Suggests that the essay will present compelling arguments to convince the reader.

Captivating: Indicates that the essay will hold the reader’s attention and be engaging throughout.

Words To Use In The Body Of The Essay

The words used in the body of the essay are essential for effectively conveying ideas, providing evidence, and developing arguments. They should be clear, precise, and demonstrate a strong command of the subject matter. Here are some examples of words that can be used in the body of the essay:

Evidence: When presenting supporting information or data, words such as “data,” “research,” “studies,” “findings,” “examples,” or “statistics” can be used to strengthen arguments.

Analysis: To discuss and interpret the evidence, words like “analyze,” “examine,” “explore,” “interpret,” or “assess” can be employed to demonstrate a critical evaluation of the topic.

Comparison: When drawing comparisons or making contrasts, words like “similarly,” “likewise,” “in contrast,” “on the other hand,” or “conversely” can be used to highlight similarities or differences.

Cause and effect: To explain the relationship between causes and consequences, words such as “because,” “due to,” “leads to,” “results in,” or “causes” can be utilized.

Sequence: When discussing a series of events or steps, words like “first,” “next,” “then,” “finally,” “subsequently,” or “consequently” can be used to indicate the order or progression.

Emphasis: To emphasize a particular point or idea, words such as “notably,” “significantly,” “crucially,” “importantly,” or “remarkably” can be employed.

Clarification: When providing further clarification or elaboration, words like “specifically,” “in other words,” “for instance,” “to illustrate,” or “to clarify” can be used.

Integration: To show the relationship between different ideas or concepts, words such as “moreover,” “furthermore,” “additionally,” “likewise,” or “similarly” can be utilized.

Conclusion: When summarizing or drawing conclusions, words like “in conclusion,” “to summarize,” “overall,” “in summary,” or “to conclude” can be employed to wrap up ideas.

Remember to use these words appropriately and contextually, ensuring they strengthen the coherence and flow of arguments. They should serve as effective transitions and connectors between ideas, enhancing the overall clarity and persuasiveness of the essay.

Words To Use In Essay Conclusion

The words used in the essay conclusion are crucial for effectively summarizing the main points, reinforcing arguments, and leaving a lasting impression on the reader. They should bring a sense of closure to the essay while highlighting the significance of ideas. Here are some examples of words that can be used in the essay conclusion:

Summary: To summarize the main points, these words can be used “in summary,” “to sum up,” “in conclusion,” “to recap,” or “overall.”

Reinforcement: To reinforce arguments and emphasize their importance, words such as “crucial,” “essential,” “significant,” “noteworthy,” or “compelling” can be employed.

Implication: To discuss the broader implications of ideas or findings, words like “consequently,” “therefore,” “thus,” “hence,” or “as a result” can be utilized.

Call to action: If applicable, words that encourage further action or reflection can be used, such as “we must,” “it is essential to,” “let us consider,” or “we should.”

Future perspective: To discuss future possibilities or developments related to the topic, words like “potential,” “future research,” “emerging trends,” or “further investigation” can be employed.

Reflection: To reflect on the significance or impact of arguments, words such as “profound,” “notable,” “thought-provoking,” “transformative,” or “perspective-shifting” can be used.

Final thought: To leave a lasting impression, words or phrases that summarize the main idea or evoke a sense of thoughtfulness can be used, such as “food for thought,” “in light of this,” “to ponder,” or “to consider.”

How To Improve Essay Writing Vocabulary

Improving essay writing vocabulary is essential for effectively expressing ideas, demonstrating a strong command of the language, and engaging readers. Here are some strategies to enhance the essay writing vocabulary:

• Read extensively: Reading a wide range of materials, such as books, articles, and essays, can give various writing styles, topics, and vocabulary. Pay attention to new words and their usage, and try incorporating them into the writing.
• Use a dictionary and thesaurus:  Look up unfamiliar words in a dictionary to understand their meanings and usage. Additionally, utilize a thesaurus to find synonyms and antonyms to expand word choices and avoid repetition.
• Create a word bank: To create a word bank, read extensively, write down unfamiliar or interesting words, and explore their meanings and usage. Organize them by categories or themes for easy reference, and practice incorporating them into writing to expand the vocabulary.
• Contextualize vocabulary: Simply memorizing new words won’t be sufficient; it’s crucial to understand their proper usage and context. Pay attention to how words are used in different contexts, sentence structures, and rhetorical devices. 

How To Add Additional Information To Support A Point

When writing an essay and wanting to add additional information to support a point, you can use various transitional words and phrases. Here are some examples:

Furthermore: Add more information or evidence to support the previous point.

Additionally: Indicates an additional supporting idea or evidence.

Moreover: Emphasizes the importance or significance of the added information.

In addition: Signals the inclusion of another supporting detail.

Furthermore, it is important to note: Introduces an additional aspect or consideration related to the topic.

Not only that, but also: Highlights an additional point that strengthens the argument.

Equally important: Emphasizes the equal significance of the added information.

Another key point: Introduces another important supporting idea.

It is worth noting: Draws attention to a noteworthy detail that supports the point being made.

Additionally, it is essential to consider: Indicates the need to consider another aspect or perspective.

Using these transitional words and phrases will help you seamlessly integrate additional information into your essay, enhancing the clarity and persuasiveness of your arguments.

Words And Phrases That Demonstrate Contrast

When crafting an essay, it is crucial to effectively showcase contrast, enabling the presentation of opposing ideas or the highlighting of differences between concepts. The adept use of suitable words and phrases allows for the clear communication of contrast, bolstering the strength of arguments. Consider the following examples of commonly employed words and phrases to illustrate the contrast in essays:

However: e.g., “The experiment yielded promising results; however, further analysis is needed to draw conclusive findings.”

On the other hand: e.g., “Some argue for stricter gun control laws, while others, on the other hand, advocate for individual rights to bear arms.”

Conversely: e.g., “While the study suggests a positive correlation between exercise and weight loss, conversely, other research indicates that diet plays a more significant role.”

Nevertheless: e.g., “The data shows a decline in crime rates; nevertheless, public safety remains a concern for many citizens.”

In contrast: e.g., “The economic policies of Country A focus on free-market principles. In contrast, Country B implements more interventionist measures.”

Despite: e.g., “Despite the initial setbacks, the team persevered and ultimately achieved success.”

Although: e.g., “Although the participants had varying levels of experience, they all completed the task successfully.”

While: e.g., “While some argue for stricter regulations, others contend that personal responsibility should prevail.”

Words To Use For Giving Examples

When writing an essay and providing examples to illustrate your points, you can use a variety of words and phrases to introduce those examples. Here are some examples:

For instance: Introduces a specific example to support or illustrate your point.

For example: Give an example to clarify or demonstrate your argument.

Such as: Indicates that you are providing a specific example or examples.

To illustrate: Signals that you are using an example to explain or emphasize your point.

One example is: Introduces a specific instance that exemplifies your argument.

In particular: Highlights a specific example that is especially relevant to your point.

As an illustration: Introduces an example that serves as a visual or concrete representation of your point.

A case in point: Highlights a specific example that serves as evidence or proof of your argument.

To demonstrate: Indicates that you are providing an example to show or prove your point.

To exemplify: Signals that you are using an example to illustrate or clarify your argument.

Using these words and phrases will help you effectively incorporate examples into your essay, making your arguments more persuasive and relatable. Remember to give clear and concise examples that directly support your main points.

Words To Signifying Importance

When writing an essay and wanting to signify the importance of a particular point or idea, you can use various words and phrases to convey this emphasis. Here are some examples:

Crucially: Indicates that the point being made is of critical importance.

Significantly: Highlights the importance or significance of the idea or information.

Importantly: Draws attention to the crucial nature of the point being discussed.

Notably: Emphasizes that the information or idea is particularly worthy of attention.

It is vital to note: Indicates that the point being made is essential and should be acknowledged.

It should be emphasized: Draws attention to the need to give special importance or focus to the point being made.

A key consideration is: Highlight that the particular idea or information is a central aspect of the discussion.

It is critical to recognize: Emphasizes that the understanding or acknowledgment of the point is crucial.

Using these words and phrases will help you convey the importance and significance of specific points or ideas in your essay, ensuring that readers recognize their significance and impact on the overall argument.

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Dr. Karen Palmer

When revising your paper, one thing to look for is your verb use. Using wimpy verbs can make your writing appear uninteresting and lackluster. However, using strong verbs livens up your writing and keeps readers interested. In each of the sections below, we identify some ideas for strengthening your verbs. You can use the Find feature in Word to search for each of these types of weak verbs and determine how you might make revisions that will make your writing more interesting.

Video licensed Creative Commons license.

Avoid “State of Being” Verbs

Read through your paper and look for any forms of the verbs be, do, and have.

am, is, are, was, were, be, being, been

do, does, did, doing, done

have, has, had, having

These are verbs that reflect a state of being, rather than action. To spice up your writing, try to change at least some of those ‘state of being’ verbs to more active options. =

He had a lot of clothes.

His clothes overflowed his closets.

Notice that when we eliminate the state of being verb, the sentence gets much more interesting!

Avoid Verbs Followed by an Adverb

Look for any places in your writing where a verb is followed by an adverb.

She walked slowly.

He ate quickly.

Replace these pairs of verbs and adverbs with a stronger verb that conveys the feeling of the adverb. 

She dragged her feet.

He gulped his food.

Use Active Voice

Two sentences can generally say the same thing but leave an entirely different impression based on the verb choices. For example, which of the following sentences gives you the most vivid mental picture?

A bald eagle was overhead and now is low in the sky near me.

A bald eagle soared overhead and then dove low, seemingly coming right at me.

Even though the passive voice might include an action verb, the strength of the action verb is lessened by the structure of the sentence. Also, the passive voice tends to create unnecessary wordiness.

Read the following sentences and think of a way to reword each using an action verb in active voice.

1. Original: The zebras were fed by the zoo workers. (eight words)

2. Original: Water was spewed in the air by the elephant. (nine words)

3. Original: The home of the hippopotamus was cleaned up and made tidy by Hank the Hippo Man. (sixteen words)

When to Use Passive Voice

Sometimes passive voice actually is the best option. The point is to only use passive voice when you consciously decide to do so. There are several different situations where the passive voice is more useful than the active voice.

• When you don’t know who did the action:  The paper had been moved.
• When you want to hide who did the action:  The window had been broken.
• When you want to emphasize the person or thing the action was done to (or the person or thing that performed the action is not important): Caroline was hurt when Kent broke up with her. or The park was flooded all week.
• When you do not want to place credit, responsibility, or blame: A mistake was made in the investigation that resulted in the wrong person being on trial.
• When you want to maintain the impression of objectivity: It was noted that only first graders chose to eat the fruit.
• A subject that can’t actually  do  anything:  Caroline was hurt when she fell into the trees.
• When you want to avoid using a gendered construction and pluralizing is not an option: If the password is forgotten by the user, a security question will be asked.

However, some instructors and/or disciplines prefer that the passive voice not be used. This could be due to requirements for writing in that discipline, or it could be a way for an instructor to be sure students don’t overuse the passive voice. Overuse of the passive voice makes writing dull, so be sure you are using it appropriately.

Avoid “There is/There are/It is” Constructions

You might have developed a tendency to use another rather dull and unimaginative form of passive voice, by starting sentences with “there is,” “there are,” “there were,” “it is,” or “it was.” Read each of the following examples of this kind of passive voice construction . In your head, think of a way to reword the sentence to make it more interesting by using an action verb.

Look through your paper and circle any sentence that begin with “There is” or “There are” or “It is.” These sentence openings can make your writing seem dull and repetitive. Try removing “There is” or “There are” to make your sentences more interesting.

It is interesting to study literature.

vs The study of literature interests me.

As a rule, try to express yourself with action verbs instead of forms of the verb “to be.” Sometimes it is fine to use forms of the verb “to be,” such as “is” or “are,” but it is easy to overuse them (as in this sentence—twice). Overuse of such verbs results in dull writing.

Read each of the following sentences and note the use of the verb “to be.” In your head, think of a way to reword the sentence to make it more interesting by using an action verb. Then look at how each revision uses one or more action verbs .

Original: A photo was snapped, the tiger was upset, and Elizabeth was on the ground.

Revision: Elizabeth innocently snapped the photo and the lion let out a roar that sent Elizabeth scrambling backward until she fell down.

1. Original: A giraffe’s neck is long and thin, but it is as much as five hundred pounds in weight.

2. Original: An elephant is able to drink eighty gallons of water and is likely to eat one thousand pounds of vegetation in a day.

3. Original: There are thousands of butterflies in the Butterfly House.

4. Original: There were four giraffes eating leaves from the trees.

Attributions

• “Choosing Appropriate Verb Tenses”, section 15.2 from the book Writers’ Handbook (v. 1.0). For details on it (including licensing), click here .
• The Passive versus Active Voice Dilemma. Authored by: Joe Schall. Provided by: The Pennsylvania State University. Located at:  https://www.e-education.psu.edu/styleforstudents/c1_p11.html . License:  CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Content adapted from “ Writing in Active Voice and Uses of Passive Voice ” licensed under CC BY NC SA 3.0 . 

The RoughWriter's Guide Copyright © 2020 by Dr. Karen Palmer is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Are You Using the Right Verbs in Your Research Paper?

Most researchers are focused on ensuring that their work not only gets the attention it deserves but is also published in leading international journals. However, this is a challenging task, given that journals often reject papers due to issues with language even if the research presented was groundbreaking. Writing an academic research paper is not just about conducting and reporting one’s work – the language one uses plays a significant role in how the research paper is received.

Academic writing needs to be formal and precise and researchers must possess the requisite language skills and knowledge about the correct words to use in scientific writing. This is a skill that early career researchers must acquire and perfect over time. Consistent writing will help you gain the experience you require to create error-free, submission ready research manuscripts. You will for example, learn that one proven way to make your manuscript more compelling is by using strong verbs for essays.

This article provides a brief overview of the different types of verbs to use in research papers. It also offers interesting insights into how verbs can be used effectively in academic writing.

What is a verb?

Let us first understand what a verb is. Verbs are words that convey an action, occurrence, or state of being. Given that most manuscripts contain explanations and descriptions of processes and methodologies, it is important to understand and choose the right kind of action verbs to be in for maximum impact. 

Types of verbs

Broadly, verbs can be categorized into three different types.

• Action verbs – Action verbs verbs communicate precise actions
• Auxiliary verbs – Auxiliary verbs display the tense of the verb used. Sometimes referred to as helping verbs, they reveal if the verb is positive or negative
• Modal verbs – Modal verbs are auxiliary verbs that denote abilities

When using verbs in academic writing, it is very important for early career researchers and authors to ensure that colloquial or informal verbs should not make their way into their academic writing.  Adhering to a formal structure of language with appropriate verbs is essential to maintaining the right tone and to accurately convey the author’s thoughts. For example, the use of action verbs in research objectives or strong verbs for thesis statements goes a long way in making the manuscript more impactful.

Usage of verbs

Researchers and authors must be careful in their selection of verbs to convey the proposed meaning. It is important to understand the context in which the verbs are to be used, and the way the language must be structured. Let us look at some examples of how verbs are used in academic writing.

If researchers want to present an analysis of the work that has been done, then verbs like analyze, appraise, define, diagnose, explore, identify, investigate, or observe may be a used effectively. Attest, confirm, contend, demonstrate, document, indicate or reveal are some verbs researchers can use when they discuss the findings of their research. When trying to convey that a researcher has taken a specific stand of their research findings, they can use words such as like , comment, convey, elaborate, establish, identify, or propose.

Phrasal verbs

It is important for early career researchers and authors to learn how to avoid phrasal verbs in academic writing. Phrasal verbs are words that we use to convey what we think or speak about, see, or experience. These kinds of phrasal verbs tend to be informal and out of place in an academic setting. Some common phrasal verbs and their alternative single verb that may be used are: Find out ( discover ), Looked at ( discovered ), Put into ( contribute ). However, phrasal verbs like carried out, consists of, discussed by, based on, or subjected to may be used while writing research articles or papers.

Contractions and abbreviations

Another aspect that early career researchers and authors must be mindful of when writing their manuscript is to avoid the use of contractions and abbreviations like “isn’t”, “won’t” or “don’t” as they have an informal flavor that is typically not accepted as formal writing. Academic writing demands that the expanded forms of these abbreviations must be used – so ‘is not,’ ‘will not,’ and ‘do not,’ are the correct versions to be used.

It is also highly recommended that researchers check the American or British style guides to make sure that the verbs they are using align with them.

Paperpal is a comprehensive AI writing toolkit that helps students and researchers achieve 2x the writing in half the time. It leverages 21+ years of STM experience and insights from millions of research articles to provide in-depth academic writing, language editing, and submission readiness support to help you write better, faster.  

Get accurate academic translations, rewriting support, grammar checks, vocabulary suggestions, and generative AI assistance that delivers human precision at machine speed. Try for free or upgrade to Paperpal Prime starting at US$19 a month to access premium features, including consistency, plagiarism, and 30+ submission readiness checks to help you succeed.  

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Related Reads:

• How and When to Use Active or Passive Voice in Research Papers
• What is the Oxford Comma and When Do You Use It? 
• What is an Imperative Sentence?
• Defence vs. Defense: Let Us End the Confusion

Research Paper Writing: A 15-Point Academic Writing Checklist

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100+ Research Vocabulary Words & Phrases

The academic community can be conservative when it comes to enforcing academic writing style , but your writing shouldn’t be so boring that people lose interest midway through the first paragraph! Given that competition is at an all-time high for academics looking to publish their papers, we know you must be anxious about what you can do to improve your publishing odds.

To be sure, your research must be sound, your paper must be structured logically, and the different manuscript sections must contain the appropriate information. But your research must also be clearly explained. Clarity obviously depends on the correct use of English, and there are many common mistakes that you should watch out for, for example when it comes to articles , prepositions , word choice , and even punctuation . But even if you are on top of your grammar and sentence structure, you can still make your writing more compelling (or more boring) by using powerful verbs and phrases (vs the same weaker ones over and over). So, how do you go about achieving the latter?

Below are a few ways to breathe life into your writing.

1. Analyze Vocabulary Using Word Clouds

Have you heard of “Wordles”? A Wordle is a visual representation of words, with the size of each word being proportional to the number of times it appears in the text it is based on. The original company website seems to have gone out of business, but there are a number of free word cloud generation sites that allow you to copy and paste your draft manuscript into a text box to quickly discover how repetitive your writing is and which verbs you might want to replace to improve your manuscript.

Seeing a visual word cloud of your work might also help you assess the key themes and points readers will glean from your paper. If the Wordle result displays words you hadn’t intended to emphasize, then that’s a sign you should revise your paper to make sure readers will focus on the right information.

As an example, below is a Wordle of our article entitled, “ How to Choose the Best title for Your Journal Manuscript .” You can see how frequently certain terms appear in that post, based on the font size of the text. The keywords, “titles,” “journal,” “research,” and “papers,” were all the intended focus of our blog post.

2. Study Language Patterns of Similarly Published Works

Study the language pattern found in the most downloaded and cited articles published by your target journal. Understanding the journal’s editorial preferences will help you write in a style that appeals to the publication’s readership.

Another way to analyze the language of a target journal’s papers is to use Wordle (see above). If you copy and paste the text of an article related to your research topic into the applet, you can discover the common phrases and terms the paper’s authors used.

For example, if you were writing a paper on  links between smoking and cancer , you might look for a recent review on the topic, preferably published by your target journal. Copy and paste the text into Wordle and examine the key phrases to see if you’ve included similar wording in your own draft. The Wordle result might look like the following, based on the example linked above.

If you are not sure yet where to publish and just want some generally good examples of descriptive verbs, analytical verbs, and reporting verbs that are commonly used in academic writing, then have a look at this list of useful phrases for research papers .

3. Use More Active and Precise Verbs

Have you heard of synonyms? Of course you have. But have you looked beyond single-word replacements and rephrased entire clauses with stronger, more vivid ones? You’ll find this task is easier to do if you use the active voice more often than the passive voice . Even if you keep your original sentence structure, you can eliminate weak verbs like “be” from your draft and choose more vivid and precise action verbs. As always, however, be careful about using only a thesaurus to identify synonyms. Make sure the substitutes fit the context in which you need a more interesting or “perfect” word. Online dictionaries such as the Merriam-Webster and the Cambridge Dictionary are good sources to check entire phrases in context in case you are unsure whether a synonym is a good match for a word you want to replace. 

To help you build a strong arsenal of commonly used phrases in academic papers, we’ve compiled a list of synonyms you might want to consider when drafting or editing your research paper . While we do not suggest that the phrases in the “Original Word/Phrase” column should be completely avoided, we do recommend interspersing these with the more dynamic terms found under “Recommended Substitutes.”

A. Describing the scope of a current project or prior research

B. outlining a topic’s background, c. describing the analytical elements of a paper, d. discussing results, e. discussing methods, f. explaining the impact of new research, wordvice writing resources.

For additional information on how to tighten your sentences (e.g., eliminate wordiness and use active voice to greater effect), you can try Wordvice’s FREE APA Citation Generator and learn more about how to proofread and edit your paper to ensure your work is free of errors.

Before submitting your manuscript to academic journals, be sure to use our free AI proofreader to catch errors in grammar, spelling, and mechanics. And use our English editing services from Wordvice, including academic editing services , cover letter editing , manuscript editing , and research paper editing services to make sure your work is up to a high academic level.

We also have a collection of other useful articles for you, for example on how to strengthen your writing style , how to avoid fillers to write more powerful sentences , and how to eliminate prepositions and avoid nominalizations . Additionally, get advice on all the other important aspects of writing a research paper on our academic resources pages .

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• Verb Tenses in Academic Writing | Rules, Differences & Examples

Verb Tenses in Academic Writing | Rules, Differences & Examples

Published on September 22, 2014 by Shane Bryson . Revised on September 18, 2023.

Tense communicates an event’s location in time. The different tenses are identified by their associated verb forms. There are three main verb tenses: past ,  present , and  future .

In English, each of these tenses can take four main aspects:  simple ,  perfect ,  continuous  (also known as  progressive ), and  perfect continuous . The perfect aspect is formed using the verb  to have , while the continuous aspect is formed using the verb  to be .

In academic writing , the most commonly used tenses are the  present simple , the  past simple , and the  present perfect .

Table of contents

Tenses and their functions, when to use the present simple, when to use the past simple, when to use the present perfect, when to use other tenses.

The table below gives an overview of some of the basic functions of tenses and aspects. Tenses locate an event in time, while aspects communicate durations and relationships between events that happen at different times.

It can be difficult to pick the right verb tenses and use them consistently. If you struggle with verb tenses in your thesis or dissertation , you could consider using a thesis proofreading service .

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The present simple is the most commonly used tense in academic writing, so if in doubt, this should be your default choice of tense. There are two main situations where you always need to use the present tense.

Describing facts, generalizations, and explanations

Facts that are always true do not need to be located in a specific time, so they are stated in the present simple. You might state these types of facts when giving background information in your introduction .

• The Eiffel tower  is in Paris.
• Light  travels faster than sound.

Similarly, theories and generalizations based on facts are expressed in the present simple.

• Average income differs by race and gender.
• Older people express less concern about the environment than younger people.

Explanations of terms, theories, and ideas should also be written in the present simple.

• Photosynthesis  refers to  the process by which plants  convert sunlight into chemical energy.
• According to Piketty (2013), inequality grows over time in capitalist economies.

Describing the content of a text

Things that happen within the space of a text should be treated similarly to facts and generalizations.

This applies to fictional narratives in books, films, plays, etc. Use the present simple to describe the events or actions that are your main focus; other tenses can be used to mark different times within the text itself.

• In the first novel, Harry learns he is a wizard and travels  to Hogwarts for the first time, finally escaping the constraints of the family that raised him.

The events in the first part of the sentence are the writer’s main focus, so they are described in the present tense. The second part uses the past tense to add extra information about something that happened prior to those events within the book.

When discussing and analyzing nonfiction, similarly, use the present simple to describe what the author does within the pages of the text ( argues , explains , demonstrates , etc).

• In The History of Sexuality , Foucault asserts that sexual identity is a modern invention.
• Paglia (1993) critiques Foucault’s theory.

This rule also applies when you are describing what you do in your own text. When summarizing the research in your abstract , describing your objectives, or giving an overview of the  dissertation structure in your introduction, the present simple is the best choice of tense.

• This research  aims  to synthesize the two theories.
• Chapter 3 explains  the methodology and discusses ethical issues.
• The paper  concludes with recommendations for further research.

The past simple should be used to describe completed actions and events, including steps in the research process and historical background information.

Reporting research steps

Whether you are referring to your own research or someone else’s, use the past simple to report specific steps in the research process that have been completed.

• Olden (2017) recruited 17 participants for the study.
• We transcribed and coded the interviews before analyzing the results.

The past simple is also the most appropriate choice for reporting the results of your research.

• All of the focus group participants agreed  that the new version  was an improvement.
• We  found a positive correlation between the variables, but it  was not as strong as we  hypothesized .

Describing historical events

Background information about events that took place in the past should also be described in the past simple tense.

• James Joyce  pioneered the modernist use of stream of consciousness.
• Donald Trump’s election in 2016  contradicted the predictions of commentators.

The present perfect is used mainly to describe past research that took place over an unspecified time period. You can also use it to create a connection between the findings of past research and your own work.

Summarizing previous work

When summarizing a whole body of research or describing the history of an ongoing debate, use the present perfect.

• Many researchers  have investigated the effects of poverty on health.
• Studies  have shown a link between cancer and red meat consumption.
• Identity politics has been a topic of heated debate since the 1960s.
• The problem of free will  has vexed philosophers for centuries.

Similarly, when mentioning research that took place over an unspecified time period in the past (as opposed to a specific step or outcome of that research), use the present perfect instead of the past tense.

• Green et al.  have conducted extensive research on the ecological effects of wolf reintroduction.

Emphasizing the present relevance of previous work

When describing the outcomes of past research with verbs like fi nd ,  discover or demonstrate , you can use either the past simple or the present perfect.

The present perfect is a good choice to emphasize the continuing relevance of a piece of research and its consequences for your own work. It  implies that the current research will build on, follow from, or respond to what previous researchers have done.

• Smith (2015) has found that younger drivers are involved in more traffic accidents than older drivers, but more research is required to make effective policy recommendations.
• As Monbiot (2013)  has shown , ecological change is closely linked to social and political processes.

Note, however, that the facts and generalizations that emerge from past research are reported in the present simple.

While the above are the most commonly used tenses in academic writing, there are many cases where you’ll use other tenses to make distinctions between times.

Future simple

The future simple is used for making predictions or stating intentions. You can use it in a research proposal  to describe what you intend to do.

It is also sometimes used for making predictions and stating hypotheses . Take care, though, to avoid making statements about the future that imply a high level of certainty. It’s often a better choice to use other verbs like  expect ,  predict,  and  assume to make more cautious statements.

• There  will be a strong positive correlation.
• We  expect  to find a strong positive correlation.
• H1  predicts a strong positive correlation.

Similarly, when discussing the future implications of your research, rather than making statements with will,  try to use other verbs or modal verbs that imply possibility ( can ,  could ,  may ,  might ).

• These findings  will influence  future approaches to the topic.
• These findings  could influence future approaches to the topic.

Present, past, and future continuous

The continuous aspect is not commonly used in academic writing. It tends to convey an informal tone, and in most cases, the present simple or present perfect is a better choice.

• Some scholars are suggesting that mainstream economic paradigms are no longer adequate.
• Some scholars suggest   that mainstream economic paradigms are no longer adequate.
• Some scholars have suggested   that mainstream economic paradigms are no longer adequate.

However, in certain types of academic writing, such as literary and historical studies, the continuous aspect might be used in narrative descriptions or accounts of past events. It is often useful for positioning events in relation to one another.

• While Harry is traveling to Hogwarts for the first time, he meets many of the characters who will become central to the narrative.
• The country was still recovering from the recession when Donald Trump was elected.

Past perfect

Similarly, the past perfect is not commonly used, except in disciplines that require making fine distinctions between different points in the past or different points in a narrative’s plot.

Sources in this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

Bryson, S. (2023, September 18). Verb Tenses in Academic Writing | Rules, Differences & Examples. Scribbr. Retrieved April 10, 2024, from https://www.scribbr.com/verbs/tenses/

Aarts, B. (2011).  Oxford modern English grammar . Oxford University Press.

Butterfield, J. (Ed.). (2015).  Fowler’s dictionary of modern English usage  (4th ed.). Oxford University Press.

Garner, B. A. (2016).  Garner’s modern English usage (4th ed.). Oxford University Press.

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Shane finished his master's degree in English literature in 2013 and has been working as a writing tutor and editor since 2009. He began proofreading and editing essays with Scribbr in early summer, 2014.

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444+ Strong Verbs for More Powerful Writing and Storytelling

Picture this: You’re on a writing adventure, and you’re armed with a quiver full of arrows. These arrows are your words, your tools of the trade. But what if I told you that not all arrows are created equal? Some are dull, while others are sharp, gleaming, and ready to pierce the hearts of your readers. Which ones would you choose?

That’s right, you’d go for the most lethal, the most captivating, the most powerful arrows in your arsenal. In the world of writing, these arrows are known as strong verbs.

Now, buckle up and join me as we embark on a journey to uncover the secrets behind these magical linguistic weapons. Together, we’ll learn how to wield strong verbs like a pro and transform your piece of writing into a riveting masterpiece. Are you ready to become a true wordsmith? Let’s dive in!

What Are Strong Verbs?

Strong verbs are specific, precise words that convey a clear action or emotion. They paint a vivid picture in the reader’s mind, making your writing more dynamic and compelling. Strong verbs stand on their own, without the need for adjectives or adverbs, and they often replace weaker, more generic verbs.

Strong verbs are essential for creating a vivid, immersive experience for readers. They serve as the driving force behind the action, helping to bring characters (whether they are round or flat characters ) and scenes to life. With the right choice of verbs, writers can paint a picture that is both engaging and emotionally resonant, allowing readers to become invested in the story.

In addition to their impact on storytelling, strong verbs offer a range of benefits that can enhance your writing overall:

• Clarity: Strong verbs provide clear, concise descriptions of actions, making it easier for readers to understand your message.
• Engagement: Powerful verbs draw readers in, keeping them interested and invested in your content.
• Emotion: Vivid verbs help evoke emotions, allowing readers to connect with your writing on a deeper level.
• Pacing: Using strong verbs can enhance the pacing of your narrative, sustaining momentum and ensuring a smooth flow.
• Variety: A diverse range of verbs prevents your writing from becoming repetitive, helping your readers to maintain their levels of attention.
• Impact: Strong verbs create powerful imagery, leaving a lasting impression on readers and making your content memorable.

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Strong Verbs vs. Weak Verbs

While strong verbs are specific, vivid, and powerful, weak verbs are vague, generic, and lack the impact needed to hold a reader’s attention.

Weak verbs tend to dilute the message and make the writing less dynamic. In contrast, strong verbs help paint a clear picture, allowing readers to visualize the action and connect with the story emotionally. By replacing weak verbs with their stronger counterparts, you can significantly improve the quality and impact of your writing.

Here are five examples of weak verbs and useful strong verbs that can replace them:

3 Types of Weak Verbs to Replace

Recognizing weak verbs in your writing is the first step towards creating more vivid content. Here are three common types of weak verbs to look out for in your writing.

1. State-of-Being Verbs

State-of-being verbs often contribute to weak writing as they lack action or specificity. These verbs include:

Replacing state-of-being verbs with strong action verbs can enhance clarity and make your writing more engaging.

Weak: The storm is fierce.

Strong: The storm ravages the coastline.

Weak: He does everything his boss tells him to do, although he dislikes him.

Strong: Despite his aversion for him, he always obeys his boss.

Weak: They had a secret now.

Strong: They remained silent about it and never shared the story with anyone.

2. Verbs That Rely on Adverbs

When a verb needs an adverb to provide additional information, it’s often a sign of a weak verb. Replacing the verb-adverb combination with a single, stronger verb can make your writing more concise and impactful.

Weak: She opened the door quietly.

Strong: She tiptoed through the door.

Weak: He looked around analytically.

Strong: He examined the room and those in it.

Weak: The horse moved quickly.

Strong: The horse galloped across the field.

3. Verbs With -ing Suffixes

Verbs with an -ing suffix can sometimes weaken your writing, particularly when they create a continuous tense or a gerund that isn’t necessary. Replacing them with a simple present or past tense verb can make your writing more direct.

Weak: The leaves were rustling in the breeze.

Strong: The leaves rustled in the breeze.

Weak: She was hesitating before making her decision.

Strong: She hesitated before making her decision.

Weak: The sun was setting behind the mountains.

Strong: The sun set behind the mountains.

The Ultimate Strong Verbs List

Unlock the potential of your writing with our handpicked selection of strong verbs. These powerful words will serve as inspiration for you to craft vivid, compelling stories that grab your readers’ attention.

• Commiserate
• Contemplate
• Deteriorate
• Disintegrate
• Reverberate
• Revolutionize
• Supercharge

Tips & Tricks for Using Strong Verbs

Using strong verbs can significantly elevate your writing, making it more vivid and intriguing for readers. Here are some practical tips and tricks to help you incorporate strong verbs into your writing effectively.

Read Widely

One of the best ways to develop a robust vocabulary, including a wide range of strong verbs, is to read widely. By exposing yourself to various genres and styles, you’ll naturally come across new verbs and expand your understanding of their usage.

Vary Your Verbs

While it’s essential to use strong verbs, be mindful not to overuse the same verbs repeatedly. Overusing a specific verb can make your writing monotonous. Instead, try to mix up your strong verbs list to keep your readers hooked. Experiment with different verbs to see which ones best convey the actions, emotions, and energy in your writing.

Convey Emotions

Strong verbs can evoke powerful emotions and create vivid images in the reader’s mind. Think about how a verb can convey the emotional intensity of a scene or action. For example, instead of using “said”, consider using more expressive verbs like “whispered,” “murmured,” “bellowed,” or “shouted” to add depth and emotion to your writing. This is important in any genre, but is crucial in stories where the inner world and perception of the characters carry the weight of the plot , such as romance novels or horror stories .

Use Active Voice

Incorporating strong verbs often goes hand-in-hand with using the active voice. The active voice makes your writing more engaging and direct, as it focuses on the subject performing the action. This emphasis on action can also help you select more powerful verbs. For instance, instead of writing “The letter was read by Emma,” write “Emma tore open the letter, her eyes racing across the words.” The active voice and the strong verbs “tore” and “racing” make the sentence more dynamic.

Revise and Edit

Finally, remember that strong verbs are often discovered during the revision and editing process. As you go through your drafts, keep an eye out for opportunities to replace weak verbs with more compelling options. Use your growing knowledge of vivid verbs to transform your writing, and don’t be afraid to make changes to enhance your prose.

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Best Active Verbs for Research Papers with Examples

What are active verbs.

Active verbs, often referred to as "action verbs," depict activities, processes, or occurrences. They energize sentences by illustrating direct actions, like "run," "write," or "discover." In contrast, linking verbs connect the subject of a sentence to its complement, offering information about the subject rather than denoting an action. The most common linking verb is the "be" verb (am, is, are, was, were, etc.), which often describes a state of being. While active verbs demonstrate direct activity or motion, linking and "be" verbs serve as bridges, revealing relations or states rather than actions.

While linking verbs are necessary to states facts or show connections between two or more items, subjects, or ideas, active verbs usually have a more specific meaning that can explain these connections and actions with greater accuracy. And they captivate the reader’s attention! (See what I did there?)

Why are active verbs important to use in research papers?

Using active verbs in academic papers enhances clarity and precision, propelling the narrative forward and making your arguments more compelling. Active verbs provide clear agents of action, making your assertions clearer and more vigorous. This dynamism ensures readers grasp the research's core points and its implications.

For example, using an active vs passive voice sentence can create more immediate connection and clarity for the reader. Instead of writing "The experiment was conducted by the team," one could write, "The team conducted the experiment."

Similarly, rather than stating "Results were analyzed," a more direct approach would be "We analyzed the results." Such usage not only shortens sentences but also centers the focus, making the statements about the research more robust and persuasive.

Best Active Verbs for Academic & Research Papers

When writing research papers , choose active verbs that clarify and energize writing: the Introduction section "presents" a hypothesis, the Methods section "describes" your study procedures, the Results section "shows" the findings, and the Discussion section "argues" the wider implications. Active language makes each section more direct and engaging, effectively guiding readers through the study's journey—from initial inquiry to final conclusions—while highlighting the researcher's active role in the scholarly exploration.

Active verbs to introduce a research topic

Using active verbs in the Introduction section of a research paper sets a strong foundation for the study, indicating the actions taken by researchers and the direction of their inquiry.

Stresses a key stance or finding, especially when referring to published literature.

Indicates a thorough investigation into a research topic.

Draws attention to important aspects or details of the study topic you are addressing.

Questions or disputes established theories or beliefs, especially in previous published studies.

Highlights and describes a point of interest or importance.

Inspects or scrutinizes a subject closely.

Sets up the context or background for the study.

Articulates

Clearly expresses an idea or theory. Useful when setting up a research problem statement .

Makes something clear by explaining it in more detail.

Active verbs to describe your study approach

Each of these verbs indicates a specific, targeted action taken by researchers to advance understanding of their study's topic, laying out the groundwork in the Introduction for what the study aims to accomplish and how.

Suggests a theory, idea, or method for consideration.

Investigates

Implies a methodical examination of the subject.

Indicates a careful evaluation or estimation of a concept.

Suggests a definitive or conclusive finding or result.

Indicates the measurement or expression of an element in numerical terms.

Active verbs to describe study methods

The following verbs express a specific action in the methodology of a research study, detailing how researchers execute their investigations and handle data to derive meaningful conclusions.

Implies carrying out a planned process or experiment. Often used to refer to methods in other studies the literature review section .

Suggests putting a plan or technique into action.

Indicates the use of tools, techniques, or information for a specific purpose.

Denotes the determination of the quantity, degree, or capacity of something.

Refers to the systematic gathering of data or samples.

Involves examining data or details methodically to uncover relationships, patterns, or insights.

Active verbs for a hypothesis or problem statement

Each of the following verbs initiates a hypothesis or statement of the problem , indicating different levels of certainty and foundations of reasoning, which the research then aims to explore, support, or refute.

Suggests a hypothesis or a theory based on limited evidence as a starting point for further investigation.

Proposes a statement or hypothesis that is assumed to be true, and from which a conclusion can be drawn.

Attempts to identify

Conveys an explicit effort to identify or isolate a specific element or relationship in the study.

Foretells a future event or outcome based on a theory or observation.

Theorizes or puts forward a consideration about a subject without firm evidence.

Proposes an idea or possibility based on indirect or incomplete evidence.

Active verbs used to interpret and explain study results

In the Discussion section , the findings of your study are interpreted and explained to the reader before moving on to study implications and limitations . These verbs communicate the outcomes of the research in a precise and assertive manner, conveying how the data aligns with the expectations and hypotheses laid out earlier in the paper.

Shows or unveils findings from the data.

Demonstrates

Clearly shows the result of an experiment or study, often implying evidence of a cause-and-effect relationship.

Illustrates

Shows or presentes a particular result or trend.

Provides evidence in favor of a theory or hypothesis.

Establishes the truth or validity of an anticipated outcome or theory.

Visually presents data, often implying the use of figures or tables.

Active verbs to discuss study implications

In the discussion of study implications, these verbs help to weave the results into a broader context, suggesting relevance, highlighting importance, and pointing out potential consequences within the respective field of research.

Proposes a possible interpretation or implication without making a definitive statement.

Points to broader consequences or significances hinted at by the results.

Indicates a logical consequence or a meaning that is not explicitly stated.

Strengthens the validity or importance of a concept or finding.

Emphasizes certain findings and their broader ramifications.

Underscores

Underlines or emphasizes the significance or seriousness of an implication.

Active verbs to discuss study limitations

Discussing study limitations with these verbs allows researchers to maintain transparency about their study's weaknesses, thus providing a clearer picture of the context and reliability of the research findings.

Acknowledges

Recognizes the existence of potential weaknesses or restrictions in the study.

Directly confronts a specific limitation and often discusses ways it has been mitigated.

Makes an observation of a limitation that could affect the interpretation of the results.

Reflects on or thinks about a limitation in the context of the study's impact or scope.

Points out and describes a specific limitation.

Makes known or reveals a limitation that could have an effect on the study's conclusions.

Active verbs for the Conclusion section

In the Conclusion section , these verbs are pivotal in crystallizing the core findings, implications, and the future trajectory of research initiated by the study.

Signifies drawing a final inference or judgement based on the results.

Provides a brief statement of the main points of the research findings.

States positively or asserts the validity of the findings.

Advises on a course of action based on the results obtained.

Highlights the importance or significance of the research outcomes.

Use an AI Grammar Checker to Correct Your Research Verbs

While lists like these will certainly help you improve your writing in any academic paper, it can still be a good idea to revise your paper using an AI writing assistant during the drafting process, and with professional editing services before submitting your work to journals.

Wordvice’s AI Proofreading Tool , AI Paraphrasing Tool , AI Summarizer , and AI Translator are ideal for enhancing your academic papers. And with our professional editing services, including academic proofreading and paper editing services, you get high-quality English editing from experts in your paper’s subject area.

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Verbs: Types of Verbs, Definition and Examples

Think of all the actions you can perform. You can walk , run , and dance . You can speak , read , and write .

All of these are verbs —words that tell us what the subject of a sentence is doing.

Verbs are one of the most important parts of speech. In fact, they’re the only word that every complete sentence needs to include.

You can build a grammatically complete sentence without any nouns or adjectives , but no matter what, you need a verb.

If you want your writing to be clear and effective, you need to understand the different types of verbs and how they work.

This article will give you a complete guide to verbs to help you improve your writing.

What Is a Verb: A Simple Explanation

A verb is a word that denotes action or a state of being.

As a part of speech in grammar, a verb is the action in the sentence. Along with a noun, the verb is a critical component of a complete sentence. Somebody (noun) does something (verb).

In grammar, the doer is the subject, and the action is the predicate (the part of the sentence containing the verb and describing the subject).

Those two elements form a complete sentence: “Jim grins .”

You may want more information in your sentence, like an object: “Jim grins at Sally .”

You may add subordinate clauses : “Jim grins at Sally when she fumbles the ball .”

However complex your sentence, the verb is the action. It tells you what the subject is doing, feeling, or being.

How to Use Verbs in Writing

You use verbs every day when you talk and write. Because verbs denote action, they move every story forward.

In writing, your verb choice delivers a punch to your prose.

Using the right verb also increases readability for your audience because you don’t need to lengthen the sentence by describing the action with extra modifiers. The verb does all the work.

Here are our three favorite tips for how to use verbs well in your writing.

Tip #1: Don’t Hide Your Verbs

Many writers unintentionally hide their verbs by turning them into nouns accompanied by a weak verb.

Take these two sentences:

• "We will decide tomorrow.”
• “We will make a decision tomorrow.”

The first sentence is shorter and more direct. In the second sentence, the strong verb decide is changed into the weaker make , which dilutes the meaning.

How can you spot hidden verbs? Look for words ending in -ment , -tion , -sion , and -ance .

Also, if you’ve used weak verbs like give , have , make , reach , and take , this could be a sign of a hidden verb.

Reading through your whole document to find weak verbs takes time. ProWritingAid automatically highlights your hidden verbs so you can change them with a single click.

Tip #2: Avoid Passive Verbs

You could say “The ball was thrown by me” or “I threw the ball,” and both sentences mean the same thing.

However, it’s normally better to convey action and grab your reader’s attention, rather than using passive verbs like is , has , and was .

Rewording your sentences to favor active verbs instead of passive verbs will strengthen your writing.

For example, you can use a verb instead of an adjective:

• Original Sentence: He is asleep under the tree.
• Improved Sentence: He sleeps under the tree.

The verb sleeps is more powerful than the passive version is asleep .

Similarly, you can use a verb instead of a noun:

• Original Sentence: She was a good writer .
• Improved Sentence: She wrote well.

Once again, the verb wrote is more powerful than the passive version was a writer , because it conveys movement and action.

Letting active verbs do the heavy lifting in your sentence will help you convey your point in a strong and concise way.

Tip #3: Choose Specific Verbs Instead of Modifying Weak Verbs

Some verbs in the English language are more descriptive and precise than others.

For example, the word whispered conveys more information than the word said , because it implies adverbs like quietly or furtively .

Similarly, the verb sprint conveys more information than move , because it tells the reader the specific type of movement being described.

There’s nothing wrong with using a generic verb like said , but if you want to provide more information, it’s almost always better to use a specific verb instead of modifying a weak verb.

Sometimes, this rule means replacing a generic verb and its adverb with a stronger, more specific verb. Consider the following example:

Original Sentence: She walked slowly up the stairs.

Improved Sentence: She trudged up the stairs.

Trudged is more concise and evocative than walked slowly .

Other times, this rule can also mean replacing a generic verb and a modifying phrase with a stronger verb.

• Original Sentence: He smiled in a mean way at the new kid in class.
• Improved Sentence: He sneered at the new kid in class.

Sneered is a more interesting way to say smiled in a mean way and will make your writing more powerful.

Keep in mind it's okay to use phrasal verbs, which are verbs that consist of multiple words, such as break down and let go .

There's a difference between using a phrasal verb and modifying a generic verb.

Choosing the right verb can help you say a lot more with fewer words.

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Types of Verbs

There are three main types of verbs. Familiarity with verb types will help you understand when to use each type and when to avoid a verb type.

The three verb types are:

• Action verbs (which can be transitive or intransitive )
• Modal or helping verbs
• Linking verbs

Let’s take a closer look at each of these verb types and how they function in a sentence.

Action Verb: Definition & Examples

When a person or thing is doing something, that’s an action verb.

Action verbs are the best ones to use in your writing to move your story forward and create tension .

Action verbs can also clarify articles and papers by indicating direct action.

Action verbs are split into two categories: transitive verbs and intransitive verbs.

1) Transitive Verbs

A transitive verb is always followed by a noun that receives the action, called the direct object.

Consider the sentence “I patted my dog’s head.”

The transitive verb is “patted,” and the noun that’s receiving this action is “my dog’s head,” which is the direct object of the action verb.

Sometimes an object can be indirect, such as when you’re expressing to whom the action is being done.

Consider the sentence “Mary gave Angelina a kiss on the cheek.”

The verb is “gave,” and the direct object was “a kiss.” To whom it happened was Angelina, the indirect object of the sentence.

Transitive verbs act on direct and indirect objects. Something or someone always gets affected by this type of verb.

2) Intransitive Verbs

When an action verb has no direct object, it’s called an intransitive verb. An adverb or adverb phrase can follow intransitive verbs, but there will not be a direct object.

Consider the sentence “Matthew runs away quickly.”

The verb is runs , and the phrase “away quickly” tells us more about the verb, but there is no object in the sentence to receive the action. Therefore, runs is an intransitive verb.

An easy way to tell the difference between a transitive and an intransitive verb is to ask the question, “Who or what is receiving the action from this verb?”

• If you can name a noun that’s on the receiving end, it’s a transitive verb.
• If you can’t name a noun, whether a direct or indirect object, then the verb is intransitive.

Either way, transitive or intransitive, active verbs lend immediacy to your sentence, drawing in the reader.

Auxiliary Verb: Definition & Examples

An auxiliary verb, also called a helping verb, modifies the action in the main verb.

Auxiliary verbs help readers to understand the main verb. They typically change the mood or tense of the main verb.

Auxiliary verbs provide hints related to the possibility of something happening (can, should, would, etc.) or time (has, did, was, etc.).

When you add auxiliary verbs to your sentence, you create verb phrases.

Auxiliary verb examples:

• Laura is (helping verb) writing (main action verb) her life story.
• Her story might (helping verb) be (main verb) embarrassing for some of her friends.

The following verbs always function as auxiliary verbs or helping verbs:

In addition, you can have auxiliary verbs comprising the forms of to be , to do , and to have .

Keep in mind that the following words can also serve as linking verbs (which we’ll discuss next):

Examples of be, do, have helping verbs in sentences:

• Juliet is changing trains at the station.
• Daniel had eaten everything on his plate.
• Every cyclist does dismount at the crossing.

Linking Verb: Definition & Examples

A linking verb connects the subject of your sentence to a noun or adjective that describes your subject. The noun or adjective is called the “subject complement.”

Here are some examples:

• My daughter is a marketing major.
• We are your new neighbors.

The most common linking verb can be found in the various forms of to be ( am , are , is , was , were , etc.). These are also called stative verbs, because they describe a state of being.

To become and to seem are always linking verbs. The following verbs, however, can sometimes be linking verbs and other times be action verbs:

• To continue

Here is an example of the difference between a linking verb and an action verb.

Linking: The seafood smelled off. (The linking verb smelled links seafood to off )

Action: I smelled the seafood before eating. (The action verb refers to the action of smelling)

Why Are Verbs Important?

Verbs are action words that engage your reader and help them picture what's happening in your writing.

Choosing the right verb can elicit an emotional response, whether you're writing academic essays or narrative fiction .

Verbs in Academic Writing

Academic writing tends to stick to more formal writing styles than fiction writing, but you still want to keep your reader’s interest and communicate your points clearly.

Whether you’re a student writing essays for class, or a professional researcher trying to publish a paper, using strong action verbs will improve your academic writing.

Look for weak verbs in your writing and try to replace them with precise and dynamic verbs.

Consider the following examples of verb choices in academic writing.

• Original Sentence: “A recent psychological study makes it clear that children are more likely to respond to positive reinforcement than negative reinforcement.”

Improved Sentence: “A recent psychological study demonstrates that children are more likely to respond to positive reinforcement than negative reinforcement.”

Original Sentence: “This result is an example of how a single night of sleep loss can have long-term impacts on the brain.”

Improved Sentence: “This result illustrates how a single night of sleep loss can have long-term impacts on the brain.”

Original Sentence: “Her findings are in agreement with the conclusions I’ve presented in this paper.”

• Improved Sentence: “Her findings support the conclusions I’ve presented in this paper.”

If you are new to thinking about verb use, here’s a list of 100 strong English verbs you can use to improve your essays, papers, and articles:

• Contemplate
• Corroborate
• Demonstrate
• Hypothesize
• Misconstrue
• Substantiate

Verbs in Fiction Writing

Fiction writers use verbs with exactitude to prompt reader engagement, thereby sparking emotions and a desire to keep reading.

Dull verbs make for lackluster reading. Finding the right verb for your character’s action brings your story to life.

You might have heard the classic writing advice “Show, don’t tell.” Using strong verbs is a great way to show the reader what’s happening clearly and concisely.

Consider the following examples of verb choice in fiction writing.

• Original Sentence: “Her long skirt was blown outward as she fell through the air.”
• Improved Sentence: “Her long skirt ballooned outward as she fell through the air.”
• Original Sentence: “The sound of his father’s last words was still running through his mind.”
• Improved Sentence: “The sound of his father’s last words reverberated through his mind.”
• Original Sentence: “The man in the black hat walked into the room.”
• Improved Sentence: “The man in the black hat charged into the room.”

If you want a good starting point for stronger verbs to use, here’s a list of 100 strong verbs in English that you can use for fiction writing:

• Reverberate

Using ProWritingAid to Strengthen Your Verbs

It’s easy to skip over weak verbs in your writing when you’re self-editing.

But, taking time to focus directly on your verbs helps ensure you’re always using the best word for your sentence.

ProWritingAid’s Thesaurus Report highlights all the verbs in your writing so you can get an overview of the strength and specificity of your word choices throughout your document.

Hover over a verb to see synonyms and click to replace weak verbs in your text with more powerful alternatives.

Conclusion on Verbs

There you have it: our complete guide to verbs.

Here’s a quick recap of everything we’ve discussed.

Increase the power of your writing by following these three tips:

• Don’t hide your verbs
• Avoid passive verbs
• Choose specific verbs instead of modifying weak verbs

Action verbs (such as run, jump, and dance)

Modal or helping verbs (such as can, was, and has)

Linking verbs (such as to look, to feel, and to taste)

Whether you’re writing fiction or non-fiction, specific verbs spark emotions in your readers and keep them engrossed in your writing.

We hope this article helps you choose strong verbs to create powerful, professional prose.

Take your writing to the next level:

20 Editing Tips From Professional Writers

Whether you are writing a novel, essay, article, or email, good writing is an essential part of communicating your ideas., this guide contains the 20 most important writing tips and techniques from a wide range of professional writers., common questions about verbs: types of verbs, definition and examples, can i use a gerund after "allows", which version of the verb should be used with "every", what verb form should you use after "consider" and "imagine" infinitive or gerund, do you need to include "started to" in a sentence, should you use "going to" or "will", why should you not overuse words like "believe" and "think", why is "do + verb" not a great construct, what is a split infinitive and when should you avoid using one, why should you not overuse "knew", why should you not overuse "feel", why should you not overuse "could", why shouldn't i write "start to" or "begin to", what are modal verbs how do you use them, why should i use "went" instead of "decided to go", when can you omit "in order" in a sentence, what is correct subject–verb agreement, do we need "manage to" in a sentence, "was/were able to" vs "could", "(am/are/is/was/were) not going to" vs "will not", "indicate" vs "show", what form of verb should be used after "been" or "was", should i use "conduct an interrogation of" or "interrogate" in my work, "participate" vs "take part", when should you use "choose/decide" before an infinitive, should i use "demonstrate" or "show" in my work, subject–verb agreement, what form of verb should you use after modal verbs, what forms should you use after "have", incorrect verb form, watch out for hidden verbs in your writing—set them free (video available), obtain vs get, learn more about grammar:, your personal writing coach.

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Phrasal verbs in academic writing

As verbs consisting of two or three separate parts, often with idiomatic meanings, phrasal verbs can be challenging for non-native speakers. and yet in everyday speech, one should be able to use phrasal verbs such as pick up , look down , put out or hold off . but how common are they in academic writing, and how are they used read on to find out..

Phrasal verbs in academic writing vs other genres

A common feature of phrasal verbs is that they are colloquial: think belt out (sing very loudly), harp on (complain repeatedly about something), pig out (eat a lot of food), etc. They can be commonly replaced by single verbs, such as:

make up => constitute put forward => propose carry out => execute Our analysis of the Corpus of Contemporary American English shows that phrasal verbs are considerably more frequent in other genres than academic writing: up to 11 times more frequent in TV and movies subtitles, and close to 10 times more frequent in blogs/webpages and fiction. Since academic writing is anything but colloquial, this isn’t surprising. But the difference is striking.

What are the top phrasal verbs in academic writing?

Despite this, phrasal verbs shouldn’t be completely avoided in academic papers. Most phrasal verbs are neutral rather than informal, and it’s sometimes more appropriate to use a phrasal verb than a single verb. For example, carry out a study is much more frequently used than do a study or perform a study . The question is which phrasal verbs should you avoid, and which should you use? The following is a list of the top 10 phrasal verbs used in academic writing, extracted from our corpus analysis. You may have seen these in papers already, and considered them in your own writing.

• Point out ('The authors pointed out that solid evidence was lacking')
• Carry out ('All procedures were carried out according to the guidance')
• Go on ('A number of initiatives have been going on to tackle the problem')
• Make up ('Total exports made up 54% of the GDP')
• Set up ('A strategy was set up to train the software for automated analysis')
• Take on ('The legislation will take on an important role in shaping policies')
• Turn out ('This turned out to be due to errors in the distribution data')
• Bring about ('There were successful attempts to bring about societal change')
• Give up ('Countries pledged to give up chemical weapons')
• Find out ('A review was done to find out factors affecting disease outcome')

On the other hand, phrasal verbs you should avoid are those that are informal, or commonly replaced by single verbs in other papers. For example in medical papers investigating the effect of physical exercise, the verb exercise is used instead of the phrasal verb work out . So you should avoid using the latter.

Difference in phrasal verb usage between academic subjects

What’s interesting is that not only does phrasal verb usage vary across genres, but also across disciplines within the genre of academic writing. Compare the top 10 phrasal verbs used in humanities vs science and technology, in decreasing frequency order:

                             Humanities             Science/Technology

                                1. Point out                   1. Carry out

                                2. Go on                        2. Point out

                                3. Take on                    3. Set up

                               4. Set up                        4. Make up

                               5. Make up                    5. Turn out

                               6. Turn out                   6. Go on

                               7. Take up                     7. Pick up

                               8. Carry out                  8. Take on

                               9. End up                      9. Find out

                              10. Open up                  10. Come up

Our COCA analysis shows that while carry out is more than twice as frequent in Sci/Tech as in Humanities, the opposite is true for point out . Of course such results are best understood in context. But it’s likely that phrases such as carry out an experiment are more common in Sci/Tech papers, and point out an argument in a Humanities paper.

Mastering phrasal verbs in academic writing

Because phrasal verbs aren’t so common in academic writing, you should think carefully before using them - but not discard them completely . Pay close attention to when and how they’re used in the papers you read. First, always make sure that they aren’t informal in style. You can check this in an online dictionary, for example.

Second, consider the single-verb alternative(s) and decide which is better to use in the context of your subject area, and specific sentence. You can see which other authors choose by searching the web or Google Scholar. See if (and how) a phrasal verb is used in other papers, and compare with the use of the single-verb alternative(s) in context.

About the author Mélodie Garnier is an Applied Linguist at Writefull .

Writefull webinars Looking for more academic writing tips? Join our free webinars hosted by Writefull's linguists!

152 Analysis Verbs

Analysis verbs are helpful in demonstrating your higher-order thinking skills. They help you to show that you haven’t just understood what you read, but that you can also critique it.

Use analysis verbs as a way of demonstrating your mastery of a topic. But instead of simply using the same verb over and over again, try to mix up your use of analysis verbs to convey the most precise meaning you can in each context.

Below are over 150 examples of analysis verbs that you can use. Make sure you choose wisely for your situation.

Analysis Verbs List

• Articulates
• Casts Doubt
• Characterizes
• Contradicts
• Deconstructs
• Demonstrates
• Differentiates
• Distinguishes
• Embellishes
• Establishes
• Exaggerates
• Exemplifies
• Extrapolates
• Facilitates
• Foreshadows
• Hypothesizes
• Illustrates
• Incorporates
• Investigates
• Legitimizes
• Manipulates
• Misses the Point
• Particularizes
• Perpetuates
• Personifies
• Presupposes
• Problematizes
• Rationalizes
• Recapitulates
• Sensationalizes
• Strengthens
• Substantiates

Examples of Analysis Verbs in a Sentence

Advises – Johnson advises that students should finish their essays at least two weeks before due date.

Advocates – The writer advocates for one perspective over another.

Affects – The study affects how we perceive the data.

Alleges – The author alleges that earlier research was poorly conducted.

Alludes – In his speech, the student alludes to recent studies.

Amplifies – The new information amplifies the theory.

Argues – The professor argues that their position is more valid.

Articulates – The student articulates her ideas well.

Asserts – The article asserts that the data was valid.

Assesses – The teacher assesses that the students had poor understanding of the material.

Attributes – The article attributes the cause of the changes to the researcher’s intervention.

Bolsters – The new evidence bolsters the case.

Builds – The professor builds upon their previous arguments in their new book.

Casts Doubt – The study casts doubt on the previous research.

Certifies – The article certifies that the data is accurate.

Characterizes – The article characterizes the data as accurate.

Claims – The author claims that they have found new information.

Clarifies – The author clarifies what they mean in the second paragraph.

Collates – The study accurately collates the data.

Compares – The study compares their findings to previous findings.

Compels – The evidence compels the jury to find the defendant guilty.

Complies – The study complies with the requirements for methodological rigor.

Concedes – The author concedes that they were wrong.

Concludes – The study concludes that there is a correlation between sleep and grades.

Confirms – The new data confirms the theory.

Connects – The study connects the dots to generate new data.

Constructs – The professor constructs an argument.

Contradicts – The new evidence contradicts the old evidence.

Contrasts – The article contrasts the two perspectives.

Conveys – The author conveys their feelings about the subject matter.

Correlates – The study correlates the two datasets effectively.

Creates – The study creates a strong argument.

Criticizes – The article criticizes the government’s response to the crisis.

Critiques – The student critiques the article.

Deconstructs – The professor deconstructs the popular theory.

Deepens – The research deepens our understanding of the phenomenon.

Defends – The author defends their position.

Demonstrates – The experiment demonstrates that the data is accurate.

Denies – The author denies that the previous study is accurate.

Denotes – The study denotes that there is a link between the two datasets.

Derives – The student derives their conclusion from the data.

Develops – The author develops a new theory.

Deviates – The results deviate from what was expected.

Differentiates – The article differentiates between the two types of research.

Diminishes – The impact of the evidence diminishes over time.

Disagrees – The two scientists disagree about the results of the experiment.

Discards – The author discards the irrelevant evidence.

Discredits – The study discredits the old evidence.

Disproves – The new evidence disproves the theory.

Distinguishes – The article distinguishes between the two types of research.

Eclipses – The new evidence eclipses the old evidence.

Elaborates – The author elaborates on their point in the second paragraph.

Elevates – The writer elevates their position.

Elicits – The writer elicits a response from their readers.

Embellishes – The author embellishes the story with details.

Embodies – The book embodies the ideals of the movement.

Emphasizes – The author emphasizes their point with an example.

Encourages – The teacher encourages the students to think outside the box.

Enhances – The study enhances the strength of previous studies.

Equates – The article equates the two phenomena.

Establishes – The study establishes a connection between the two concepts.

Evaluates – The professor evaluates the students’ papers.

Evokes – The article evokes a feeling of frustration.

Exaggerates – The article exaggerates its findings.

Examines – The study examines the points in more depth than ever before.

Exemplifies – The student exemplifies their knowledge of the material.

Exhibits – The author exhibits a depth of knowledge around the topic.

Exonerates – The new evidence exonerates the accused.

Expands – The theory expands previous knowledge on the topic.

Exposes – The article exposes previously unknown information.

Extends – The research extends our understanding of the phenomenon.

Extrapolates – The scientist extrapolates from past trends to make predictions.

Facilitates – The author facilitates knowledge transfer through detailed writing.

Forecasts – The study forecasts future trends.

Foreshadows – The author foreshadows that new findings will come soon.

Formulates – The study formulates a hypothesis.

Frames – The article frames the issue in a new light.

Furnishes – The study furnishes evidence to support its claims.

Gauges – The scholar gauges people’s reactions through a new blog post on the topic.

Generates – The scholar generates a new theory by bringing together a range of different ideas.

Highlights – The article highlights the importance of the issues.

Hints – The article hints that there may be a link between the data.

Hypothesizes – The researcher hypothesizes that there is a link between two concepts.

Illustrates – The author illustrates their point with an example.

Imagines – The author imagines a future where their findings will change the world.

Imparts – The teacher imparts knowledge to her students.

Implies – The study implies that there is a link between the two concepts.

Incorporates – The author incorporates three new ideas in their new book.

Indicates – The study indicates that there is a link between the two concepts.

Infers – The reader infers from the data that there is a link between the two concepts.

Insinuates – The article insinuates that there is a problem with previous studies.

Integrates – The author integrates three ideas into one thesis very well.

Interprets – The author interprets previous studies in the wrong way.

Invents – The author invents a new way to look at the issue.

Investigates – The scholar investigates the issue.

Isolates – The study isolates a group of people to focus on.

Justifies – The study justifies its cost by pointing to the revolutionary findings.

Lambasts – The article lambasts the previous scholars’ inaction on the topic.

Lauds – The article lauds the efforts of the university to improve its work.

Legitimizes – The author legitimizes previous studies.

Limits – The study limits its focus to a specific group of people.

Magnifies – The article magnifies the effects of climate change.

Maintains – The author maintains that this is a worthwhile argument despite some critique.

Manipulates – The author manipulates the data in the study to meet their biases.

Misses the Point – The article misses the point of the issue.

Negates – The study negates the hypothesis that there is a link between social media and depression.

Neglects – The article neglects to mention the other side of the issue.

Obscures – The author obscures the fact that they don’t have much evidence to support their claims.

Omits – The article omits vital information about the issue.

Optimizes – The author optimizes their argument by structuring their paragraphs well.

Overlooks – The article overlooks the fact that there are other ways to look at the issue.

Draws Parallels – The article draws parallels between two previously unlinked concepts.

Particularizes – The article particularizes the issue.

Perpetuates – The article perpetuates false narratives.

Personifies – The article personifies the issue well.

Persuades – The article persuades the reader to take action.

Pivots – The author pivots from talking about the effects of the issue to talking about what we can do to solve it.

Points Out – The article points out that climate change is a global problem.

Predicts – The article predicts that the problem will get worse.

Prejudices – The study prejudices the results by only looking at one group of people.

Presupposes – The article presupposes that the reader knows a lot about the issue.

Probes – The author probes the issue with new questions.

Problematizes – The article problematizes the issue.

Promotes – The article promotes the idea that we need to take action.

Proposes – The article proposes a new way to look at the issue.

Proves – The article proves that the issue is real and happening.

Provokes – The article provokes the reader to think about the issue more deeply.

Queries – The article queries the validity of the issue.

Rationalizes – The company rationalizes its actions.

Recapitulates – The article recapitulates the main points of the issue but doesn’t add new data.

Refutes – The article refutes previous claims.

Reinforces – The article reinforces the idea that the issue is a big problem.

Reiterates – The article reiterates the main points on the issue.

Reveals – The study reveals that there is a link between two concepts.

Ridicules – The article ridicules the other scholar’s ideas.

Sensationalizes – The article sensationalizes the findings from their dataset to gain attention.

Simplifies – The article simplifies the issue too much.

Speculates – The article speculates on the future of the issue.

Strengthens – The article strengthens the reader’s understanding of the issue.

Substantiates – The article substantiates the idea that the issue is serious.

Supports – The article supports previous studies.

Underlines – The article underlines the importance of taking action on this issue.

Undermines – The article undermines the reader’s trust in previous research.

Unifies – The article unifies the different perspectives on the issue.

Urges – The article urges the reader to take action on the issue.

Validates – The study validates the link between the two concepts.

Verifies – The article verifies the claims made in the previous study.

Vilifies – The article vilifies its opponents.

Warns – The article warns that the effects will only get worse over time.

Weakens – The article weakens the reader’s understanding of the issue.

Withstands – The article withstands scrutiny.

Not all of the above analysis verbs will be perfect for every situation, but one of them will be perfect for you! Select a range of verbs for analysis when writing a critical review. Similarly, for people seeking analysis verbs for learning outcomes, try to select ones that perfectly capture what you want to see from your students.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

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