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. 

essay in verb

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

Amateur writing mistake

Are You Making This #1 Amateur Writing Mistake?

White blooming flower

Faith-Based Words and Phrases

essay in verb

What You and I Can Learn From Patricia Raybon

essay in verb

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152 Analysis Verbs

list of 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

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/ 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
  • Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 17 Adversity Examples (And How to Overcome Them)

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Part Three Editing / Grammar Skills

Unit 9 Verb Basics in Academic Writing

Learning Objectives

  • To understand what a verb is and why it is important
  • To differentiate between “Be” verbs and “Do” verbs, action verbs and non-action verbs, helping verbs and main verbs, with their various uses though multiple examples and exercises
  • To be aware of the twelve verb tenses and five basic verb forms

a cat and a dog

The following ten sentences are about pets. Some verbs are bold-faced. Identify what type of verb each one is by selecting one of the two choices. After you finish one sentence, you will get instant feedback on your answer before the next sentence. If you make mistakes, you can retry all the questions or see all the answers at the end of the pre-test.

II. Definition of a Verb and Its Importance

Each sentence in English must have a verb. A verb expresses an action or shows a state of existence [1] .

Why are verbs important? There are two reasons:

  • They appear in every sentence in English.
  • Errors in verbs cause serious misunderstanding [2] .

In order to express ideas clearly and accurately, you need to make sure:

  • You have a basic understanding of different types of verbs.  This is the purpose of this unit.
  • A subject and its verb must match each other. For detailed information and practice, please refer to Unit 10 Subject-Verb Agreement. ( Open Unit 10 here. )
  • A verb tense and its verb form must match each other. There are detailed explanations and practice in verb tenses and forms from Unit 11 through Unit 14  in this book.   (Open Unit 11 Present Tenses , Unit 12 Past Tenses , Unit 13 Future Tenses , Unit 14 Mixed Tenses here.)

For detailed explanations and practice in sentence structure and punctuation,  open Unit 7 here.

Exercise 1. Highlight the verbs in the following short paragraph about pet dogs. (To highlight, you position your computer curser on the verbs and right click.)

III. “Be” Verbs and “Do” Verbs

“Be” verbs: They look different depending on the subjects and the verb tenses. The most common ones are  “am, is, are, was, were”.  A “Be” verb is often followed by a noun, a pronoun, an adjective, a prepositional phrase, or an expression of age.

  • My neighbor’s pet is a rabbit. Her name is Bonny. (followed by nouns)
  • Bonny is not mine. (a pronoun)
  • Bonny’s tail is short and cute. (adjectives)
  • Bonny is in a cage when my neighbor is at work.  (prepositional phrases)
  • Bonny was two months old when I first met her. (an age)

“Do” verbs: There are many “Do” verbs: study, get, sleep, wear, have, like, think…

Their forms also change based on the subjects and the verb tenses.

  • Bonny stays indoors most days.
  • My neighbor prepares special food for her.
  • Sometimes I see Bonnie in my neighbor’s backyard.
  • I played with her yesterday.
  • I hope that I can play with her again soon.
  • A “Be” verb is NEVER followed by the base form of a “Do” verb.
  • Bonny is stay indoors most days.  X
  • Bonny stays indoors most days.  √
  • Most rabbits are stay in a cage.  X
  • Most rabbits stay in a cage.  √
  • I was meet my neighbor’s pet rabbit for the first time last week.  X
  • I met my neighbor’s pet rabbit for the first time last week.  √

IV. Action and Non-Action Verbs

Action verbs: They show the action of the subject. All action verbs are “Do” verbs.

  • In the U.S., many pet owners treat their pets as part of the family.
  • Those pets get special food and even regular medical checkups.
  • Some of them sleep in their owner’s bed.
  • They receive toys and often wear festive [3] outfits [4] during holidays.
  • Most pets enjoy their good lives.

Non-action verbs: They do not show actions; instead, they show emotional or mental states, five senses, possessions, and others. Non-action verbs are also called stative verbs or non-progressive verbs. “Be” verbs are non-action verbs in most cases.

  • Pets love their owners.
  • Pets understand how much they are loved.
  • Some pets can weigh over fifty pounds.
  • Most pets have animal doctors called vets.
  • Pets are our good friends.

Sometimes, the same verb can be both an action verb and a non-action verb, with different meanings and grammatical structures. Discuss the difference between the underlined verbs below.

  • What do you think of my kitten? It seems that she is always thinking about playing hide and seek with me. (non-action, action)
  • Feel the fur of my kitten. It feels so soft. (action, non-action)
  • My kitten measures twelve inches in length [5] . I measure her every month to see how much she has grown. (non-action, action)
  • I see some red pots on the kitten’s skin. I am taking her to her vet. We are seeing the vet at 3 pm this afternoon. (non-action, action)

Non-action verbs can be used in different verb tenses except progressive tenses, but action verbs can be used in all tenses.

  • The kitten has been napping for a long time. He looks ( is looking ) content [6] in his sleep.
  • Samantha likes ( is liking ) kittens. She has ( is having ) two. Right now she is preparing their favorite snacks.

Exercise 2. The following sentences are about color-blindness [7] of dogs.  Some verbs are bold-faced. Highlight if each bold-faced verb is an action verb or a non-action verb. The first one is an example. When you finish the exercise, you can retry or see all the answers. (To highlight, you position your computer curser on the verbs and right click.)

a black dog with a yellow tennis ball in mouth

V. Helping Verbs and Main Verbs

Helping verbs: They are also called auxiliary verbs . These verbs “help” the main verbs to

  • show verb tense
  • make a negative sentence
  • ask a question
  • change the meaning or tone
  • change the voice (from active to passive or passive to active, not addressed in this course)

Helping verbs must work with main verbs to form complete verbs. Common helping verbs include “do, does, did, have, had, had, will”.

helping verb  +  main verb  =   complete verb

  • Mohamod has always wanted to get his driver’s license. (helping verb “has” + main verb “wanted”)
  • He has prepared for this driver’s test for several months. (helping verb “has” + main verb “prepared”)
  • He does not want to carpool with his friend every day. (helping verb “does” + main verb “want”)
  • He hopes that he will pass the road test. (helping verb “will” + main verb “pass”)
  • Should he celebrate if he passes? (helping verb “should” + main verb “celebrate”)

two people in a car

Modals: Modals are a special type of helping verbs. They mainly show ability, possibility, obligation, advice, and many others. They are followed by the base form of the main verb.

  • Every driver in the U.S. must have a driver’s license. (modal/helping verb “must” + main verb “have”)
  • Should he or she buy car insurance, too? (modal/helping verb “should” + main verb “buy”)
  • Maintaining a car can be expensive. (modal/helping verb “can” + main verb “be”)
  • Life could become difficult without a car. (modal/helping verb “could” + main verb “become”)

For detailed explanations and examples of modals, please refer to Unit 15 Modals. ( Open Unit 15 here. )

Exercise 3. The following is a brief account of Jose and his car. Type the helping verb in each sentence in the appropriate boxe.  The first sentence is an example. When you finish the entire exercise, you can retry or see all the answers.

VI. Twelve Verb Tenses

While verbs show actions or states of being, verb tenses indicate the time of those actions or states of being:

  • in the past, in the present, in the future, or from past to present
  • happened just once, happened repeatedly, or is still happening.

There are twelve tenses in English:

In this course, you will be focusing on using eight of the above tenses in writing: simple present, present progressive, present perfect, present perfect progressive, simple past, past progressive, past perfect, and simple future tenses. You will learn the rest of the tenses in future courses.

VII. Five Basic Verb Forms

In the above chart, the verb “study” appears in different forms – study, studies, am studying, had been studying, will be studying, and some others. These are called verb forms. Verbs have five basic forms:

Always remember that a verb tense and its verb forms must match each other. There are detailed explanations and practice in verb tenses and forms from Unit 11 through Unit 14  in this book.   (Open Unit 11 Present Tenses , Unit 12 Past Tenses , Unit 13 Future Tenses , Unit 14 Mixed Tenses here.)

VIII. Unit Review Practice

Exercise 4. The following paragraph about leashing the dog is from a previous unit. Highlight “Be” for “Be verbs” and “Do” for “Do verbs”. The first one is an example. When you finish the exercise, you can retry or see all the answers. (To highlight, you position your computer curser on the verbs and right click.)

two dogs on leash

Exercise 5. The following is a story about two puppies in love. Some verbs are bold-faced. Select what the type of verb each one is. You will get instant feedback after each sentence.  If you make a mistake, you may also retry or see the answer.

a dog swimming

Exercise 6. Take a paragraph you have written in this course. Exchange it with your partner’s.

In your partner’s paragraph,

  • single underline all the “Be” verbs.
  • double underline all the helping verbs.
  • circle all the non-action verbs.

When you finish, return the paragraph to your partner. Discuss if you agree with each other on all the verbs.

  NSNT Practice

a pen writing in a notebook

Go to The NSNT Free Writing Approach and Additional Weekly Prompts for Writing in Appendix A. ( Open Appendix A here. ) Choose two topics to write a paragraph each. You may start with the NSNT approach and then rewrite it. Pay attention to the use of verbs. Be mindful of the verbs you are using: Are they main verbs or helping verbs? Action verbs or non-action verbs? “Be” verbs or “do” verbs? You are encouraged to share your writing with your partner and help each other improve.

Vocabulary Review

a page in a dictionary

The words here have appeared in this unit.  The best way to learn them is to guess the meaning of each word from the context.  Then hover your computer mouse over the number beside each word to check its meaning and part of speech. These words are also listed in the footnote area at the end of each unit.

Here, you can use the flashcards below to review these words.

  • A verb shows an action or a state of being and usually comes after the subject in a sentence.
  • “Be” verbs include “am, is, are, was, were” and some others.
  • There are many “Do” verbs such as “swim, study, eat, drive”.
  • An action verb shows the action of the subject.
  • A non-action verb shows the state, condition, or possession of the subject. A non-action verb cannot be used in a progressive verb tense.
  • Some verbs can be both action and non-action verbs, with a different meaning.
  •  A helping verb must be accompanied by a main verb in a sentence.
  • There are twelve verb tenses and five basic verb forms. Each verb tense has its own verb forms. Verb tenses and verb forms must match each other in sentences.

Media Attributions

  • a cat and a dog © Photo by Anusha Barwa on Unsplash
  • a black dog with a yellow tennis ball in mouth © Photo by Tadeusz Lakota on Unsplash
  • two people in a car © Photo by Orkun Azap on Unsplash
  • two dogs on leash © Photo by Bundo Kim on Unsplash
  • a dog swimming © Photo by Marcia Soligo on Unsplash
  • a pen writing in a notebook © Photo by Aaron Burden on Unsplash
  • a page in a dictionary © Pixabay
  • existence: noun, being there, being this way ↵
  • misunderstanding: noun, understand something in the wrong way ↵
  • festive: adjective, joyful, about holidays or festivals ↵
  • outfit: noun, clothing ↵
  • length: noun, the noun form of the adjective "long" ↵
  • content: adjective, happy and satisfied ↵
  • color-blindness: noun, not able to see the differences in colors ↵

Building Academic Writing Skills Copyright © 2022 by Cui, Lin is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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

Verb Tenses in Academic Writing | Rules, Differences & Examples

Published on 20 October 2022 by Shane Bryson . Revised on 11 September 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 .

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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 .

The only proofreading tool specialized in correcting academic writing

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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, generalisations, 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 generalisations 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 generalisations.

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 summarising 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 synthesise 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  hypothesised .

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.

Summarising previous work

When summarising 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.

Emphasising 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 emphasise 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 generalisations 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 for 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 11). Verb Tenses in Academic Writing | Rules, Differences & Examples. Scribbr. Retrieved 18 March 2024, from https://www.scribbr.co.uk/english-language/verb-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 Bryson

Shane Bryson

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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Words to Use in an Essay: 300 Essay Words

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Hannah Yang

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Table of Contents

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

It’s not easy to write an academic essay .

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

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

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

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

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

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

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

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

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

To use the words of X

According to X

As X states

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

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

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

In this essay, I will…

The purpose of this essay…

This essay discusses…

In this paper, I put forward the claim that…

There are three main arguments for…

Phrases to introduce a thesis

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

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

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

First and foremost

First of all

To begin with

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

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

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

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

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

Transition Words and Phrases

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

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

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

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

Additionally

In addition

Furthermore

Another key thing to remember

In the same way

Correspondingly

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

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

In other words

To put it another way

That is to say

To put it more simply

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

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

For instance

To give an illustration of

To exemplify

To demonstrate

As evidence

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

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

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

As a result

Accordingly

As you can see

This suggests that

It follows that

It can be seen that

For this reason

For all of those reasons

Consequently

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

Phrases to draw conclusions

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

What’s more

Not only…but also

Not to mention

To say nothing of

Another key point

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

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

On the one hand / on the other hand

Alternatively

In contrast to

On the contrary

By contrast

In comparison

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

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

Having said that

Differing from

In spite of

With this in mind

Provided that

Nevertheless

Nonetheless

Notwithstanding

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

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

Strong Verbs for Academic Writing

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

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

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

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

Verbs that show change:

Accommodate

Verbs that relate to causing or impacting something:

Verbs that show increase:

Verbs that show decrease:

Deteriorate

Verbs that relate to parts of a whole:

Comprises of

Is composed of

Constitutes

Encompasses

Incorporates

Verbs that show a negative stance:

Misconstrue

Verbs that show a negative stance

Verbs that show a positive stance:

Substantiate

Verbs that relate to drawing conclusions from evidence:

Corroborate

Demonstrate

Verbs that relate to thinking and analysis:

Contemplate

Hypothesize

Investigate

Verbs that relate to showing information in a visual format:

Useful Adjectives and Adverbs for Academic Essays

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

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

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

Significant

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

Controversial

Insignificant

Questionable

Unnecessary

Unrealistic

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

Comprehensively

Exhaustively

Extensively

Respectively

Surprisingly

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

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

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

In conclusion

To summarize

In a nutshell

Given the above

As described

All things considered

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

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

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

Unquestionably

Undoubtedly

Particularly

Importantly

Conclusively

It should be noted

On the whole

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

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

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

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

So how do you improve your vocabulary skills?

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

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

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

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

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

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

ProWritingAid offering synonyms for great

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

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

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5.6 Editing Focus: Verb Tense Consistency

Learning outcomes.

By the end of this section, you will be able to:

  • Apply various editing strategies to a draft in progress.
  • Implement consistent use of verbs in a draft in progress.

When you edit, you make changes at the sentence level: phrasing, grammar, mechanics, and wording. Read your paper aloud to check for needed editing. Alternately, you could have your device read the paper to you if it has that feature. As you read or listen, if you notice that something does not sound quite right, your draft probably needs editing at that point. Additionally, if your electronic draft shows blue underlining, check whether you should accept the changes suggested by your software. Once you have thoroughly reviewed each sentence in your draft, read aloud or listen to the entire piece again to see how it flows, making any additional needed changes as you go along.

English Varieties and Verbs

This section focuses on English verb tense consistency when editing. Every English speaker converses in one or more forms of the language. In the past, people have referred to these forms as dialects . Today, linguists more commonly call them English varieties . Every English variety uses verbs, as do most languages. Verbs are the words that express the action in a sentence. Their most distinguishing feature is that they change according to tense—that is, they take on different forms to express action that happened in the past, happens in the present, or will happen in the future.

As you edit your profile, you will need to match the English variety you use to the expectations of your audience. If your instructor is your only reader, you will probably need to use an English variety appropriate for an academic setting. If the instructor has asked you to write a profile to appeal to another audience, think about how the English variety you choose might connect better with that audience.

In every English variety, the form of the verb changes to indicate whether something is happening currently or has happened already. These changes that indicate time differences are called verb tenses . If an action or description occurs now or occurs regularly, in the present time, writers use the present tense . Conversely, if the action occurred in the past and no longer occurs, writers use the past tense .

  • Present tense: She walks to class.
  • Past tense: She walked to class yesterday.

In simple sentences such as these, choosing a verb tense is fairly straightforward. The author decides when to place the event in time and chooses the corresponding verb form. Although people easily use different verb tenses every day, getting them right in writing can be tricky at times. Writers may accidentally change from past to present tense within a text—or even within the same sentence—for no particular reason. Consider these examples:

  • Sentence 1: I lost a glove on my walk, but I underline find end underline it later.
  • Sentence 2: I lost a glove on my walk, but I underline found end underline it later.

In Sentence 1, the verb lost places the action in the past; the present-tense verb find is not consistent with that pattern. The revision in Sentence 2 places all of the action in the same time frame: the past. Because changing the tense for no reason can confuse the audience, be sure to use the same verb tense throughout, whether events happen in the past or they happen in the present.

However, you do need to change tenses to indicate a difference in time, and such differences occur often. This situation is why choosing verb tenses in writing can sometimes pose challenges for writers. If you are using the present tense in writing but you want to tell about something that happened in the past, you need to change tenses to make that time difference clear. Look at these sentences:

  • Sentence 1: The artist uses bright colors in her paintings. She says that when she is a child, these colors attract her.
  • Sentence 2: The artist uses bright colors in her paintings. She says that when she was a child, these colors attracted her.

The writer is discussing the artist in the present tense, and the artist is speaking in the present tense. However, she is telling about her childhood, which took place in the past. Therefore, she and the writer use both past and present tense to make the time distinction clear. To put all events in the present tense would not make sense in such cases. Look at the verb tense consistency revisions Houston Byrd made to his essay in Focusing on the Angle of Your Subject . When he tells about his trip to the store, describes it, and refers to his interview with the owner, he generally uses—or has revised to use—the past tense, whereas most of the essay is written in the present tense.

Proofreading

Another type of editing is proofreading. When you proofread, you check for small details, such as typing mistakes, that need fixing. If your instructor has asked you to follow a given style guide, such as MLA or APA, make sure your draft is formatted according to those guidelines. If any words are underlined in red on your electronic document (indicating a misspelling), address those issues as you complete your draft. Lastly, read each sentence individually, starting at the bottom of the draft, to make sure your spelling and punctuation meet the requirements for the genre and audience.

You may feel that you are not yet a strong enough writer to edit or proofread on your own. If so, take advantage of your instructor’s office hours or your college’s writing center for support in developing your work.

Practice with Verb Tense Consistency

Depending on your writing context, you may be asked to write mainly in either the past or the present tense. For example, MLA style asks writers to refer to textual materials in the present tense, even though they have already been written.

With a peer partner, practice choosing the most effective verb forms in the following sentences. Complete the exercise twice—once for a text written mainly in the present tense, and once again for a text written mainly in past tense. Because events happen at different times, you may have a combination of tenses.

  • Carla D. Hayden (writes, wrote) ________ about John Lewis’s courageous stance against injustice when he (led, leads) the Selma protests.
  • People throughout the country (admire, admired) ________ John Lewis and (mourn, mourned) ________ his death.
  • In 1995, Hayden (receives, received) ________ the Librarian of the Year Award, and in 2016, she (is, was) ________ listed by Fortune magazine as one of the world’s 50 greatest leaders.

To check your draft for verb tense issues, read your profile aloud to a peer partner. If you notice that some verbs are in the past tense and some are in the present, make them all one consistent tense throughout the text— unless they indicate a change in time, which they often do. Making your verb tenses consistent will help clarify your ideas for readers.

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English Study Online

120 Most Important Academic Verbs in English

By: Author English Study Online

Posted on Last updated: November 1, 2023

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List of Popular Academic Verbs for Writing! A verb is a kind of word (part of speech) that tells about an action or a state. This post illustrates the most important academic words that you could use to improve your writing.

Academic Verbs List

Here is the list of verbs used in academic writing:

Academic Verbs

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Academic Verbs List | Infographic

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Verb Tense Consistency

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This handout explains and describes the sequence of verb tenses in English.

Throughout this document, example sentences with nonstandard or inconsistent usage have verbs in red .

Controlling shifts in verb tense

Writing often involves telling stories. Sometimes we narrate a story as our main purpose in writing; sometimes we include brief anecdotes or hypothetical scenarios as illustrations or reference points in an essay.

Even an essay that does not explicitly tell a story involves implied time frames for the actions discussed and states described. Changes in verb tense help readers understand the temporal relationships among various narrated events. But unnecessary or inconsistent shifts in tense can cause confusion.

Generally, writers maintain one tense for the main discourse and indicate changes in time frame by changing tense relative to that primary tense, which is usually either simple past or simple present. Even apparently non-narrative writing should employ verb tenses consistently and clearly.

General guideline: Do not shift from one tense to another if the time frame for each action or state is the same.

Explains is present tense, referring to a current state; asked is past, but should be present ( ask ) because the students are currently continuing to ask questions during the lecture period.

CORRECTED: The instructor explains the diagram to students who ask questions during the lecture.

Darkened and sprang up are past tense verbs; announces is present but should be past ( announced ) to maintain consistency within the time frame.

CORRECTED: About noon the sky darkened , a breeze sprang up , and a low rumble announced the approaching storm.

Walk is present tense but should be past to maintain consistency within the time frame ( yesterday ); rode is past, referring to an action completed before the current time frame.

CORRECTED: Yesterday we walked to school but later rode the bus home.

General guideline: Do shift tense to indicate a change in time frame from one action or state to another.

Love is present tense, referring to a current state (they still love it now;) built is past, referring to an action completed before the current time frame (they are not still building it.)

Began is past tense, referring to an action completed before the current time frame; had reached is past perfect, referring to action from a time frame before that of another past event (the action of reaching was completed before the action of beginning.)

Are installing is present progressive, referring to an ongoing action in the current time frame (the workers are still installing, and have not finished;) will need is future, referring to action expected to begin after the current time frame (the concert will start in the future, and that's when it will need amplification.)

Controlling shifts in a paragraph or essay

General guideline: Establish a primary tense for the main discourse, and use occasional shifts to other tenses to indicate changes in time frame.

  • Rely on past tense to narrate events and to refer to an author or an author's ideas as historical entities (biographical information about a historical figure or narration of developments in an author's ideas over time).
  • Use present tense to state facts, to refer to perpetual or habitual actions, and to discuss your own ideas or those expressed by an author in a particular work. Also use present tense to describe action in a literary work, movie, or other fictional narrative. Occasionally, for dramatic effect, you may wish to narrate an event in present tense as though it were happening now. If you do, use present tense consistently throughout the narrative, making shifts only where appropriate.
  • Future action may be expressed in a variety of ways, including the use of will, shall, is going to, are about to, tomorrow and other adverbs of time, and a wide range of contextual cues.

Using other tenses in conjunction with simple tenses

It is not always easy (or especially helpful) to try to distinguish perfect and/or progressive tenses from simple ones in isolation, for example, the difference between simple past progressive ("She was eating an apple") and present perfect progressive ("She has been eating an apple"). Distinguishing these sentences in isolation is possible, but the differences between them make clear sense only in the context of other sentences since the time-distinctions suggested by different tenses are relative to the time frame implied by the verb tenses in surrounding sentences or clauses.

Example 1: Simple past narration with perfect and progressive elements

On the day in question...

By the time Tom noticed the doorbell, it had already rung three times. As usual, he had been listening to loud music on his stereo. He turned the stereo down and stood up to answer the door. An old man was standing on the steps. The man began to speak slowly, asking for directions.

In this example, the progressive verbs had been listening and was standing suggest action underway at the time some other action took place. The stereo-listening was underway when the doorbell rang. The standing on the steps was underway when the door was opened. The past perfect progressive verb had been listening suggests action that began in the time frame prior to the main narrative time frame and that was still underway as another action began.

If the primary narration is in the present tense, then the present progressive or present perfect progressive is used to indicate action that is or has been underway as some other action begins. This narrative style might be used to describe a scene from a novel, movie, or play, since action in fictional narratives is conventionally treated as always present. For example, we refer to the scene in Hamlet in which the prince first speaks (present) to the ghost of his dead father or the final scene in Spike Lee's Do the Right Thing , which takes place (present) the day after Mookie has smashed (present perfect) the pizzeria window. If the example narrative above were a scene in a play, movie, or novel, it might appear as follows.

Example 2: Simple present narration with perfect and progressive elements

In this scene...

By the time Tom notices the doorbell, it has already rung three times. As usual, he has been listening to loud music on his stereo. He turns the stereo down and stands up to answer the door. An old man is standing on the steps. The man begins to speak slowly, asking for directions.

In this example as in the first one, the progressive verbs has been listening and is standing indicate action underway as some other action takes place. The present perfect progressive verb has been listening suggests action that began in the time frame prior to the main narrative time frame and that is still underway as another action begins. The remaining tense relationships parallel those in the first example.

In all of these cases, the progressive or -ing part of the verb merely indicates ongoing action, that is, action underway as another action occurs. The general comments about tense relationships apply to simple and perfect tenses, regardless of whether there is a progressive element involved.

It is possible to imagine a narrative based on a future time frame as well, for example, the predictions of a psychic or futurist. If the example narrative above were spoken by a psychic, it might appear as follows.

Example 3: Simple future narration with perfect and progressive elements

Sometime in the future...

By the time Tom notices the doorbell, it will have already rung three times. As usual, he will have been listening to loud music on his stereo. He will turn the stereo down and will stand up to answer the door. An old man will be standing on the steps. The man will begin to speak slowly, asking for directions.

In this example as in the first two, the progressive verbs will have been listening and will be standing indicate ongoing action. The future perfect progressive verb will have been listening suggests action that will begin in the time frame prior to the main narrative time frame and that will still be underway when another action begins. The verb notices here is in present-tense form, but the rest of the sentence and the full context of the narrative cue us to understand that it refers to future time. The remaining tense relationships parallel those in the first two examples.

General guidelines for use of perfect tenses

In general the use of perfect tenses is determined by their relationship to the tense of the primary narration. If the primary narration is in simple past, then action initiated before the time frame of the primary narration is described in past perfect. If the primary narration is in simple present, then action initiated before the time frame of the primary narration is described in present perfect. If the primary narration is in simple future, then action initiated before the time frame of the primary narration is described in future perfect.

Past primary narration corresponds to Past Perfect ( had + past participle) for earlier time frames

Present primary narration corresponds to Present Perfect ( has or have + past participle) for earlier time frames

Future primary narration corresponds to Future Perfect ( will have + past participle) for earlier time frames

The present perfect is also used to narrate action that began in real life in the past but is not completed, that is, may continue or may be repeated in the present or future. For example: "I have run in four marathons" (implication: "so far... I may run in others"). This usage is distinct from the simple past, which is used for action that was completed in the past without possible continuation or repetition in the present or future. For example: "Before injuring my leg, I ran in four marathons" (implication: "My injury prevents me from running in any more marathons").

Time-orienting words and phrases like before, after, by the time , and others—when used to relate two or more actions in time—can be good indicators of the need for a perfect-tense verb in a sentence.

  • By the time the senator finished (past) his speech, the audience had lost (past perfect) interest.
  • By the time the senator finishes (present: habitual action) his speech, the audience has lost (present perfect) interest.
  • By the time the senator finishes (present: suggesting future time) his speech, the audience will have lost (future perfect) interest.
  • After everyone had finished (past perfect) the main course, we offered (past) our guests dessert.
  • After everyone has finished (present perfect) the main course, we offer (present: habitual action) our guests dessert.
  • After everyone has finished (present perfect) the main course, we will offer (future: specific one-time action) our guests dessert.
  • Long before the sun rose (past), the birds had arrived (past perfect) at the feeder.
  • Long before the sun rises (present: habitual action), the birds have arrived (present perfect) at the feeder.
  • Long before the sun rises (present: suggesting future time), the birds will have arrived (future perfect) at the feeder.

Sample paragraphs

The main tense in this first sample is past. Tense shifts are inappropriate and are indicated in bold .

(adapted from a narrative)

Inappropriate shifts from past to present, such as those that appear in the above paragraph, are sometimes hard to resist. The writer becomes drawn into the narrative and begins to relive the event as an ongoing experience. The inconsistency should be avoided, however. In the sample, will should be would , and rise should be rose .

The main tense in this second sample is present. Tense shifts—all appropriate—are indicated in bold.

(adapted from an article in the magazine Wilderness )

This writer uses the present tense to describe the appearance of a dragonfly on a particular July morning. However, both past and future tenses are called for when she refers to its previous actions and to its predictable activity in the future.

Click here for exercises on verb tense.

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Common Issues with Tenses

Common Issues with Tenses

4-minute read

  • 6th June 2022

Using verbs correctly is one of the trickiest parts of writing . Anyone can make mistakes with verb tenses, but it’s especially easy for those who aren’t native English speakers. In this post, we’ll explain the nine main tenses and highlight the most common mistakes writers make when using them. So, read on if you want to make verb tense mistakes a thing of the past!

What Are the Main Tenses in English?

Every action happens in the past, present, or future. Each of these time frames is further divided into the simple , continuous, or perfect form. Here’s an example of each:

●  Simple past – things that happened before now:

I wrote an essay last week.

●  Past continuous – an ongoing action in the past:

He was writing a poem yesterday morning.

●  Past perfect – an action that ended before a point in the past:

By lunchtime, he had written six lines.

●  Simple present – a habitual action:

She writes at her desk by the window.

The simple present is also used to describe actions happening at this moment:

I want a desk like that.

●  Present continuous – an ongoing action happening right now:

I am writing a future bestseller!

●  Present perfect – an action that began in the past and is still happening now, or one that happened at an unspecified time:

He has written stories since he was a child.

I have written 1000 birthday cards.

●  Simple future – things that’ll happen and then stop happening:

I will read the first chapter of the book tomorrow.

●  Future continuous – things that’ll begin in the future and continue for some time:

I will be writing a book report.

●  Future perfect – an action that’ll end at some point in the future:

I will have written it by the end of the week.

With so many tenses to choose from, it’s no wonder people make mistakes. Don’t worry, though, because for most academic writing, you don’t need to use all of them. Essays and assignments are nearly always written in the simple present tense, and if you’re describing your own research methodology (e.g., an experiment or survey), you would use the simple past tense.

What Are the Most Common Verb Tense Errors?

Mistakes with verb tenses usually fall into one of three categories:

  • Changing from one tense to another.
  • Overusing continuous tenses.
  • Confusion with irregular verbs.

Use tenses consistently

Your readers will get confused if you switch tenses unexpectedly:

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The car drove into the tunnel, and it comes out the other end. ✘

The car drove into the tunnel, and it came out the other end. ✔

The car drives into the tunnel, and it comes out the other end. ✔

This doesn’t mean changing tense mid-sentence is always wrong. But make sure you’re saying what you intend to say!

I practiced using different tenses, and now I understand them better. ✔

Limit your use of continuous tenses

Your writing can easily become quite clunky if you use a lot of continuous verb forms:

It was pouring rain while we were camping, and the children were complaining because their blankets were getting wet.

It poured rain while we were camping, and the children complained because their blankets got wet.

The first sentence contains four present participles (i.e., verb forms that end in ing ), which makes it quite a chore to read and rather repetitive. In the second version, we’ve replaced three of them with the simple past tense. This makes the writing more concise and easier to read.

Watch out for irregular verbs

We form the simple past tense and the past participle of most verbs by simply adding ed to the base verb (e.g., walk – walked; open – opened ). However, there are many verbs that don’t obey such rules, and we call these irregular verbs . Unfortunately, there’s no easy way to learn how to conjugate irregular verbs because they don’t follow an obvious pattern, as these examples show:

I buyed bought a gigantic jar of honey.

It costed cost $10.

I hided hid it in the back of the cupboard.

I soon forgetted forgot all about it.

As you read English texts and listen to people speaking in conversation, you’ll recognize more irregular verbs and become familiar with how they work.

Proofreading for Perfect Grammar

We hope you now feel confident about using different tenses in your writing. If you’d like an expert to check your work for incorrect verbs and any other mistakes in grammar, spelling, or punctuation, our proofreaders are here to help. Send us a free trial document to find out more.

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Definition of essay

 (Entry 1 of 2)

Definition of essay  (Entry 2 of 2)

transitive verb

  • composition

attempt , try , endeavor , essay , strive mean to make an effort to accomplish an end.

attempt stresses the initiation or beginning of an effort.

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

endeavor heightens the implications of exertion and difficulty.

essay implies difficulty but also suggests tentative trying or experimenting.

strive implies great exertion against great difficulty and specifically suggests persistent effort.

Examples of essay in a Sentence

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

Word History

Middle French essai , ultimately from Late Latin exagium act of weighing, from Latin ex- + agere to drive — more at agent

14th century, in the meaning defined at sense 4

14th century, in the meaning defined at sense 2

Phrases Containing essay

  • essay question
  • photo - essay

Articles Related to essay

alt 5a4412a517d28

To 'Essay' or 'Assay'?

You'll know the difference if you give it the old college essay

Dictionary Entries Near essay

Cite this entry.

“Essay.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/essay. Accessed 18 Mar. 2024.

Kids Definition

Kids definition of essay.

Kids Definition of essay  (Entry 2 of 2)

More from Merriam-Webster on essay

Nglish: Translation of essay for Spanish Speakers

Britannica English: Translation of essay for Arabic Speakers

Britannica.com: Encyclopedia article about essay

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  • Simple Present Tense | Examples, Use & Worksheet

Simple Present Tense | Examples, Use & Worksheet

Published on March 20, 2023 by Eoghan Ryan . Revised on September 25, 2023.

The simple present tense is a verb form used to talk about habits, unchanging situations, facts, and planned events in the near future.

The simple present tense of most verbs is the infinitive form (e.g., “sing”). However, the third person singular (e.g., “he,” “she,” and “it”) takes an “s” at the end of the verb (e.g., “write” becomes “writes”).

Simple present tense forms

Table of contents

How to use the simple present, present simple vs. present continuous, how to form negatives, how to form questions, how to form the passive voice, worksheet: simple present vs. present continuous, other interesting language articles, frequently asked questions about the simple present tense.

The simple present is used to refer to habits , unchanging situations or states , general truths , and scheduled events in the future .

Most verbs in the simple present tense use the infinitive form (e.g., “run”). The only exception is the third person singular (used with “he,” “she,” “it,” and any singular noun), which is usually formed by adding “s” to the end of the verb.

I speak French.

The Earth revolves around the sun.

The simple present is also used along with future simple tense constructions to talk about a future action. In these instances, the simple present construction is usually preceded by a subordinating conjunction (e.g., “after,” “before,” “as soon as,” “when”).

Forming the third person singular

The third person singular is usually formed by adding “s” to the end of the verb (e.g., “run” becomes “runs”). However, this can vary depending on the verb’s ending.

  • I have a cat.
  • Sandra has an old bike.

Irregular verb: “Be”

The stative verb “be” is used in the simple present to refer to unchanging situations (e.g., “You are clever”) and to temporary present situations (e.g., “Ramone is hungry”). This verb changes in form more than any other, as shown in the table below.

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While the present simple is typically used to refer to habits, states, and facts, the present continuous is used to describe a temporary action that is currently taking place.

Justin is eating dinner right now. [describing a temporary action in the present] Note While most verbs in the present simple are not used to talk about temporary situations in the present, stative verbs (e.g., “be,” “have,” “want,” “know”) can be used in the simple present to describe temporary states of being.

These verbs are typically not used in the present continuous tense :

  • I am wanting ice cream.
  • I want ice cream.

For most subjects, negative statements are formed by adding “do not” (or the contraction “don’t”) between the subject and the verb . The third person singular uses “does not” (or “doesn’t”).

Abby doesn’t like traveling . Note Negative constructions in the simple present use the infinitive form of the verb, regardless of subject (i.e., the third person singular form never takes an “s”).

  • The clock doesn’t works .
  • The clock doesn’t work .

The verb “be” is made negative by adding the adverb “not” after the verb . This is the case for all subjects.

Even though he didn’t sleep much last night, Andrew is not tired. Note Don’t negate other verbs in the same way as “be,” by just adding “not” after the verb. This only applies to “be.” For other verbs, use “do not” or “does not” as described above.

  • Jamie exercises not much.
  • Jamie doesn’t exercise much.

To ask a yes–no question using the simple present, add “do” before the subject and the infinitive form of the verb. Again, the exception is the third person singular, which uses “does” instead of “do.”

To ask a question using a wh-word (an interrogative pronoun like “what” or an interrogative adverb like “when”), place the pronoun or adverb before “do” (or “does” for the third person singular).

What do you want?

Passive sentences are ones in which the subject is acted upon (rather than performing the action). In the simple present, the passive voice uses a conjugated form of the verb “be” along with a past participle .

The stray cat is fed by everyone in the neighborhood.

You can test your understanding of the difference between the simple present and the present continuous with the worksheet below. Fill in one of the two options in each sentence.

  • Practice questions
  • Answers and explanations
  • I _______ every morning before work. [run/am running]
  • Kevin _______ the kitchen right now. [cleans/is cleaning]
  • Humans _______ about 12 times per minute. [blink/are blinking]
  • The train _______ at 12 p.m. every day. [leaves/is leaving]
  • Allie _______ at the moment. [studies/is studying]
  • “Run” is correct. In this instance, the simple present is used to refer to a habit.
  • The present continuous form “is cleaning” is correct because it refers to a temporary action in the present.
  • The present simple form “blink” is correct. In this instance, it’s used to express a fact.
  • The present simple form “leaves” is correct. In this instance, it’s used to refer to a planned future event.
  • The present continuous form “is studying” is correct because it refers to a temporary action that is currently taking place.

If you want to know more about nouns , pronouns , verbs , and other parts of speech , make sure to check out some of our other language articles with explanations and examples.

Nouns & pronouns

  • Common nouns
  • Possessive nouns
  • Indefinite pronouns
  • Relative pronouns
  • Interrogative pronouns
  • Present perfect tense
  • Modal verbs
  • Conditional sentences
  • Subjunctive mood
  • Imperative mood
  • Interjections
  • Determiners
  • Prepositions

In the simple present tense , the stative verb “be” is used to describe temporary present situations (e.g., “I am tired”) and unchanging situations (e.g., “Laura is a doctor”). The form of the verb varies depending on the subject:

  • The first person singular uses “am” (e.g., “I am”)
  • The third person singular uses “is” (e.g., “he is,” “she is,” “it is”)
  • All other subjects use “are” (e.g., “you are,” “we are,” “they are”)

The “-ing” form of a verb is called the present participle . Present participles can be used as adjectives (e.g., “a thrilling story”) and to form the continuous verb tenses (e.g., the present continuous : “We are partying ”).

Gerunds also use the “-ing” form of a verb, but they function only as nouns (e.g., “I don’t enjoy studying ”).

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.

Ryan, E. (2023, September 25). Simple Present Tense | Examples, Use & Worksheet. Scribbr. Retrieved March 18, 2024, from https://www.scribbr.com/verbs/simple-present/
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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    essay in verb

  4. 75 Academic Writing Verbs

    essay in verb

  5. 10 Phrasal Verbs for Academic Writing in English

    essay in verb

  6. strong verbs

    essay in verb

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  1. PDF Powerful Verbs for Essays

    Powerful Verbs for Weaving Ideas in Essays The following verbs are helpful as a means of showing how an example or quote in literature Supports an idea or interpretation. Example + Verb + Explanation or Significance (CD) (CM) You may use the above in a sentence as a general formula that may need modified to fit each situation. verb

  2. PDF Strategies for Essay Writing

    • Look for action verbs. Verbs like analyze, compare, discuss, explain, make an argument, propose a solution, trace, or research can help you understand what you're being asked to do with an assignment. Unless the instructor has specified otherwise, most of your paper assignments at Harvard will ask you to make an argument. So even when the ...

  3. Power Verbs for Essays (With Examples)

    Power Verbs to Agree with Existing Studies: indicate, suggest, confirm, corroborate, underline, identify, impart, maintain, substantiate, support, validate, acknowledge, affirm, assert. Power Verbs to Disagree with Existing Studies: reject, disprove, debunk, question, challenge, invalidate, refute, deny, dismiss, disregard, object to, oppose.

  4. Verb Tenses in Academic Writing

    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.

  5. 50 Verbs of Analysis for English Academic 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).

  6. Verbs: Types of Verbs, Definition and Examples

    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."

  7. The Ultimate Strong Verbs List That'll Supercharge Your Writing

    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.

  8. 152 Analysis Verbs (2024)

    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 ...

  9. Unit 9 Verb Basics in Academic Writing

    Exercise 1. Highlight the verbs in the following short paragraph about pet dogs. (To highlight, you position your computer curser on the verbs and right click.) III. "Be" Verbs and "Do" Verbs. "Be" verbs: They look different depending on the subjects and the verb tenses. The most common ones are "am, is, are, was, were".

  10. Verb Tenses in Academic Writing

    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.

  11. Words to Use in an Essay: 300 Essay Words

    You can use a combination of the transitions above to create a strong, clear structure throughout the body of your essay. Strong Verbs for Academic Writing. Verbs are especially important for writing clear essays. Often, you can convey a nuanced meaning simply by choosing the right verb. You should use strong verbs that are precise and dynamic.

  12. 5.6 Editing Focus: Verb Tense Consistency

    Look at the verb tense consistency revisions Houston Byrd made to his essay in Focusing on the Angle of Your Subject. When he tells about his trip to the store, describes it, and refers to his interview with the owner, he generally uses—or has revised to use—the past tense, whereas most of the essay is written in the present tense. Proofreading

  13. Subject-Verb Agreement

    Revised on April 18, 2023. Subject-verb agreement means that the subject of the sentence matches the verb describing its action. This helps your reader understand who or what is doing something and makes your writing easier to read. First, identify the subject (the person or thing doing the action) and the verb (the action word) in a sentence.

  14. PDF Powerful Verbs for Essays

    Powerful Verbs for Weaving Ideas in Essays The following verbs are helpful as a means of showing how an example or quote in literature Supports an idea or interpretation. Example + Verb + Explanation or Significance (CD) (CM) You may use the above in a sentence as a general formula that may need modified to fit each situation. verb

  15. To 'Essay' or To 'Assay'?

    To 'essay' is a verb meaning 'to try, attempt, or undertake.' To 'assay' is to 'to test or evaluate.' 'Essay' also has the meaning referring to those short papers you had to write in school on various topics.

  16. What Is a Verb?

    A verb is a word that describes what the subject of a sentence is doing. Verbs can indicate (physical or mental) actions, occurrences, and states of being. Examples: Verbs in a sentence Jeffrey builds a house. Anita is thinking about horses. True love exists. Every sentence must have at least one verb.

  17. 120 Most Important Academic Verbs in English

    Verbs. Andjouza Abdallah. Thursday 23rd of December 2021. [email protected]. bobby. Friday 10th of September 2021. i dont very much like this. it seems to be a bad commentary. so can yall shut the freak up.... bobby. Friday 10th of September 2021.

  18. differences

    By the dictionary definition as a verb, I can see that essay and assay have the same meaning, i.e. "make an effort or attempt". I'm wondering if they are totally interchangeable, or is there a difference in degree associated with each? differences verbs confusables Share Improve this question Follow edited May 8, 2011 at 19:04 RegDwigнt

  19. Action Words in Academic Writing

    In order to write a quality essay or discussion, you must first have an understanding of what you are being asked to do. Recognizing action words or verbs used in your assignment prompts will help you broaden your vocabulary, identify specific directives, and organize your ideas accordingly, which will help you write more confidently.

  20. Verb Tense Consistency

    1. The instructor explains the diagram to students who asked questions during the lecture. Explains is present tense, referring to a current state; asked is past, but should be present ( ask ) because the students are currently continuing to ask questions during the lecture period.

  21. Common Issues with Tenses

    Essays and assignments are nearly always written in the simple present tense, and if you're describing your own research methodology (e.g., an experiment or survey), you would use the simple past tense. What Are the Most Common Verb Tense Errors? Mistakes with verb tenses usually fall into one of three categories: Changing from one tense to ...

  22. Verbs: What Are They and How Do You Use Them?

    Matt Ellis Updated on October 7, 2022 Grammar Want to know where all the action is? Verbs! Verbs are words that represent actions that are external (run, jump, work) and internal (love, think, consider). Without verbs, you can't do anything, you can't feel anything—you can't even be anything.

  23. Essay Definition & Meaning

    verb es· say e-ˈsā ə-ˈsā, ˈe-ˌsā essayed; essaying; essays transitive verb 1 : to make an often tentative or experimental effort to perform : try 2 : to put to a test essayer noun Synonyms Noun

  24. Simple Present Tense

    Note The verb "have" also has an irregular third person singular form: "has." For all other subjects, the infinitive form is used (i.e., "have"). I have a cat.; Sandra has an old bike.; Irregular verb: "Be" The stative verb "be" is used in the simple present to refer to unchanging situations (e.g., "You are clever") and to temporary present situations (e.g., "Ramone ...