be verbs in an essay

What to Replace "Be" Verbs With in Essays

What Are Dead Verbs?

Writers commonly use "be" verbs, also known as "being verbs," "to be verbs" and "linking verbs," to convey meaning in essays. However, replacing some linking verbs that make boring or repetitive structures with action verbs creates more effective writing, resulting in more specific sentences and a more professional, sophisticated tone overall.

Linking Verbs

Linking verbs convey a state of being rather than an action. The most common "to be" verbs are "am," "is," "are," "was," "were," "be," "been," "being," "become," "became" and "seem." These verbs have an important function in the English language since they help writers indicate temporal relationships between ideas. For instance, "was" indicates an event took place in the past, "is" indicates the action is currently occurring and "will be" illustrates a future event.

Action Verbs

Replace linking verbs with words that convey action to create more vivid, effective writing. Action verbs include words like "walk," "drives" and "sang." Substituting action verbs for "be" verbs leads to better and more descriptive writing because it gets straight to the point, thereby minimizing wordiness, and is less repetitive. You can sometimes eliminate "be" verbs entirely. Here are some examples:

This paper is about the Civil War. This paper discusses the Civil War.

The two restaurants are very different in their service. The two restaurants differ greatly in their service.

There are many reasons for the discrepancy. Many factors cause the discrepancy.

Passive Voice

"Be" verbs often occur when writers use passive voice, a grammatical structure in which the subject is acted upon by the object, such as in the sentence, "The bill was passed by the committee." Passive voice tends to create a dry, prosaic tone readers typically find monotonous and difficult to read. Passive voice can be effective to change the emphasis of the sentence, but active voice eliminates the linking verb: "The committee passed the bill."

At times, "to be" verbs are necessary in writing. When writers pair them with words ending in "-ing" they become helping verbs and typically need to appear to establish the time element as in "The boys are walking home after school" (present tense) as opposed to "The boys were walking home after school" (past tense). The linking verb in the latter sentence can be easily replaced by saying "The boys walked home after school" instead, which reduces wordiness and sounds better. The linking verb in the first sentence, however, cannot be eliminated because the sentence would not make sense without the "were." In other cases, you can replace the weak linking verb with another, less common verb that indicates a state of being, such as revising "The sunset is beautiful" to "The sunset looks beautiful." Such revision reduces the redundancy associated with the primary linking verbs.

Related Articles

The Difference Between Participles & Verbs

How to Replace Weak Verbs in a Sentence

How to Change a Noun to an Adjective

Distinguishing Between Direct Objects & Predicate Nominatives

What Is the Difference Between a Subject and an Object Pronoun?

What do adjectives & adjective phrases do in english grammar, what is a present progressive verb.

Can You Have Two Consecutive Adverbs in a Sentence?

• Writers Write: Why You Need Strong Verbs When You Write
• University of Louisville: Active Voice and "Be" Verbs

Kristie Sweet has been writing professionally since 1982, most recently publishing for various websites on topics like health and wellness, and education. She holds a Master of Arts in English from the University of Northern Colorado.

• Testimonials

How to replace is, are, am, was, were, be, been and to be.

The hardest skill students learn is how to replace the verb “to be.”  Yet is it the single most important skill for improving the verbs in their writing.

The problem is that the verb “to be” rarely has strong synonyms. As a linking verb it can sometimes be replaced with another linking verb.  “He is sick” can become “He looks sick” or “He feels sick” or “He seems sick.”  But none of those replacements is much stronger than the original verb, “is.”

An excerpt of a third grader’s revised essay.

Even harder is when the verb identifies something that exists.  How do you restate, “That dog is mine.”  “That dog was mine,” changes just the verb tense; it is the same verb.  “That dog becomes mine,” changes the meaning.

What I tell my students is that usually they will need to replace not just the verb, but the whole sentence.  I ask them to tell me what the sentence means, using other words.  For the sentence, “He is sick,” I ask how they know he is sick.  What does he look like that would let me know he is sick?  They might say, “His face is red and he has a fever.”  I might say, “That’s good, but you are still using the word is.  How can you tell me that his face is red and that he has a fever without using the word ‘is’”?  Usually they are stumped, so I offer suggestions.  “His mother placed an ice bag on his flushed forehead.”  Or, “’Wow!  101 degrees,’ said his mother shaking the thermometer.”   Or, “The feverish boy lay down on the cold tile floor, moving every few seconds to chill his hot body.”

The trick is to let the reader see, hear, touch, smell or taste (usually see) what the writer saw in his mind before he wrote, “He is sick.”  “He is sick” is a conclusion based on certain facts.  What are the facts that led the writer to conclude that “He is sick”? Those facts are what the reader needs to know so that the reader can come to his own conclusion that “He is sick.”

We’ll have more blogs on changing the verb “to be” in the future because it is such a vital part of improving writing, yet such a difficult skill to master.  For now, we’ll move on to the next blog about sentence beginnings.

Share this:

• Click to share on Facebook (Opens in new window)
• Click to share on Pinterest (Opens in new window)
• Click to share on Twitter (Opens in new window)
• Click to email a link to a friend (Opens in new window)

2 responses to “ How to replace is, are, am, was, were, be, been and to be. ”

Hi, I’m looking for a writing tutor for my 10 year old daughter. One who could grow in the language arts especially in writing. I like your edited writing excerpt, even though i know english as my second language. My deepest desire is to see my daughter Laura to excel in language arts learning. Do you think i could hrar from you? We live in Ventura.

Excellent article……simply outstanding

What's your thinking on this topic? Cancel reply

One-on-one online writing improvement for students of all ages.

As a professional writer and former certified middle and high school educator, I now teach writing skills online. I coach students of all ages on the practices of writing. Click on my photo for more details.

You may think revising means finding grammar and spelling mistakes when it really means rewriting—moving ideas around, adding more details, using specific verbs, varying your sentence structures and adding figurative language. Learn how to improve your writing with these rewriting ideas and more. Click on the photo For more details.

Comical stories, repetitive phrasing, and expressive illustrations engage early readers and build reading confidence. Each story includes easy to pronounce two-, three-, and four-letter words which follow the rules of phonics. The result is a fun reading experience leading to comprehension, recall, and stimulating discussion. Each story is true children’s literature with a beginning, a middle and an end. Each book also contains a "fun and games" activity section to further develop the beginning reader's learning experience.

Mrs. K’s Store of home schooling/teaching resources

Furia--Quick Study Guide is a nine-page text with detailed information on the setting; 17 characters; 10 themes; 8 places, teams, and motifs; and 15 direct quotes from the text. Teachers who have read the novel can months later come up to speed in five minutes by reading the study guide.

Post Categories

Follow blog via email.

Enter your email address to follow this blog and receive notifications of new posts by email.

Email Address:

Peachtree Corners, GA

• Already have a WordPress.com account? Log in now.
• Subscribe Subscribed
• Copy shortlink
• Report this content
• View post in Reader
• Manage subscriptions
• Collapse this bar

KathySteinemann.com: Free Resources for Writers

Word lists, cheat sheets, and sometimes irreverent reviews of writing rules. kathy steinemann is the author of the writer's lexicon series..

100 Ways to Avoid “To Be” Verbs: A Word List for Writers

Why Should Writers Avoid To Be in Its Various Forms?

William Shakespeare’s King Lear asked, “Who is it that can tell me who I am ?”

Hamlet said , “ To be or not to be , that is the question.”

Centuries later, we face the same dilemma.

To be is an integral part of everyday speech. It exists for a reason. However, this verb can cause lackluster writing if overused.

Here’s an Easy Fix for Phrases That Start With There

We can often omit there is , there was , there were , and there will be with minor changes in capitalization and punctuation. Whenever possible, we should choose stronger verbs.

There is no doubt that … No doubt …

There is no method that is guaranteed to succeed. No method guarantees success.

There was a man who had a horse. A man owned a horse.

There was one child who got measles. One child contracted measles.

There are many weeds that overwinter. Many weeds overwinter.

There are many voters who are sick of the candidates’ attacks. Many voters find the candidates’ attacks disgusting.

There will be many who disagree. Many will disagree.

There will be several lectures that explain redundancies. Several lectures will explain redundancies.

Active Verbs Strengthen Writing

The right verb can show in one word what might take several phrases to express otherwise.

Which is more direct?

I am a writer OR I write .

I am the one who cares OR I care .

In the second of each preceding example, the word count diminishes, and the sentence becomes more active.

The lion was behind the tree.

Why was the lion behind the tree? Was he having a nap? Stalking prey? Basking in the sunshine?

The lion hid behind the tree.

Now we have a sentence that adds to the story.

The toddler was in the bathtub.

Why? Was the child taking a bath? Hiding from Mommy? Drowning?

The toddler cowered in the bathtub.

With one simple edit, we see the makings of a story.

There was an eagle in the sky.

Unimaginative.

An eagle soared across the sky.

Can you see the eagle?

Continuous Tense Usually Weakens Writing

Continuous is formed by combining to be with the present participle ( -ing form) of another verb. You may find occasions where continuous works best for you, but examine every instance.

Scrutinize the following examples. In most cases, the second sentence is stronger.

I am strolling . I stroll.

I was rowing the boat. I rowed the boat.

I will be attending the recital. I will attend the recital.

He is ogling the girls on the street. He ogles the girls on the street.

She was dancing and twirling . She danced and twirled .

He will be singing a solo. He will sing a solo.

They are laughing at him. They laugh at him.

The kids were swimming without water wings. The kids swam without water wings.

They will be working all weekend. They will work all weekend.

Occupations Represent More Than Labels

Instead of naming a person’s occupation, show it.

He is a mechanic. He repairs Fords.

She is a gourmet chef. She makes the best crème brûlée in town.

He is a teacher. He teaches physics.

She is a doctor. She specializes in internal medicine.

He is a pilot. He pilots his own twin-engine Cessna Citation.

She is a writer. She writes horror fiction.

More Examples

His features were a network of wrinkles and spots. A network of wrinkles and spots obscured his features.

Two boats were in the water. Two boats floated in the water.

Gerald was in the yard. Gerald dawdled in the yard.

Fifty guests were in the room. Fifty guests wedged into the room.

The flowers were in the vase. The flowers wilted in the vase.

There were ants on the sandwich. Ants swarmed the sandwich.

There were leaves in the gutters. Leaves choked the gutters.

He was in the hallway. He loitered in the hallway.

The preceding examples draw on verbs from the following list.

Try These Active Replacements for To Be in Past Tense

They represent only a few of the thousands you could choose.

A to C abided/abode, assembled, balanced, basked, bent, blanketed, blocked, burrowed, choked, collected, colonized, convened, covered, cowered, cozied up, crouched, curled up, crammed, crowded

D to K dawdled, dozed, drooped, existed, filled, floated, flocked, flooded, gathered, harbored, heaped, hid, hovered, huddled, hung around, idled, inhabited, inundated, jammed, kneeled, knelt

L to P lay, lazed, lined, lingered, lived, lodged, lolled, lounged, massed, met, mounded, nestled, occupied, packed, perched, piled, poised, populated, posed, postured

R reclined, relaxed, remained, reposed, resided, rested, reunited, roomed, roosted

S sagged, sat , saturated, settled, sheltered, slept, slouched, slumbered, slumped, snoozed, sojourned, sprawled, spread-eagled, squished, squeezed, stacked, stayed, stood, stooped, stretched out, stuck, sunned, swamped, swarmed

T to W teemed, tenanted, thronged, unwound, waited, wallowed, wedged, wilted

Discover more from KathySteinemann.com: Free Resources for Writers

Subscribe to get the latest posts sent to your email.

Type your email…

Please don't be shy. Leave a reply. Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Notify me of new posts by email.

14 thoughts on “ 100 Ways to Avoid “To Be” Verbs: A Word List for Writers ”

Once upon a time, I managed to talk without “to be”.

Was that when you met Snow White? 🙂

Thanks for the article. Well done. Helped with several areas I’m committed to adjusting.

I’m glad it was helpful, Glenn.

Thanks for stopping by, and stay safe!

Elementary school was the prime time to be a kid.

need help on how to avoid was

I hope you found this helpful, Grace.

If a writer can’t deal with passive voice, find another vocation.

Thanks for stopping by, Earl.

Some writers perform magic with passive voice, but they’re rare.

I am passive.

Meaning you write in passive voice, Taylor?

Good luck with your writing, and thanks for stopping by.

Thanks so much for the useful article. Sometimes my writing flows with none of those pesky “to be” verbs. However, sometimes my grammar and spelling check discloses way too many, and I must take the time to remove them. I plan to reread this article frequently to remind myself of excellent alternative verbs. By the way, since I know you love misplaced commas, here is one for you: The turkey gobbled, Grandma. The turkey gobbled Grandma.

Ha, ha. Thanks, Susan!

Here’s another one.

Among those interviewed were his two ex-wives, Kris Kristofferson and Robert Duvall. Among those interviewed were his two ex-wives, Kris Kristofferson, and Robert Duvall.

We could do this all day, but I must write!

Right Write

Share this blog!

8 strategies to reduce “be” verbs, what are “be” verbs.

The eight “be” verbs: Is, Am, Are, Was, Were, Be, Being, Been.

Since these words indicate a state of being, we call them “be” verbs.

Why Reduce “Be” Verbs

Text that is be-verb dependent can feel static, dull, and wordy.

These words are not always bad, but they are weaker than active, powerful verbs. Also, “be” verbs often cause sentences to be more verbose.

Despite sometimes needing “be” verbs, strong writers reword sentences to utilize more active, powerful verbs and reduce wordiness.

See what I did there? I rewrote the second paragraph without using  any “be” verbs. The second paragraph contains twenty-three words, while the third has eighteen.

Naturally, many writers tend to write sentences with a lot of “be” verbs, so I wouldn’t stress it during your first draft. But during your editing phase, you can go through and try to rewrite sentences to make them stronger.

If the rewrite sounds more awkward and cumbersome, use the original.

Your focus isn’t to get rid of them for the sake of getting rid of them. Instead, focus your attention on creating stronger sentences and improving your writing, which sometimes means eliminating a “be” verb or two.

If a sentence sounds wordy, weak, or flat, then a rewrite may be in order.

Let me make this very clear (yes, I have already said some of this, but it bears repeating):

Anyone who gives you the advice that you should never use X word is wrong! All words have their use.

Often times, writers mistake the advice to watch out for [a certain word] to mean they should NEVER use that word. Nope! Nope! Nope!

Again, the focus is not to get rid of “be verbs”  just for the sake of saying you got rid of one. Just stop in your reading if your text sounds wordy or weak or flat and look to see if overuse of “be” verbs is the reason. If so, these strategies can help.

Strategies to Reduce “Be” Verbs

1) change the main verb from an –ing to a regular.

Example: You should be asking her for help.

Revised: You should ask her for help.

Example: This play is inspiring to all those who struggle with depression.

Revised: This play inspires those who struggle with depression.

Example: The monster was in the dark tunnel creeping .

Revised: The monster crept down the dark tunnel.

Yes, this strategy changes the verb tense. In the original, the participle indicated a continuous action.

However, sometimes you don’t need to indicate a continuous action even though you wrote it as such in the original. In this case, stick with the simple verb tense.

Sometimes, as with the last example, the “be” verb isn’t right next to the participle (the –ing word), but the fix still applies.

2) Change the “be” verb to a stronger verb

Example: She is sad that the kids can’t play together anymore.

Revised: She feels sad.

Example: The skyscraper was awesome.

Revised: The skyscraper looked awesome.

Example: The pie is delicious.

Revised: The pie tasted delicious.

3) Eliminate the “be” verb by writing one or more showing sentence(s)

Example: The teacher is mean.

Revised: The teacher slammed her hands down on the desk, peered into the student’s eyes, and said, “What did you do?” She didn’t wait for the kid to answer. She just grabbed him by the arm and pulled him out of his chair.

This works well in fiction more so than nonfiction. And yes, it adds more words, but it engages the reader and helps paint the picture.

It isn’t always about word count; instead, one should focus on writing more powerful sentences.

4) Change the adjective to the verb

Example: He was angry.

Revised: The situation angered him.

Originally, “angry” was an adjective describing his state of being. In the revised version, “angry” became the verb “angered.”

5) Combine sentences to eliminate the “be” verb

Example: The inefficient time manager is unfulfilled . He heads to bed, disappointed, despite having finished his to-do list.

Revised: The inefficient time manager heads to bed, unfulfilled, having checked everything off on his to-do list.

Example: The child  was sad. The sensitive child  was  feeling that way because of the news story.

Revised: The news story saddened the sensitive child .

In the second example, the sentences shared the same “be” verb. When you have two or more sentences in a row repeating the same verb, combining them helps eliminate at least one.

And then from there, I used method #4 and changed the adjective to the verb to eliminate the remaining one.

6) Change another word to the verb

Example: Charles Schulz was the creator of the Peanuts cartoon strip.

Revised: Charles Schultz created the Peanuts cartoon strip.

In this example, the word creator—originally functioning as a predicate noun—became the verb.

7) Get rid of unnecessary phrases

Example: What she wanted was a flashy new pair of shoes.

Revised: She wanted a flashy new pair of shoes.

Example: One of the main reasons for doing this is to finish your work quicker.

Revised: Following this process ensures you finish the work quicker.

In both cases, these phrases were unnecessary. Writers often use the phrase “one of the reason is” or “one of the best ways to do this is” or other similar phrases, and you often don’t need these phrases. They just make your sentences unnecessarily wordy.

8) Change passive voice into active

Example: More than five hundred children were evacuated from the town by the firefighters and volunteers.

Revised: The firefighters and volunteers evacuated more than five hundred children.

Example: It is believed by the teachers that students should be required to pass in order to go to the next grade.

Revised: The teachers believe students should pass the test to go to the next grade.

Passive voice occurs when the doer comes last. To fix it, just put the doer first.

Examples from Nonfiction Books

Original: “This book is a guide to help you manage your stress and systemize your home so you have time for you. It was designed for moms that want to help their child but are overwhelmed with the demands that come with parenting a special needs child.”

Rewrite: Since this book specifically guides moms who want to help their special needs child but feel overwhelmed, it will provide you with tools to manage your stress and systemize your home so you have time for you.

Methods Used: Combined sentences (#5) and used a stronger verb—provide (#2).

Original: “We went about many mornings where he was refusing to do it on his own. That was the one thing that I was working on that morning with him so I didn’t stress about helping him with everything else.”

Rewrite: While we went through many mornings where he refused to do it on his own, I focused only on getting him to put on his socks so I didn’t stress about everything else. 

Methods Used: Changed -ing verb to simple verb (#1) and got rid of unnecessary phrases—that was the one thing that I was working on (#7).

Original: “I was able to work as a care home administrative assistant. Through shadowing these assistants, I was provided insights into the world of work and how the ICT operates in large bodies. […] My placement at this hospital is the one thing that helped me the most. I am now able to work under pressure and adapt to changing environments.”

Rewrite: I found work as a care home administrative assistant where I  learned how to work under pressure and adapt to changing environments. Through shadowing these assistants during my BT placement, I gained insights into the world of work and how ICT operates in large bodies.

Methods used: Changed verb to a stronger one—found, gained, and learned (#2) and got rid of unnecessary phrases—is the one thing that helped me (#7).

If you would like to subscribe to my blog, click the button below.

With a passion for words, collecting quotes, and reading books, I love all things writing related. I will admit to having a love-hate relationship with writing as I am constantly critical, but I feel a grand sense of accomplishment spending hours editing my own writing.

Lest you think I don’t have much of a life, I should add I also enjoy dancing, singing, acting, eating out, and spending quality time with my husband and adorable kids.

I’m pretty cool. And you may want to be my friend. But in order for that to happen, you will need to know more about me than this tiny box allows.

About the Author: Katie Chambers

Leave A Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Subscribe to my newsletter

Professional memberships and associations.

Website by This Demanding Life

Privacy Policy

Welcome to the Shining Beacon Newsletter

As a subscriber, you will receive the following content:

• Link of the Week : A featured article from other editors’ and writers’ blogs on relevant topics and tips from me on that topic. One a week.
• My Blog Posts : My latest blog on (a) grammar/punctuation or a topic for editors, and (b) specific writing tips on a variety of topics (fiction writing, genre writing, nonfiction writing, etc.). Two a month.
• Resources :  Discounts  to all my courses, webinars, and products, and the insider scoop when I release new resources.

You can opt to receive the weekly Beacon Light Newsletter or get a monthly one with all that month’s content.

To receive my emails,  please add [email protected] to your address list.

Beacon Point Subscription

• Monthly Digest (4 links of the week, 2 links to my blogs, updated resources)

Replacing To Be Verbs

Forms of to be.

I am they / she / he / it is you / we / they are

I was they / she / he / it was you / we / they were

I have been/had been they / she / he / it has been or had been you / we / they have been or had been

Progressive

I am/was being they / she / he / it is or was being you /> we / they are/were being

I am. You are. She is. Obviously, being is essential to existence, so it’s no surprise that to be verbs are essential in writing. (In fact, the previous sentence used three to be verbs. Can you spot them?) We’re the first to admit that it is nearly impossible to write without using an occasional are or is . (In fact, we just used two more!) However, most of us rely too heavily on to be verbs or use them unconsciously. To be verbs lack the vigor and power offered by stronger, more-action packed verbs. As a result, our writing suffers.

Try the techniques below to invigorate your prose.

1. Replace to be verbs with bolder, more specific verbs

Vague & Wordy My sister is loud when she is telling her children to do their homework.

Bold & Specific My sister bellows when telling her children to do their homework.

Sometimes, this requires changing the word order in a sentence:

Vague & Wordy The restaurant’s food is excellent.

Bold & Specific The restaurant serves excellent food.

2. Change one or more of the nouns in the sentence into a verb

Vague & Wordy Jennifer Lawrence is the star of The Hunger Games . Our mother was the driver of the bus.

Bold & Specific Jennifer Lawrence stars in The Hunger Games . Our mother drove the bus.

3. Combine short, choppy sentences to eliminate to be verbs

Vague & Wordy The food at the restaurant is excellent. The hamburgers are juicy. The onion rings are crispy. The pie is the best I have ever eaten. Bold & Specific The restaurant serves excellent food, including juicy hamburgers, crispy onion rings, and the best pie I have ever eaten.

4. Avoid overusing there is , there are , there were , this is , etc.

Vague & Wordy The restaurant’s parking lot is narrow. There are not very many parking spaces and those that are available are too cramped.

Bold & Specific The restaurant suffers from a narrow parking lot with only a few cramped spaces.

In the bold example above, we not only combined sentences to eliminate to be verbs, but we also eliminated there are and that are . Such expressions delay or minimize the subject and add needless words. In the revisions below, we rearranged the sentences to emphasize the subjects, chose bolder verbs, and cut needless words.

Vague & Wordy It is my intention to transfer to a four-year university. There were some important findings resulting from this experiment.

Bold & Specific I intend to transfer to a four-year university. This experiment resulted in some important findings.

Sometimes, you can cut unnecessary words with no other changes:

Vague & Wordy He struggled with the paper that was assigned by the professor.

Bold & Specific He struggled with the paper assigned by the professor.

5. Replace a to be verb + a prepositional phrase with a bold verb

Vague & Wordy Electric car technology was in existence as early as 1830. Negative advertising is influential on voters’ perceptions of candidates. I am in receipt of your letter.

Bold & Specific Electric car technology existed as early as 1830. Negative advertising influences voters’ perceptions of candidates. I have received your letter/ I received your letter.

6. Replace a to be verb + an -ing word with a simple verb

Vague & Wordy The stock market was fluctuating wildly before the crash. The concept of immortality is intriguing to me.

Bold & Specific The stock market fluctuated wildly before the crash. The concept of immortality intrigues me.

Pennington Publishing Blog

• Grammar/Mechanics
• Literacy Centers
• Spelling/Vocabulary
• Study Skills
• Uncategorized

Eliminate “To Be” Verbs: How to Revise Was and Were

Both developing student writers as well as professionals struggle with eliminating (or reducing) the overuse of the forms of the “to be” verbs:  is, am, are, was, were, be, being, been.  Any teacher knows that developing writers overdo the “to be” verbs in their writing. The narrative genre forgives the overuse more so than does the essay genre. After all, dialogue needs authenticity and speakers overuse the “to be” verbs even more than writers.

Students especially struggle when revising these “to be” verbs:  was and  were .

“Mr. Pennington, it is impossible to write this essay on what caused the Civil War without using  was and  were ,” complained one frustrated eighth grader.

I turned to page 79 in my well-highlighted and dog-eared copy of Kenneth Stamp’s  The Causes of the Civil War  and read, ““Northern abolitionists probably exaggerated the physical cruelties that the Southern masters inflicted upon their slaves. Southern “fire-eaters” doubtless distorted the true character of Northern Yankees. Politicians in both sections kept the country in constant turmoil by and whipped up popular emotions for the selfish purpose of winning elections.”

Now I might disagree with Stamp’s sympathetic take on the exaggeration of slaveholder cruelty, but he sure can write. And, no, he did not have to use the  was and  were  in the above excerpt. He did use a  were in the next line 🙂

However, we do need to empathize with developing writers as they seek out vivid, “show me” verbs to replace the oft-used “to be” verbs. After all, six of the eight “to be” verbs appear in the top 43 highest frequency English words lists:  is, are, was, were, be, been.

To help students eliminate the “to be” verbs, I’ve developed five strategies (See the detailed approach  here ) and specific lessons to apply each strategy. Let’s use third strategy: the  Convert  strategy to eliminate  was and  were  by converting them to strong _t verbs. The _t verbs pack a punch because they are irregular in the past tense and past participle forms. The lesson will include a helpful worksheet.

Lesson Plan: Common Core State Standards W.3, 4, 5  L.2, 3 and Depth of Knowledge Levels 1, 2, 3 (20−30 minutes)

Behavioral Objective: Students will demonstrate the ability to identify the eight “to be” verbs, explain the proper functions of these verbs, and convert the weak  was  and  were  verbs to the stronger _t verbs on the formative assessment.

2. Write the eight “to be” verbs on the board:  is, am, are, was, were, be, being, been.

3. Say,”‘to be’ verbs are not always bad; sometimes writers must use ‘to be’ verbs to communicate exactly what the writer wants to say. A ‘to be’ verb  performs one of these five functions: (Write this list on the board, adjusting or deleting the grammatical terms to the level and prior knowledge of your students.)  Any questions?”

• Exists− Is   there any trouble? Yes, I  am  he (predicate nominative).
• Happens− The meetings  are  over.
• Locates− He was  at the birthday party.
• Identifies− Those children  were friendly   (predicate adjective).
• Describes− That could  be scary (helping verb)! He is  being helpful (progressive tense). Those girls have  been so mean (perfect tense).

4. Say, “Let’s learn the Convert  strategy to replace weak ‘to be’ verbs, which don’t serve these functions. Look at this sentence on the board: (Write the following sentence.) Juan was bringing the salad to the potluck. (Point to the list of ‘to be’ verbs). Which ‘to be’ verb appears in this sentence? Whole class answer on three (pause): 1, 2, 3 ‘was.’ Circle the ‘was’ on the board.”

5. Write this sentence on the board: Juan brought the salad to the potluck.

6. Ask, “How did I substitute the was in the sentence? How does each linking verb affect the meaning of the sentence?” (For older students, you may wish to explain that the was and were _ing verb construction is known as the past progressive form and indicates a continuing action that was going on in the past, while the _t verbs indicate a completed action that happened at one point in time.

7. Say, “We need some practice using the Convert  strategy to replace weak was and  were  verbs with stronger _t verbs (Print and pass out the  Convert Was and Were _ing to _t Verb Worksheet   to each student and read the directions out loud.) Complete items #s 1−10, but don’t complete the formative assessment at the bottom.”

Note: For older students, you may wish to tell them that the British tend to use more _t verbs than their American cousins. Brits will say “He leant against the wall.” Americans will say, “He leaned against the wall.” Also, although still proper usage, the  blest, burnt, dreampt, leapt, learnt, slipt, smelt, spelt, and spilt  are anachronistic.

8. After most of the students have finished the worksheet, display the answer sheet and direct students to self-correct. Then say, “Now complete the formative assessment at the bottom of your worksheet.” (Tell students to pass in the worksheet and review to see if your student have mastered this lesson objective.

How to Eliminate “To Be” Verbs

Pennington Publishing Grammar Programs

Teaching Grammar, Usage, and Mechanics (Grades 4, 5, 6, 7, 8, and High School)  are full-year, traditional, grade-level grammar, usage, and mechanics programs with plenty of remedial practice to help students  catch up  while they  keep up  with grade-level standards. Twice-per-week, 30-minute, no prep lessons in print or interactive Google slides with a fun secret agent theme. Simple sentence diagrams, mentor texts, video lessons, sentence dictations. Plenty of practice in the writing context. Includes biweekly tests and a final exam.

Grammar, Usage, and Mechanics Interactive Notebook (Grades 4‒8) is a full-year, no prep interactive notebook without all the mess. Twice-per-week, 30-minute, no prep grammar, usage, and mechanics lessons, formatted in Cornell Notes with cartoon response, writing application, 3D graphic organizers (easy cut and paste foldables), and great resource links. No need to create a teacher INB for student make-up work—it’s done for you! Plus, get remedial worksheets, biweekly tests, and a final exam.

Syntax in Reading and Writing  is a function-based, sentence level syntax program, designed to build reading comprehension and increase writing sophistication. The 18 parts of speech, phrases, and clauses lessons are each leveled from basic (elementary) to advanced (middle and high school) and feature 5 lesson components (10–15 minutes each): 1. Learn It!   2. Identify It!    3. Explain It!  (analysis of challenging sentences)  4. Revise It!  (kernel sentences, sentence expansion, syntactic manipulation)  5. Create It!  (Short writing application with the syntactic focus in different genre).

Grammar/Mechanics , Writing change adjectives to verbs , change nouns and adjectives to verbs , change nouns to verbs , Common Core writing , convert adjectives to verbs , convert nouns and adjectives to verbs , convert nouns to verbs , essays , grammar lesson plans , irregular verbs , linking verbs lesson , Mark Pennington , past progressive , pennington publishing , strong linking verbs , Teaching Grammar and Mechanics , Teaching the Language Strand , Teaching Writing Strategies , to be verbs , verbs ending in t

• No comments yet.
• No trackbacks yet.

Links to Programs and Resources

• About the Author/Contact Us
• Free Reading/ELA Assessments
• Free Articles and Resources
• Testimonials

Join the SOR Literacy Hub - Resource Sharing FB Group

https://www.facebook.com/groups/sorliteracyhub

Recent Articles

• FREE Diagnostic Literacy Assessments August 28, 2024
• FREE Transition Worksheets August 28, 2024
• FREE Interactive Morphology Walls August 27, 2024
• Middle School Reading Intervention June 16, 2024
• Phonics Lesson for Reading Intervention May 30, 2024
• Phonemic Awareness for Older Students May 29, 2024
• Free Science of Reading Lessons | ELL January 2, 2024
• Free Science of Reading Lessons | SPED January 2, 2024
• Free Science of Reading Lessons | High School January 2, 2024
• Free Science of Reading Lessons | Middle School January 2, 2024

ENGL001: English Composition I

Avoid unnecessary "to be" verbs.

Read this article. How can using stronger verbs in your writing keep your audience interested?

Why Eliminate Unnecessary "to be" Verbs?

When a writer consistently uses unnecessary "to be" verbs, the writing can sound dull and lifeless. Flat, wordy writing may cause the reader to lose interest. As a writer learns to substitute stronger, more expressive verbs for "to be" verbs, the enlivened writing is likely to hold the reader's interest more effectively.

How to Revise Your Sentences to Eliminate Unnecessary "to be" Verbs

• Circle or highlight forms of "to be" verbs in your sentences and paragraphs: is, am, was, were, being, been
• Look for the "doer" in your sentences: Who is performing the action?
• Make the "doer" the subject of your sentence.
• Substitute more expressive words for the "to be" verbs to enliven the action performed by the "doer".
• Avoid beginning sentences with It is, There is, or There are.
• Avoid the use of present progressive verb forms such as is happening, is going, and is deciding.

Let's Look at Some Examples:

Weak: He is a student who is intelligent and confident. He is always completing assignments on time.

Stronger: The intelligent, confident student always completes assignments on time.

Weak: It was difficult to get out of bed at 6:00 a.m. each morning.

Stronger: The student faced the difficulty and got out of bed at 6:00 a.m. each morning.

Weak: Bill is going to start bringing all of his books to the group session for studying.

Stronger: Bill decided to bring all of his books to the group study session.

50 Verbs of Analysis for English Academic Essays

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

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

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

Definition: to increase the size or effect of something.

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

Definition: to say that something is certainly true .

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

Characterizes

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

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

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

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

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

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

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

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

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

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

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

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

Definition: to join or be joined with something else .

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

Differentiates

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

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

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

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

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

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

Definition: to show.

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

Definition: to prove that something is not true .

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

Distinguishes

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

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

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

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

Definition:  to represent a quality or an idea exactly .

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

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

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

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

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

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

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

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

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

Establishes

Definition: to discover or get proof of something.

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

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

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

Definition: to show something.

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

Facilitates

Definition: to make something possible or easier .

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

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

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

Foreshadows

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

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

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

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

Definition: to cause something to exist .

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

Definition:   to attract attention to or emphasize something important .

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

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

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

Illustrates

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

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

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

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

Incorporates

Definition: to include something as part of something larger .

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

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

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

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

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

Definition: to tell someone about parti c ular facts .

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

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

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

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

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

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

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

Legitimizes

Definition: to make something legal or acceptable .

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

Definition: to make a problem bigger or more important .

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

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

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

Definition: to cause something to have no effect .

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

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

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

Definition: to make something difficult to discover and understand .

Example: The problems with the equipment obscures the study.

Definition: a description of the main facts about something.

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

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

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

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

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

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

273 Strong Verbs That’ll Spice Up Your Writing

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

I sure have.

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

But still the sentence doesn’t work.

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

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

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

The point is that good writing is more about well-chosen nouns and powerful 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

Faith-Based Words and Phrases

What You and I Can Learn From Patricia Raybon

A Guest Blog from Stephen King—Yes, that Stephen King

Before you go, be sure to grab my FREE guide:

How to Write a Book: Everything You Need to Know in 20 Steps

Just tell me where to send it:

Great! 

Where should i send your free pdf.

Home / Writing / Using Active Voice: Goodbye “to be,” Hello Better Writing!

Using Active Voice: Goodbye “to be,” Hello Better Writing!

Posted 12 December 2017

Under Writing

Have you ever heard an instructor say it is important to write essays in an active voice ? Indeed, using an active voice is a simple and effective way to make your writing flow better and make your overall argument sound stronger. But, what does writing in an active voice actually mean?

Often, instructors will throw out that rule without properly explaining what active voice looks like compared to an inactive voice. The secret to writing in an active voice is actually quite simple —avoid using “to be” verbs.

Writing in an active voice doesn’t have to feel like an added stress to your writing process. In fact, by making a clear effort to write in an active voice, you will find that your ideas come across more clearly and that your essays will be longer.

Here are 3 steps to cutting “to be” verbs and writing in an active voice.

1. Understand what a “to be” verb is and looks like

Of all the verbs in the English language, you probably use “to be” verbs most often in your daily conversations and in simple writing (there are probably lots of examples in your text message history). In English, “to be” verbs indicate a literal state of being . Of course, depending on the noun and tense of the sentence they look a little different

Here are all of the forms of “to be” verbs:

• Infinitive to be “I want to be a writer”
• Present am, is, are “I am a teacher” “You are a student”
• Past was, were “I was walking”
• Present Participle being “I was being moody last night”
• Past Participle been “I had been shopping at Wegman’s until Whole foods opened.”
• Present Subjunctive be “I like my apartment, but I would prefer there be better parking options”
• Past Subjunctive were “If I were a rich woman, I would still work”
• Imperative be “Be studious!”
• Become- “I want to become a better writer”

2. Understand why “to be” verbs lend themselves to passive voice and other problems in writing

Although “to be” verbs are grammatically correct to use in a sentence, you want to avoid using them as the main verb of your sentence in academic writing, because they cause these three issues associated with inactive voice.

Sentences with a “to be” verb are often quite vague

You probably use “to be” verbs pretty often in your spoken interactions, because they lend themselves well to making short declarative statements that require the listener to use context clues to derive meaning, without the speaker needing to be overly specific.

For example, say you have plans to meet your friend for lunch, but you are running a few minutes behind. You might text them to say:

“I am leaving now!”

In this sentence, you haven’t described the exact action you are performing, such as walking or driving your car, and have instead described “leaving” as your literal state of being. But, because your friend already knows the context behind this sentence, they do not need further information to understand that you are probably walking or driving over to the restaurant. Which is why this sentence is perfectly normal and acceptable for informal writing and spoken English.

In more formal essay writing you want to avoid this construction precisely because it does not describe what action you are actually performing. While it might sound overly formal to write out in a text message, you could say:

“I just started my car engine, and will start to drive to the restaurant. I will arrive in five minutes.”

A reader who does not have the full context of your message will gain a clearer sense of your exact meaning.

Obscures the actors of a sentence

Another main issue that comes up if you use a “to be” verb as the main verb in your sentence, is that it often puts an emphasis on a noun in the sentence that isn’t the actual person or group performing the action.

For example, you might say in a paper arguing that more people should recycle:

“All plastic bottles should be recycled.”

This sentence is grammatically correct, and again would sound normal in conversational English. However, it does not actually specify who should perform the action in the sentence. Do the plastic bottles recycle themselves? No!

You could easily rephrase this sentence using an active voice to instead read:

“Individual people should recycle every plastic bottle that they use.”

This sentence construction is not only longer, and more specific—it is also more persuasive.

Lends itself to passive voice

Using “to be” verbs can also lead you towards using the passive voice in your essay, which is a more specific grammatical construction than just using a “to be” verb. In the passive voice, the noun or noun phrase that would be the object of an active sentence appears as the subject.

For example, in the active voice, you might say:

“The teacher graded our papers.”

In the passive voice this sentence would read:

“The papers were graded by our teacher.”

Notice how the object of the sentence appears as the subject of the sentence in passive voice. This is an issue, because it not only obscures the actors of the sentence, it can make it easy to drop the actor all together.

For example, it would be grammatically correct to just say:

“The papers were graded.”

In this sentence, the actor performing the verb drops away, and the sentence becomes even more vague.

It is easy to spot the passive voice in writing because it requires either the “was” or “were” form of the “to be” verb as the main verb of the sentence. While not every instance of a “to be” verb is the passive voice, the passive voice requires using these two specific “to be” verbs.

Hard to prove

You also want to avoid using “to be” verbs as the main verb of your sentence in formal or academic writing, because it makes it hard to prove that the sentence is correct. This problem arises because “to be” verbs indicate a literal state of being.

For example, in your essay on recycling, you might say:

“Plastic waste is harmful to the environment.”

Though this sentence is a grammatically correct and declarative statement, it does not give a specific depiction of what you mean. It is easy for the reader to question “how is it harmful to the environment?” By stating the noun phrase “plastic waste” is in a state of being that is “harmful to the environment,” you have not detailed what action plastic waste performs on the environment. It is therefore easier for the reader to dismiss your claim.

To phrase this same idea in the active voice, you might instead say:

“When plastic waste builds up in landfills, it harms the environment because it disrupts the ecosystems of the wildlife habitat.”

Not only have you moved into the active voice, your sentence is longer and more specific!

3. Use these strategies to avoid using “to be” verbs in your writing

The easiest way to avoid using these pesky “to be” verbs in your writing is to always structure your sentences to have the subject who performs the action come before the verbs .

For Example :

“At the 2017 Superbowl the halftime show was performed by Lady Gaga.”

In this sentence, the subject “Lady Gaga” does not appear until the end of the sentence, and there is a “to be” verb in the passive voice “was.” In order to put this sentence in the active voice, simply restructure the sentence to have the subject appear before the verb.

In the active voice, this sentence would read:

“Lady Gaga performed at the 2017 Superbowl half-time show.”

Another effective strategy to avoid using “to be” verbs in your essay is to make sure you don’t use any verbs that end in “ing.” You want to avoid this, because usually verbs that end in “ing” use a “to be” verb as the main verb in the phrase.

For example:

“Plastic waste is polluting the environment.”

To make this sentence active take the verb that has the “ing” ending and make it the main verb of the sentence to instead read “Plastic waste pollutes the environment.” It is a general rule that active voice requires the verb of the sentence to end with an “s” rather than “ing.”

Although maintaining an active voice in your writing may feel challenging at first, if you focus on avoiding “to be” verbs in each sentence, you will write clear and better developed sentences in the active voice. Once you have gone through these tips, writing in the active voice will come easily to you.

How useful was this post?

Click on a star to rate it!

We are sorry that this post was not useful for you!

Let us improve this post!

Tell us how we can improve this post?

About the Author

Melanie brusseler.

Melanie is a writer based in Atlanta, Georgia. She graduated in 2017 from Penn State University with a MA in English (creative writing) and with dual BA’s in English and international politics from Penn State’s Schreyer Honors College. While at Penn State, Melanie taught several semesters of PSU’s freshman course in rhetoric and composition—mainly lecturing on why students should never use “to be” verbs in academic writing.

Plagiarism Checker

Upload a paper to check for plagiarism against billions of sources and get advanced writing suggestions for clarity and style.

Get Started

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

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

Verb Tenses in Academic Writing | Rules, Differences & Examples

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

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

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

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

Table of contents

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

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

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

Check for common mistakes

Use the best grammar checker available to check for common mistakes in your text.

Fix mistakes for free

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

Describing facts, generalizations, and explanations

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

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

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

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

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

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

Describing the content of a text

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

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

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

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

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

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

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

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

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

Reporting research steps

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

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

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

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

Describing historical events

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

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

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

Summarizing previous work

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

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

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

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

Emphasizing the present relevance of previous work

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

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

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

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

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

Future simple

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

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

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

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

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

Present, past, and future continuous

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

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

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

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

Past perfect

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

Sources in this article

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

Bryson, S. (2023, September 18). Verb Tenses in Academic Writing | Rules, Differences & Examples. Scribbr. Retrieved September 12, 2024, from https://www.scribbr.com/verbs/tenses/

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

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

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

Is this article helpful?

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.

Other students also liked

Tense tendencies in academic texts, subject-verb agreement | examples, rules & use, parallel structure & parallelism | definition, use & examples, "i thought ai proofreading was useless but..".

I've been using Scribbr for years now and I know it's a service that won't disappoint. It does a good job spotting mistakes”

• Grammar Checker
• Paraphrasing Tool
• Critique Report
• Writing Reports
• Learn Blog Grammar Guide Community Events FAQ
• Grammar Guide

Power Verbs for Essays (With Examples)

By The ProWritingAid Team

Adding power verbs to your academic paper will improve your reader’s experience and bring more impact to the arguments you make.

While the arguments themselves are the most important elements of any successful academic paper, the structure of those arguments and the language that is used influence how the paper is received.

Academic papers have strict formal rules, but as long as these are followed, there is still plenty of scope to make the key points of the paper stand out through effective use of language and more specifically, the effective use of power verbs.

Power verbs are verbs that indicate action and have a more positive and confident tone. Using them brings strength and confidence to the arguments you are making, while also bringing variation to your sentences and making your writing more interesting to the reader.

The best academic papers will use such verbs to support their arguments or concepts, so it is important that your paper contains at least three power verbs.

ProWritingAid will check your writing for power verbs and will notify you if you have less than three throughout your whole academic paper.

Power Verbs Boost Ideas

Examples of power verbs.

Academic papers of all disciplines are often filled with overlong and complicated sentences that are attempting to convey specific ideas and concepts. Active and powerful verbs are useful both to the reader and the author of the paper.

For the reader who is trying to tackle these ideas and concepts, the power verbs provide clarity and purpose. Compare the following sentences:

• This paper will say that there were two reasons for the start of the civil war.
• This paper asserts that there were two reasons for the start of the civil war.

Clearly the second sentence is more confident, direct, and authoritative because it has replaced the dull ‘says’ with ‘asserts.’ For the writer, the power verb expresses confidence in the idea being presented.

The following are examples of power verbs that are useful in academic writing, both for supporting an argument and for allowing you to vary the language you use.

Power Verbs for Analysis: appraise, define, diagnose, examine, explore, identify, interpret, investigate, observe.

Power Verbs to Introduce a Topic: investigate, outline, survey, question, feature.

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.

Power Verbs to Infer: extract, approximate, surmise, deduce.

Power Verbs for Cause and Effect : impacts, compels, generates, incites, influences, initiates, prompts, stimulates, provokes, launches, introduces, advances.

Legal Power Verbs: sanctions, consents, endorses, disallows, outlaws, prohibits, precludes, protects, bans, licenses, authorizes.

Power Verbs that Say: convey, comment, state, establish, elaborate, identify, propose.

Power Verbs that Show: reveal, display, highlight, depict, portray, illustrate.

Be confident about grammar

Check every email, essay, or story for grammar mistakes. Fix them before you press send.

The ProWritingAid Team

The most successful people in the world have coaches. Whatever your level of writing, ProWritingAid will help you achieve new heights. Exceptional writing depends on much more than just correct grammar. You need an editing tool that also highlights style issues and compares your writing to the best writers in your genre. ProWritingAid helps you find the best way to express your ideas.

Get started with ProWritingAid

Drop us a line or let's stay in touch via:

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Verb Tense Consistency

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

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.

Save £500 when you enrol by 30th September!

• 40 Useful Words and Phrases for Top-Notch Essays

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

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

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

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

General explaining

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

1. In order to

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

2. In other words

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

3. To put it another way

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

4. That is to say

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

5. To that end

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

Adding additional information to support a point

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

6. Moreover

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

7. Furthermore

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

8. What’s more

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

9. Likewise

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

10. Similarly

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

11. Another key thing to remember

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

12. As well as

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

13. Not only… but also

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

14. Coupled with

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

15. Firstly, secondly, thirdly…

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

16. Not to mention/to say nothing of

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

Words and phrases for demonstrating contrast

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

17. However

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

18. On the other hand

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

19. Having said that

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

20. By contrast/in comparison

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

21. Then again

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

22. That said

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

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

Adding a proviso or acknowledging reservations

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

24. Despite this

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

25. With this in mind

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

26. Provided that

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

27. In view of/in light of

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

28. Nonetheless

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

29. Nevertheless

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

30. Notwithstanding

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

Giving examples

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

31. For instance

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

32. To give an illustration

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

Signifying importance

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

33. Significantly

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

34. Notably

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

35. Importantly

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

Summarising

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

36. In conclusion

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

37. Above all

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

38. Persuasive

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

39. Compelling

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

40. All things considered

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

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

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

Comments are closed.

How to use ‘to be’ and ‘to have’ in English?

To be and to have are the two most common verbs No definition set for verbs Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. in English. To be and to have are so essential to the English language that they are used to describe the basic foundations of who someone is as a person — their name, age, profession, emotions, the qualities they possess, and more!

To be is used:

To form descriptions ( She is blonde. )

To say that something exists ( There is a winner. )

To help form continuous tenses ( I am listening. )

To help form the passive voice ( The painting was stolen. )

And to have is used:

To show possession of an object, a quality, etc. ( Lizzie has three cats. )

To form causatives ( They had that cake made for the party. )

With the word “to” to show obligation ( You have to finish your homework. )

To help form perfect tenses ( We have already finished lunch. )

If you are excited to learn about to be and to have and you have a few minutes to read this post, let’s dive into to be and to have !

Table of Contents

How to use the verb ‘to be’ in english.

To be is a very basic verb in English (it’s usually the first verb that people learn!), and we use it for many different situations. Typically, we use be to describe someone or something or to say that something exists, but it also has other uses. Let’s first look at the forms of to be and then we’ll look at each use of the verb to be one-by-one.

How to conjugate the verb ‘to be’?

To be has different forms depending on the subject No definition set for subject Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. and the verb tense No definition set for tense Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. . The table below illustrates all of the unique forms of be , depending on the subject and the tense

Like other English verbs, to be can be conjugated No definition set for conjugated Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. in all the tenses by adding auxiliary verbs:

The children have been naughty.

The clients are being difficult.

By next week, Sarah will have been a ghost for Halloween three times!

Have a look at these charts of the full conjugation of to be !

When to use the verb ‘to be’?

Now that we’ve discussed how to form to be , let’s take a look at all the ways we can use it!

To form a description

Using to be to form a description is probably the most common way we use to be , and is usually the first use of to be that people learn! Here are some of the most basic ways we use to be in descriptions:

Giving a name:

My name is Alex.

Telling someone your age:

I am twenty-two years old.

Feelings and emotions:

The toddler was tired after playing.

Facts and general truths:

The sun is 98.3 million miles from the earth.

Those books are really interesting.

Jobs and professions:

They were both teachers before they retired.

Tip Use 'be' to discuss the weather!

In English, we almost always use this structure to discuss the weather:

It is raining right now.

It was sunny yesterday.

It will be hot tomorrow.

To learn more about this topic, check out our post on it is sentences in English .

However, to be can introduce lots of kinds of descriptions using this structure:

description

The description can be an adjective No definition set for adjective Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. , adjective phrase No definition set for adjective phrase Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. , noun phrase No definition set for noun phrase Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. , prepositional phrase No definition set for prepositional phrase Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. , or some combination:

She is tall .

She is taller than her brother .

She is my favorite teacher .

She is in the library .

To be is what we call a linking verb . Linking verbs don’t show an action, but they link a subject to a description or definition. To be is the most common and basic linking verb in English. It usually just means “equals” (=):

She is twenty-eight.

They are tall.

He is a teacher.

To say that something exists

We can also use there + to be to say that something exists, exists in a place, or exists in a certain quantity:

Be careful, there is a pothole.

There are books on the table.

There were fifty people in the room.

Read more about this use of the verb to be in our post on how to say that something exists in English !

To form continuous tenses

To be is used as an auxiliary verb No definition set for auxiliary verb Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. when we form verbs in the continuous tenses (a.k.a. progressive tenses). Here’s how we use to be in continuous tenses:

present participle of main verb

The English present participle is the root form of the verb + -ing .

Be should always agree No definition set for agree Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. with the subject, and will change its form depending on the tense:

You can learn more about how to form and use the continuous tenses in English from the following posts:

How to use the present continuous in English?

How to use the past continuous in English?

How to talk about the future in English with 'will' vs. 'going to'?

How to talk about the future with the present simple and present continuous in English?

The perfect continuous tenses in English: What are they and how to use them?

To form passive verbs

To be is also used as an auxiliary verb when we form verbs in the passive voice . In a passive verb, the action is being done to the subject and there is no object.

Sally likes Fido.

Fido is liked by Sally.

Here’s how to use to be to form a passive verb in English:

past participle of main verb

The English past participle is usually the root + -ed but there are also irregular forms.

Here are some examples:

I was called by my boss.

You were given a copy of the report.

The room can be accessed by a keypad.

Dinner will be served at 7 pm.

If you’d like to learn more, check out our post on the passive voice in English !

How to use the verb ‘to have’?

To have is another very basic verb in English. Along with to be , to have is one of the first verbs people learn in English because it is essential to understanding English! Let’s check out all the different ways we use to have !

How to conjugate the verb ‘to have’?

The table below shows all the unique forms of to have that you will need to conjugate No definition set for conjugate Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. this verb in English. The form will depend on the tense and sometimes the subject No definition set for subject Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. :

Like other English verbs, to have can be conjugated in all the tenses by adding auxiliary verbs No definition set for auxiliary verbs Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. :

She has had this dog since she was 12.

I have been having a difficult time teaching Billy to play baseball.

Nick and Bob had had a big fight last week.

To see the full conjugation of this verb in all the tenses, check out our chart of the conjugation of to have in English !

When to use the verb ‘to have’

In English we use have to discuss possession (of various sorts) and experiences. We also use it to form causative constructions, to discuss obligation ( to have to ), and to form the perfect tenses. Let’s look at each of these uses!

Watch out for these other common mistakes with to have ! While many languages use to have to describe age, feelings, and emotions, In English, we use to be instead:

✅ I am 35 years old. ❌ I have 35 years.

✅ She is hungry. ❌ She has hunger.

✅ They are angry. ❌ They have anger.

How to use ‘have’ to discuss possession?

The most common way that we use to have in English is as a main verb showing ownership or possession of something.

To have is used to show possession of physical objects:

My sister has two cars.

They had an apartment, but now they have a house.

To have is also used to show possession of certain qualities:

Harriet and Eileen both have red hair.

My mom has a good sense of humor.

Finally, to have can be used to show a temporary state (especially illness):

The toddler had a stomach ache, but she feels fine now.

Sorry, I can’t hang out today. I have a cold.

You can use the verb to have to express most of the relationships that are covered by the possessive construction with -‘s in English !

How to use ‘have’ to discuss experience?

We sometimes use to have to discuss experiences, both when the subject experiences something and when the subject creates an experience for others.

The subject experiences something:

I had a great time at your party!

Jeff had a bad dream last night.

The students are having recess right now.

Use have this way as a polite way to order food or drinks:

I will have the fried fish and a diet coke, please!

The subject creates an experience for others:

My parents are having an anniversary party next week.

The school has a graduation ceremony every spring.

This second use is much like our next use of to have…

How to use ‘have’ in causative constructions?

To have can also be used together with an object and a verb to form a causative. A causative sentence describes a situation where the subject encourages, arranges, or makes someone do something. There are three different ways to make a causative :

bare infinitive

The teachers had the students form a line.

I had the students take a group picture.

In this format, the objects are doing an action or existing in some situation.

prepositional phrase No definition set for prepositional phrase Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

The cat had the mouse under her paw .

The acting student had his back to the audience .

In this format, the subject keeps the object in a particular location or position.

past participle No definition set for past participle Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

I usually have my hair cut by Tara.

She has her pool cleaned once a week.

With this format, the object undergoes the action .

Check out our post on English causative verbs to learn more!

How to use ‘have to’ to discuss obligation?

We can use the phrase have to to show obligation. We can follow this formula:

base form of verb

I have to finish my homework.

By Friday, Joel will have to buy more milk.

We had to be there by noon.

We didn’t have to cook , because we did not host Thanksgiving dinner.

Have a look at our post on discussing modal verbs in English to learn more about how to express obligation!

How to use ‘to have’ in the English perfect tenses?

To have is used as an auxiliary verb No definition set for auxiliary verb Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. for the perfect aspect of all tenses in English. Here’s how we use to have in the perfect aspect:

past participle No definition set for past participle Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. of main verb

Make sure to change the form of have to match the subject and tense of the sentence!

You can learn more about how to form and use perfect tenses from the following posts:

How to use the present perfect in English?

How to use the past perfect in English?

Can you use ‘be’ or ‘have’ more than once in one verb form?

Yes! In English, you will sometimes use be or have more than once when forming a single complex verb. When and why? Let’s have a look!

When to use ‘to be’ more than once in an English verb form?

There are two main cases where you will need to use the verb be more than once in an English verb form:

You are using a passive verb in a continuous tense:

When you use a passive verb (which uses auxiliary ) be in a continuous tense (which uses auxiliary be ), you’ll need to follow this formula:

be continuous

being + past participle passive

The mouse is being hunted by the cat.

The grass was being cut .

We are being forgotten already!

You all have been being taught about English!

You are using be as the main verb in a continuous tense:

The linking verb be is a stative verb . This means that it is not usually used as the main verb in a continuous sentence:

❌ I am being a doctor. ✅ I am a doctor.

❌ She was being tall. ✅ She was tall.

HOWEVER, the verb to be has some uses when it is not a linking verb. Mostly, this is when be means “to behave or act like one is a certain way.” In this meaning, it can be the main verb in a continuous tense . For example:

You are being mean to your sister.

Alexandra was being a good friend.

When to use ‘to have’ more than once in an English verb form?

You can use have twice in a single English verb form when you are using the perfect aspect and have is the main verb. This is most common when you are talking about possession, experiences, or causation.

She had had a dog in the past, but now she had a cat.

They have had a lot of trouble hiring new employees.

My mother has had her hair dyed many times in the past.

In this post, we’ve covered a lot of information about the most common verbs in English: to be and to have . So what did we talk about? Let’s a do a quick review:

To be has many different uses, including: names, ages, feelings and emotions, opinions, facts and general truths, and jobs and professions.

To have is used for relationships of possession, discussing experiences, showing a quality of something, discussing what something is made of, showing obligation, and having an event or activity.

Now you might be an expert in using to be and to have , but if you have some extra time, why not check out our practice activities ? And of course, don’t forget to check out the conjugation charts for to be and to have !

To embark on your next language adventure, join Mango on social!

Ready to take the next step.

The Mango Languages learning platform is designed to get you speaking like a local quickly and easily.

We value your privacy.

We use cookies to enhance your browsing experience and analyze our traffic. By clicking "Accept All", you consent to our use of cookies. Cookie Policy.