research paper action verbs

How to Use Verbs Effectively in Your Research Paper

• Writing Research Papers
• Writing Essays
• English Grammar
• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

When you conduct a research project, one part of your job is to assert your own original thesis with an effective argument . There are a few ways to enhance your research paper so it sounds more impressive. One method to sound convincing as an authority is to elevate your vocabulary by using strong verbs.

Remember, verbs are action words . The verbs you select for your writing should represent a specific action . This means you should avoid generic verbs to keep your writing interesting and sharp. Your goal is to keep teacher or audience interested.

Try to avoid these less exciting verbs:

How to Choose Your Verbs

No matter what your grade level, you must do your best to come across as an authority on your topic. Think about the noticeable difference in these statements:

• I saw more mold on one piece of bread.
• I observed a distinct difference between the two pieces of bread. Most importantly, one piece of bread displayed a greater density of mold.

The second statement sounds more mature, because we replaced "saw" with "observed" and "had" with "displayed." In fact, the verb "observe " is more accurate. When carrying out a scientific experiment, after all, you use more than mere eyesight to scrutinize your results. You may smell, hear, or feel some results, and those are all part of observing.

Now consider these statements when writing a history essay:

• Historian Robert Dulvany says there were three main causes for the war.
• Historian Robert Dulvany asserted that three events prompted the war.

The second phrase sounds more authoritative and direct. And it's the verbs that make all the difference.

Also, make sure to use active rather than passive structure with your verbs. Active verbs make your writing clearer and more engaging. Review these statements:

• T he war on terror was launched by the United States.
• The United States launched the war on terror. 

The subject-verb construction is a more active and powerful statement.

How to Sound Like an Authority

Each discipline (like history, science or literature) has a distinct tone with certain verbs that appear frequently. As you read over your sources, observe the tone and language. 

While reviewing the first draft of your research paper, conduct an inventory of your verbs. Are they tired and weak or strong and effective? This list of verbs provides suggestions to make your research paper sound more authoritative.

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Active verbs for discussing ideas.

This handout is available for download in PDF format .

Active verbs are important components of any academic writing! Just as in other forms of writing, they work as engines, driving the action of your sentences in many potentially vivid, clear, and colorful ways.

Instead of opting for bland, unspecific expressions ("says," "writes about," "believes," "states") consider using more vivid or nuanced verbs such as "argues," "insists," "explains," "emphasizes," "challenges," "agrees," etc. The list below offers dozens of such verbs that will help you communicate your ideas and the ideas of others more clearly, expressively, and powerfully.

• "mentions," unless you mean "refer to something briefly and without going into detail."*
• "notion" as a synonym for "idea" implies "impulsive," "whimsical," not well considered.*

Adapted from a list by Cinthia Gannett by Doug Kirshen and Robert B. Cochran, Brandeis University Writing Program, 2020.

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Bringing Your Science Story to Life with Powerful Action Verbs

You’re probably familiar with this scenario:

You just published your recent research findings in this high-impact journal. And now you also want to tell scientists from outside of your specialised field, your friends or anyone who wants to hear about your new scientific revelations.

And you know of this society from your field that publishes blog posts to explain recent research papers. So, you decide to write a piece for them. But this does not mean you can just submit the abstract from your paper to this online outlet. Your audience will now be a completely different one that is not that familiar with the scientific language from your field. 

Hence, to make the post more accessible, you need to adapt the language of your scientific paper. While academic writing mainly describes experimental results and states, these are barely ever part of an action. But we know that  readers learn best when they imagine an action as part of a story . 

So, how can we adapt the language and include actions and stories in a blog post? By adjusting the way we use verbs in our writing.

Using verbs to describe powerful actions

Verbs are the most powerful part of a sentence. They tell a reader about the action that your key player is doing and they move a story forward. Yet, academic writers tend to  avoid verbs or substitute them with complex constructs . Unfortunately, these clutter sentences and make it difficult for the reader to understand the key message.

Here, we will look at three basic principles of how to declutter your science article by improving your verb usage.

Avoid scientific verbal phrases

While your research paper probably describes your experimental results, these descriptions often go along with scientific jargon.

For example, in your research paper, you might have used phrases like 

• “bacteria acquire nutrients” 
• “bacteria outcompete” 

These phrases probably do not mean much to your reader as they don’t use these words on a daily basis. Instead, you could substitute these phrases with words like 

Everyone understands them and they still have the same meaning as the original phrases. Also, verbs like “eat” and “kill” are pretty graphic, and that’s a good thing if you want to engage a reader. All of a sudden, a reader has a picture in their head of a bacterium (in my head it’s green) with a mouth like Pac-Man, chomping down on some nutrients, and another one (maybe purple this time) wielding a sword. Exciting stuff! 

Hence, use powerful action verbs that are familiar to your reader. 

Second, describing a scientific result often also means writing about something that did not happen. However, this just tells the reader what the key player did not do and how the story did not develop. If nothing is happening, then the story is definitely not moving forward. And your reader surely doesn’t need to know about this. Hence, avoid writing about negative facts.

For example, in your paper you probably wrote 

• “the cells did not survive” 

Okay, this is not wrong, but for your reader it is difficult to understand what actually happened. If the cells did not survive, what else happened to them? Here, it is better to write 

• “the cells died” 

Now we have one main player (cells) and one action (died). Plus, this phrase is a lot shorter while the content is still the same.

Use active voice

Many researchers tend to write their publications mainly in passive voice. However, passive voice doesn’t describe action and, again, it doesn’t move your story forward. Plus, it clutters your sentence structure so that it becomes unclear WHO is doing WHAT.

Hence, to tell your reader what actually happened (either in the lab or in the system that you are working in), use active voice. With active voice, you tell your reader that the main player does something.

For example, common in scientific publications: 

• “The survival of V. cholerae bacteria is modestly increased by enhanced production of secreted exopolysaccharides.”

This sentence does not have a clear main player and no real action other than the passive verbal phrase “something is modestly increased.” 

How could we improve this sentence to make it easier to understand?

You could write in active voice: 

• “ V. cholerae bacteria survive better by producing and secreting higher amounts of exopolysaccharides.” 

Now, this sentence has a clear main player ( V. cholerae bacteria) and they do something (survive). Such an action moves your story forward because something actually happens. Yet, the content is the same as in the first sentence.

Powerful action verbs move stories forward, tell a reader what is happening and give information about the key player of the story.

Avoid nominalisations

Another type of challenging sentence construction in academic writing is nominalisation , where a writer makes a noun from a verb or adjective. For example, the noun “protection” from the verb “to protect.” 

By nominalising, we use fewer verbs and describe less action. Such constructs often clutter sentences, extend them for no reason and confuse the reader. Most often, it is better and clearer to use the action verb instead of the nominalisation phrase.

For example, academic writing generally includes phrases like: 

• “provide protection” 
• “give consideration to” 

Instead you can use the direct verbs: 

• “consider” 

These are shorter and more direct. Watch out for these common words that often introduce nominalisations:

Another problem with nominalisations is that they often go along with passive voice phrases. And, for some reason, these complicated constructs are landmarks of scientific research papers - as an expert you were trained to write this way, and for good reason: your aim is to objectively describe a process, an experiment and even a discovery. 

Even if a paper is from your niche, how often does it happen that you need to re-read a sentence to understand what REALLY happened? For example, in research papers, you might find complicated structures like these: 

• “The protection of certain players of the microbiota occurred by a superior T6SS-mediated killing exerted by members of the Enterobacter cloacae complex.”

This is just confusing. Someone was killed and someone was protected but you have to read this sentence multiple times to fully comprehend who is doing what.

Instead, to improve this sentence, you should start with the main player (members of the Enterobacter cloacae complex) and say what they are doing (killing). Now, you can add the other pieces of information in a logical order to help your reader understand the action.

Hence, this sentence would transform into: 

• “Members of the Enterobacter cloacae complex killed with their T6SS machines and thus protected certain players of the microbiota.”

Short, clear and straightforward. So, try to make sure that nominalisations together with passive voice phrases are not part of your blog post for non-scientists (or of any written text if you ask me!).

Using powerful action verbs to tell a science story

One of the biggest differences between academic writing and science writing is the use of verbs. While academic papers often describe states or the results of experiments, such constructs do not tell stories. Like this, readers often find it hard to grasp the key messages.

Instead, powerful action verbs move stories forward, tell a reader what is happening and give information about the key player of the story. And these pieces of information will stick with the reader, so that they can learn from you and your science story!

Sarah Wettstadt

Dr. Sarah Wettstadt is a microbiologist-turned science writer and communicator working on various outreach projects and helping researchers disseminate their research results. Her overall vision is to empower through learning: she shares scientific knowledge with both scientists and non-scientists and coaches scientists in science communications. Sarah publishes her own blog BacterialWorld to share the beauty of microbes and bacteria and she is blog commissioner for the FEMSmicroBlog. Previous to her science communication career, she did her PhD at Imperial College London, UK, and a postdoc in Granada, Spain.

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The Significance of Research Verbs: Elevating Academic Writing

Want to master the art of writing? Start with research verbs! Learn how to make your writing more informative & interesting with our guide.

Despite their unassuming looks, research verbs carry substantial weight in academic writing. The building blocks of argument development, method explanation, and evidence presentation are research verbs. Researchers can communicate their findings clearly and demonstrate the rigor and trustworthiness of their research by choosing the appropriate research verbs. Furthermore, by clarifying the author’s thought process and assisting in comprehension, these verbs can aid readers in navigating the complexity of academic literature. 

Although they are of remarkable significance , research verbs are frequently misused, despite the fact that they are extremely important in determining the impact and clarity of academic writing. This article by Mind the Graph explores the essential significance of using the right research verbs to improve the quality and effectiveness of academic discourse.

What are Research Verbs?

Research verbs are a specific and essential category of words utilized in academic writing to convey the actions, procedures, and findings of research. They play a significant role in enhancing the clarity, precision, and effectiveness of researchers’ writing, enabling them to express their intentions with greater impact.

Within academic writing, research verbs cover a broad spectrum of actions and concepts associated with research. They encompass verbs used to describe research methods (e.g., investigate, analyze, experiment), present research findings (e.g., demonstrate, reveal, illustrate), and discuss implications and conclusions (e.g., suggest, propose, validate).

The careful selection of research verbs holds utmost importance as it directly influences the overall tone, rigor, and credibility of academic writing. By choosing the most fitting research verbs, researchers can ensure their writing is precise, clear, and accurate, allowing them to effectively communicate their research to their intended audience.

In addition to research verbs, selecting the right words throughout the academic writing process is crucial. It contributes to the attainment of the aforementioned goals of precision, clarity, and accuracy. To gain deeper insights into the importance of word choice in academic writing, read the article titled “ The Importance of Word Choice with Examples. ” This article offers valuable perspectives and practical examples that can further enhance your understanding of the significance of word choice in academic writing.

Types of Research Verbs

There are various types of research verbs that are commonly used in academic writing. These verbs can be categorized based on their specific functions and the stages of the research process they represent. 

Verbs for Analyzing Data

To examine, understand, and gain significant insights from research findings, particular verbs are used when analyzing data. These verbs aid in the exploration of connections, the discovery of patterns, and the drawing of conclusions based on the available facts:

• Analyze: Systematically examine data to find patterns or connections.
• Interpret: Describe the relevance of the data or outcomes and their meaning.
• Compare: Show how several data sets or variables differ from one another.
• Correlate: Examine the connection or relationship between variables.
• Calculate: Perform calculations on data using math or statistics .

Verbs for Defining Processes 

Defining research processes entails providing specifics on the steps, procedures, and methods used throughout the study. Verbs in this category facilitate a clear and accurate explanation of how the research was conducted:

• Outline: Provide a general overview or structure of a research process.
• Detail: Elaborate on the specific steps or procedures undertaken in the research.
• Explain: Clarify the rationale or logic behind a particular research process.
• Define: Clearly state and describe key concepts, variables, or terms.
• Illustrate: Use examples or visuals to demonstrate a research process.

Verbs for Summarizing Results 

After the research has been concluded, researchers provide a succinct summary of their results. These verbs help researchers highlight key findings, give an overview of the findings, and draw conclusions from the data:

• Summarize: Provide a concise overview or brief account of research findings.
• Highlight: Draw attention to the key or significant results.
• Demonstrate: Present evidence or data that supports a particular finding.
• Conclude: Formulate a generalization or inference based on the results.
• Validate: Confirm or corroborate the findings through additional evidence or analysis.

Verbs for Describing Literature Review

During the literature review phase, researchers examine existing scholarly works and relevant studies. Verbs in this category help researchers express their evaluation, synthesis, and analysis of the literature. Such verbs include, for instance:

• Critique: Evaluate the strengths and weaknesses of existing literature on a topic.
• Summarize: Provide a brief overview of the key findings and conclusions of existing literature on a topic.
• Compare: Identify similarities and differences between the findings and conclusions of multiple studies on a topic.
• Synthesize: Combine the findings and conclusions of multiple studies on a topic to identify broader trends or themes.
• Evaluate: Assess the quality and validity of existing literature on a topic.

Verbs for Speculating and Hypothesizing

Exploring possible connections or explaining occurrences requires speculation and the formulation of hypotheses. These verbs allow researchers to present their speculations, assumptions, or proposed hypothesis:

• Propose: Put forward an idea or hypothesis for further study or investigation.
• Speculate: Offer a possible explanation or theory for a phenomenon or observation.
• Predict: Use existing data or theories to make a forecast about future events or outcomes.
• Hypothesize: Formulate a testable explanation or hypothesis for a phenomenon or observation.
• Suggest: Offer a potential explanation or interpretation for a result or finding.

Verbs for Discussing Limitations and Future Directions

Acknowledging the limitations of the research and suggesting future directions is important for demonstrating a comprehensive understanding of the field. Verbs in this category help researchers address the constraints of their study and provide insights for future research:

• Limit: Identify the limitations or weaknesses of a study or analysis.
• Propose: Suggest potential solutions or avenues for further research to address limitations or weaknesses.
• Discuss: Analyze and reflect on the implications of limitations or weaknesses for the broader field or research area.
• Address: Develop a plan or strategy for addressing limitations or weaknesses in future research.
• Acknowledge: Recognize and address potential biases or limitations in a study or analysis.

Tips for Using Research Verbs

These tips will help you make the most of research verbs, ensuring that your language is active, precise, and consistent. By incorporating these strategies, you can elevate the quality of your writing and effectively communicate your research findings to your readers.

Using Active Language

• Use active voice: Active voice makes your writing more dynamic and engaging. It also clearly identifies the doer of the action. For example, instead of saying “The data were analyzed,” say “We analyzed the data.”
• Highlight the subject: Ensure that the subject of the sentence is the main focus and performs the action. This brings clarity and emphasizes responsibility.

Choosing Precise Verbs

• Be specific: Select verbs that precisely convey the action you want to describe. Avoid generic verbs like “do” or “make.” Instead, use verbs that accurately depict the research process or findings. For example, use “investigate,” “analyze,” or “demonstrate.”
• Utilize a thesaurus: Expand your vocabulary and find alternative verbs that convey the exact meaning you intend. A thesaurus can help you discover more precise and varied verbs.

Maintaining Consistency

• Stay consistent in verb tense: Choose a verb tense and maintain it consistently throughout your writing. This ensures coherence and clarity.
• Establish a style guide: Follow a specific style guide, such as APA or MLA, to maintain consistency in the use of research verbs and other writing conventions.

Resources to Help You Use Research Verbs

Take into consideration the following resources to improve your use of research verbs:

• Writing Manuals and Guides: For reliable information on research verbs and academic writing, consult guides such as  “The Craft of Research” or “The Elements of Style.”
• Academic Writing Workshops: Attend webinars or workshops on academic writing that address subjects like research verbs and enhancing scholarly writing.
• Online Writing Communities: Participate in online writing communities where researchers exchange materials and discuss writing techniques. 
• Language and Writing Apps: Use grammar checker tools like Grammarly or ProWritingAid for grammar and style suggestions.

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How to Incorporate Action Verbs Into Your Writing

Has a teacher ever told you to use more variety in your writing? You probably wracked your brain for a way to do this. Should you add more synonyms? Maybe you need more sentence structure variation? In fact, one great solution is to use more action verbs ! Action verbs can make your writing more interesting and flow better. Let’s look at how to incorporate them into your writing.

Step up your writing game with the BibMe Plus grammar and plagiarism checker . It can help you spot potential mistakes before your teacher does. In addition, read our grammar guides to learn about adjectives that start with a , what is a conjunction , a determiner definition , and many other grammar topics.

Defining the Term

Before undertaking the task of incorporating action verbs into your writing, it’s important to understand what “action verbs” are in the first place: an action verb is a verb that specifically expresses action (such as jump, run, grab, blink ), as opposed to other types of verbs, like linking or helping verbs . According to Merriam-Webster, a linking verb is “a word or expression (such as a form of be , become , feel , or seem ) that links a subject with its predicate.” A helping verb is “a verb (as am , may , or will ) that is used with another verb to express person, number, mood, or tense.”

Therefore action verbs are verbs that help create a visual of a subject performing an action in your reader’s mind. Action verb examples include jump, search, nurture , and so on.

Make a Word Bank

Before sitting down to write your first draft, it can be helpful to write up a word bank of different action verbs. This word bank can be a tool to draw on as you write so that you incorporate more action verbs into your writing from the get-go. Your word bank could contain both common and lesser-known verbs to give you a variety. Use a thesaurus if you get stuck.

A word bank of action verbs could be set up in two columns like this:

Double check that the verbs on your list are indeed action verbs so that you don’t accidentally use linking or helping verbs when you don’t want to.

Look at Tone

When selecting action verbs to use, consider the type of composition you’re writing. This will dictate both your tone in the piece and how you select action verbs. For example, if you are writing a formal research paper , you might employ less commonly used vocabulary words like gravitate or deliberate to help create a formal or academic tone. A word bank of verbs suitable to your tone (more sophisticated ones for a formal/academic tone, more common ones for an informal tone) might be helpful.

Tip: If you have a vocabulary textbook left over from recent years in school, you might look there to identify action verbs at the level of vocabulary your tone dictates.

Insert Verbs During Revision

Before sitting down to revise your use of action verbs in the first draft, take a moment to plan out the revision as a whole. When revising, be certain to consider your organization of logic or events, word choice (like action verbs!), and proofreading.

To insert verbs during revision, focus on the wording step of revision (such as how you phrased each sentence and paragraph). Wording contributes to tone and how the reader perceives what you’re saying. If you have written a persuasive essay, for instance, you want to consider use of action verbs in relation to the argument, such as using verbs unique to each type of rhetorical strategy.

For logos aspects of your essay (appealing to logic), look for action verbs that accompany hard facts like investigate or inspect . For aspects of an essay that appeal to emotions (pathos), make sure appropriate action verbs are attached, such as undergo or believe . The same concept applies to setting up your credibility with the reader (ethos), where you want to use action verbs that display your level of education and intelligence.

Ultimately, during this revision of wording, you want to look for places where you could have used an action verb but didn’t, or could have used a stronger one. No matter what type of writing you are doing, from an essay to a creative piece, you want to display your grasp of language in a way that is unique to your style of writing.

Tip : Reading out loud is helpful for all aspects of revision, such as locating awkward passages that can be ironed out with stronger, more direct wording. This is a great way to find areas where more action verbs might be placed.

Use a Thesaurus

Don’t forget that you can use a thesaurus during revision! One strategy for working action verbs into your writing is to read over your work and replace verbs that were repeated a lot, or are helping or linking verbs (like seem or become ).

Example : If you tend to use the linking verb “to be” repeatedly (verbs like is , was , were , are , etc.), you might want to do a word search and replace some instances with action verbs.

Look at this sentence:

The birds were happy to fly to the next telephone line.

Try replacing “were” like this:

The birds swooped happily over to the next telephone line.

Final Thoughts

Whether you’re looking to have more variety on first drafts or searching for places to slip more creative action verbs into a revision, knowing what an action verb is and how to use one is important. Happy writing and revising!

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Powerful Verbs in Your Academic and Scientific Writing

Learn how to strengthen your research manuscript with strong, meaningful verbs.

Updated on June 1, 2012

This article takes a look at the keystone of the sentences in an academic paper: the verb . Verbs that convey clear actions help readers tackle dense sentences like those found in academic writing. Beyond the added clarity, authors also save space by using informative verbs. Today's post provides some examples of verbs that can trim the word count of a research paper.

AJE's network of thousands of editors with research experience can help you find the right verbs (and other words) in your research paper.

In another article, we argue against the overuse of vague verbs such as is or has . But what are the alternatives? In English, many nouns can be turned into verbs. Consider whether using a verb form would eliminate the need to introduce the noun with a weaker verb. Take the following examples:

We hope that this article has given you some ideas for making your writing as clear and concise as possible. If you have a question about a verb in your writing, we'd be happy to help. Contact us at [email protected] . Best of luck with your writing and research!

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Are You Using the Right Verbs in Your Research Paper?

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

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

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

What is a verb?

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

Types of verbs

Broadly, verbs can be categorized into three different types.

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

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

Usage of verbs

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

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

Phrasal verbs

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

Contractions and abbreviations

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

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

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Related Reads:

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

Research Paper Writing: A 15-Point Academic Writing Checklist

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50 Useful Academic Words & Phrases for Research

Like all good writing, writing an academic paper takes a certain level of skill to express your ideas and arguments in a way that is natural and that meets a level of academic sophistication. The terms, expressions, and phrases you use in your research paper must be of an appropriate level to be submitted to academic journals.

Therefore, authors need to know which verbs , nouns , and phrases to apply to create a paper that is not only easy to understand, but which conveys an understanding of academic conventions. Using the correct terminology and usage shows journal editors and fellow researchers that you are a competent writer and thinker, while using non-academic language might make them question your writing ability, as well as your critical reasoning skills.

What are academic words and phrases?

One way to understand what constitutes good academic writing is to read a lot of published research to find patterns of usage in different contexts. However, it may take an author countless hours of reading and might not be the most helpful advice when faced with an upcoming deadline on a manuscript draft.

Briefly, “academic” language includes terms, phrases, expressions, transitions, and sometimes symbols and abbreviations that help the pieces of an academic text fit together. When writing an academic text–whether it is a book report, annotated bibliography, research paper, research poster, lab report, research proposal, thesis, or manuscript for publication–authors must follow academic writing conventions. You can often find handy academic writing tips and guidelines by consulting the style manual of the text you are writing (i.e., APA Style , MLA Style , or Chicago Style ).

However, sometimes it can be helpful to have a list of academic words and expressions like the ones in this article to use as a “cheat sheet” for substituting the better term in a given context.

How to Choose the Best Academic Terms

You can think of writing “academically” as writing in a way that conveys one’s meaning effectively but concisely. For instance, while the term “take a look at” is a perfectly fine way to express an action in everyday English, a term like “analyze” would certainly be more suitable in most academic contexts. It takes up fewer words on the page and is used much more often in published academic papers.

You can use one handy guideline when choosing the most academic term: When faced with a choice between two different terms, use the Latinate version of the term. Here is a brief list of common verbs versus their academic counterparts:

Although this can be a useful tip to help academic authors, it can be difficult to memorize dozens of Latinate verbs. Using an AI paraphrasing tool or proofreading tool can help you instantly find more appropriate academic terms, so consider using such revision tools while you draft to improve your writing.

Top 50 Words and Phrases for Different Sections in a Research Paper

The “Latinate verb rule” is just one tool in your arsenal of academic writing, and there are many more out there. But to make the process of finding academic language a bit easier for you, we have compiled a list of 50 vital academic words and phrases, divided into specific categories and use cases, each with an explanation and contextual example.

Best Words and Phrases to use in an Introduction section

1. historically.

An adverb used to indicate a time perspective, especially when describing the background of a given topic.

2. In recent years

A temporal marker emphasizing recent developments, often used at the very beginning of your Introduction section.

3. It is widely acknowledged that

A “form phrase” indicating a broad consensus among researchers and/or the general public. Often used in the literature review section to build upon a foundation of established scientific knowledge.

4. There has been growing interest in

Highlights increasing attention to a topic and tells the reader why your study might be important to this field of research.

5. Preliminary observations indicate

Shares early insights or findings while hedging on making any definitive conclusions. Modal verbs like may , might , and could are often used with this expression.

6. This study aims to

Describes the goal of the research and is a form phrase very often used in the research objective or even the hypothesis of a research paper .

7. Despite its significance

Highlights the importance of a matter that might be overlooked. It is also frequently used in the rationale of the study section to show how your study’s aim and scope build on previous studies.

8. While numerous studies have focused on

Indicates the existing body of work on a topic while pointing to the shortcomings of certain aspects of that research. Helps focus the reader on the question, “What is missing from our knowledge of this topic?” This is often used alongside the statement of the problem in research papers.

9. The purpose of this research is

A form phrase that directly states the aim of the study.

10. The question arises (about/whether)

Poses a query or research problem statement for the reader to acknowledge.

Best Words and Phrases for Clarifying Information

11. in other words.

Introduces a synopsis or the rephrasing of a statement for clarity. This is often used in the Discussion section statement to explain the implications of the study .

12. That is to say

Provides clarification, similar to “in other words.”

13. To put it simply

Simplifies a complex idea, often for a more general readership.

14. To clarify

Specifically indicates to the reader a direct elaboration of a previous point.

15. More specifically

Narrows down a general statement from a broader one. Often used in the Discussion section to clarify the meaning of a specific result.

16. To elaborate

Expands on a point made previously.

17. In detail

Indicates a deeper dive into information.

Points out specifics. Similar meaning to “specifically” or “especially.”

19. This means that

Explains implications and/or interprets the meaning of the Results section .

20. Moreover

Expands a prior point to a broader one that shows the greater context or wider argument.

Best Words and Phrases for Giving Examples

21. for instance.

Provides a specific case that fits into the point being made.

22. As an illustration

Demonstrates a point in full or in part.

23. To illustrate

Shows a clear picture of the point being made.

24. For example

Presents a particular instance. Same meaning as “for instance.”

25. Such as

Lists specifics that comprise a broader category or assertion being made.

26. Including

Offers examples as part of a larger list.

27. Notably

Adverb highlighting an important example. Similar meaning to “especially.”

28. Especially

Adverb that emphasizes a significant instance.

29. In particular

Draws attention to a specific point.

30. To name a few

Indicates examples than previously mentioned are about to be named.

Best Words and Phrases for Comparing and Contrasting

31. however.

Introduces a contrasting idea.

32. On the other hand

Highlights an alternative view or fact.

33. Conversely

Indicates an opposing or reversed idea to the one just mentioned.

34. Similarly

Shows likeness or parallels between two ideas, objects, or situations.

35. Likewise

Indicates agreement with a previous point.

36. In contrast

Draws a distinction between two points.

37. Nevertheless

Introduces a contrasting point, despite what has been said.

38. Whereas

Compares two distinct entities or ideas.

Indicates a contrast between two points.

Signals an unexpected contrast.

Best Words and Phrases to use in a Conclusion section

41. in conclusion.

Signifies the beginning of the closing argument.

42. To sum up

Offers a brief summary.

43. In summary

Signals a concise recap.

44. Ultimately

Reflects the final or main point.

45. Overall

Gives a general concluding statement.

Indicates a resulting conclusion.

Demonstrates a logical conclusion.

48. Therefore

Connects a cause and its effect.

49. It can be concluded that

Clearly states a conclusion derived from the data.

50. Taking everything into consideration

Reflects on all the discussed points before concluding.

Edit Your Research Terms and Phrases Before Submission

Using these phrases in the proper places in your research papers can enhance the clarity, flow, and persuasiveness of your writing, especially in the Introduction section and Discussion section, which together make up the majority of your paper’s text in most academic domains.

However, it's vital to ensure each phrase is contextually appropriate to avoid redundancy or misinterpretation. As mentioned at the top of this article, the best way to do this is to 1) use an AI text editor , free AI paraphrase tool or AI proofreading tool while you draft to enhance your writing, and 2) consult a professional proofreading service like Wordvice, which has human editors well versed in the terminology and conventions of the specific subject area of your academic documents.

For more detailed information on using AI tools to write a research paper and the best AI tools for research , check out the Wordvice AI Blog .

Resume Worded   |  Career Strategy

Research action verbs and power verbs to use on your resume.

We've compiled the best action verbs you can use to showcase your Research experience.

For more research-based and analytical experiences, pick verbs that demonstrate how you gather, assess, and interpret information. While research and analysis often happen “behind the scenes”, they can still have a significant impact on a business. With the following examples, potential employers will see not only how you gathered information, but also how you used it to make a difference.

Action Verbs To Show Your Research Experience:

• Interviewed
• Established
• Interpreted
• Investigated

We've compiled a lot more action verbs by job titles below.

Research Action Verbs By Job

Choose the job title that's most relevant to you to get targeted action verbs.

• How to use action verbs
• Verbs for Project Coordinator Resumes      (e.g. Communicated, Guided, Led, Reduced & more)
• Verbs for Chief of Staff Resumes      (e.g. Led, Managed, Reviewed, Developed & more)
• Verbs for Project Manager Resumes      (e.g. Facilitated, Overcame, Improved, & more)
• Verbs for Event Coordinator Resumes      (e.g. Launched, Directed, Guided, Managed & more)
• Verbs for Administrative Coordinator Resumes      (e.g. Communicated, Identified, Prepared, Generated & more)
• Verbs for Sales Coordinator Resumes      (e.g. Doubled, Communicated, Led, Motivated & more)

Get a free resume review

• Sample resume examples

How To Use Action Verbs On Your Resume

To show you how to use these action verbs in your resume, see this infographic for reference. You'll note that each bullet point uses strong action verbs, with a specific description of the task that was accomplished.

Action Verbs For Project Coordinator Roles

On your resume, you should always lead into your past accomplishments with strong, clear action verbs. The best verbs are the ones that most accurately depict what you accomplished and how you went about doing it. As an aspiring project coordinator, you should choose specific verbs that speak to the core skills of the job -- namely, your organizational, planning, leadership, and communication skills. Did you execute projects flawlessly in past jobs? Did you facilitate meetings or resolve problems effectively? Choosing strong verbs to talk about your accomplishments can positively influence hiring managers’ professional opinion of you -- and make you more likely to get an interview. If you need some inspiration, here is a list of project coordination-related verbs to get you started.

• Implemented
• Facilitated
• Coordinated
• Communicated

Relevant Examples Using Action Verbs

• Processed claims and successfully won 50 lawsuits associated with the policies of 10 departments, improving the company’s goodwill..

• Researched and demonstrated electrical modulation of luminescence intensity of quantum dots by 80%. .

Action Verbs For Chief of Staff Roles

A chief of staff position is first and foremost a leadership position. Using action verbs that emphasize your leadership experience is a direct way to indicate your capabilities in this field. 

This list of action verbs is focused on the managerial and operational tasks of the position as well as the communication tasks that you can expect for a chief of staff. Using the right action verbs is an easy way to spotlight yourself and help showcase your most relevant skills in a few words.

• Spearheaded
• Strengthened
• Orchestrated

• Documented and submitted over 250 severe adverse event reports, protocol deviations and quality improvement forms within the required timeline of 2 business days of event. Commended for strong analytical and report writing skills, promoted within 12 months - ahead of schedule by 12 months..

• Interpreted, applied, and enforced 5 federal regulations for research compliance across 13 universities, leading to an improvement in the quality of educational research in 1 year..

Action Verbs For Project Manager Roles

The best project manager resumes discuss specific accomplishments using strong action verbs. Strong verbs convey your role in your achievements; in any resume bullet point, we recommend pairing an action verb with the quantifiable result you achieved to show the impact of what you did. Project managers may have a diverse set of skills to draw upon, and there are a huge number of verbs you could choose to describe what you’re good at. We have an entire article devoted to action verbs to use in resumes -- in particular, project managers may want to pursue the ones in the accomplishment-driven, communication, management-related, leadership, and problem-solving sections.

• Accelerated

• Assisted with cell development research projects, as part of the Leukemia Research team - identifying cell changes, determining cell counts and coulter counters with 98% accuracy. .

• Conducted analytical experiments to determine component purity through titration, HPLC, GC and MALDI process, with over 95% accuracy rate. Presented and awarded the ‘Research Project of the year’ in the 2014 International Science Conference..

Action Verbs For Event Coordinator Roles

Event coordinators are highly organized, calm under pressure, and passionate about throwing a great event. You know how to earn the trust of your clients and you can quickly find creative solutions to unforeseen challenges. You’re a great leader, but you also know how to listen to what your clients need -- sometimes without them even asking! It’s important to not only possess these skills, but effectively communicate them through your resume. As you write your event coordinator resume, use powerful action verbs such as “supervised” and “managed” to emphasize your leadership skills. Use strong and powerful verbs that can create a clear visual in someone’s mind of a well-organized, effective event coordinator. Try your best not to use generic verbs -- they can actually hurt rather than help your resume.

• Documented surveillance research outcomes and instruments for data analysis at 20 national conferences and 8 local meetings, findings were adopted by the legislature of 3 states..

• Designed a new sequencing technique that refines a common laboratory protocol. New procedure increases efficiency by 50% on average, reducing processing time by 25%, and creating more usable biological end-products. .

Action Verbs For Administrative Coordinator Roles

Administrative coordinators are responsible for multiple tasks around the office, so they are often held accountable for office efficiency in terms of clerical duties. A good way to demonstrate reliability is to use strong action verbs. These words provide a sense of accountability and improve your resume’s readability. 

You can also use these action verbs for demonstrating your achievements, such as identifying issues in financial records or office documents, improving operations, etc. Check out the following action verbs we’ve selected for an administrative coordinator role based on our research.

• Co-ordinated

• Reviewed investor insurance guidelines and 500 loan documents, established baseline requirements that saved Resume Worded $1 MM in the first year. .

• Conducted the research project on food science and genetically modified foods associated side effects, completing the research 8 days ahead of schedule, with the direction of 2 food scientists. .

Action Verbs For Sales Coordinator Roles

Your sales coordinator's resume should reflect your communication skills and reliability. Why not leverage your work experience to demonstrate that? You can give the right impression on your resume by using strong action verbs. Try streamlining your work history by using bullet points. You can start each point with a strong action verb. 

Action verbs are precise and hold you accountable for achievements in the sales team, so it’s also a great idea for mentioning your accomplishments. If you need some inspiration to use various action verbs, check the list below.

• Established new training curriculum and conducted trainings; new training procedures reduced overall costs by 50%..

• Increased the Company's Twitter following by 96% and 178% on Facebook, introducing the company to a younger age group..

Get a free resume review: Find out if your action verbs are strong enough.

Don't forget to upload your resume to the tool below for a free resume review. Our platform will instantly scan it for common things hiring managers look for and tell you where it falls short. You'll get instant feedback on your action verbs, bullet points and skills.

Related Resume Examples

Engineering manager.

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Using Active or Passive Voice in Research Papers

When to Use the Active or Passive Voice in Research Writing

One decision that gives pause to thousands of beginning researchers is whether to use the active or passive voice in their research papers. You may have been taught in school that you should always use the active voice, especially when giving speeches and when writing fiction or persuasive essays, as it emphasizes the subject and makes your sentences leaner and stronger.

While this rule generally applies to research writing, there are some definite differences in application–this accounts for why there are so many sentences in scientific journal articles using the passive voice construction. In fact, applying only  one  type of voice construction can make a paper awkward to read and difficult to comprehend, and it might even confuse the reader about which parts of the study or a given passage are most important. So when should an author choose the passive voice over the active voice and what is the difference between the two?

Differences Between the  Active  and the  Passive Voice

In general, the active voice emphasizes the  agent  of the action—that is, the  person or object performing the action .

Example: “ We   arranged  the sample groups.”

The subject pronoun “we” leads the sentence, setting off its importance in the action and leading right into the action taken against the object, “the sample groups.” Using this construction doesn’t necessarily imply that “the sample groups” is unimportant, but it does place special emphasis on the agent of the action.

The passive voice, on the other hand, emphasizes the  person or object receiving the action.

Example:  “ Sample groups   were arranged  (by us/by the researchers).”

In this example, “sample groups” stands out as the most important element in the sentence, and indeed it should since we are able to omit the agent entirely—adding “by us” or “by the researchers” seems redundant as the researchers are necessarily the ones carrying out the operations of a study. Also, note that by eliminating the agent we have also decreased the word count, which makes the passive construction leaner than the active voice in this case.

Since active-voice constructions are usually stronger, clearer, more direct, and often more concise than their passive-voice counterparts, most style guides advise scientific and clinical authors to favor the active voice in their research writing.

However, this is not a command to silence the passive voice entirely. In fact, scientific manuscripts have increasingly favored passive-voice construction in the past couple of decades. Whether the reasons for this are practical or because it is simply more fashionable today to use the passive voice, there are good reasons to include this construction to gain a balanced perspective in your writing.

Sticking with the conventional wisdom that we should use the  active voice  as often as possible, when exactly should we opt for the passive? Here are three circumstances in which using the passive voice can be a good decision.

1) When the agent of the action is unimportant, unknown, or obvious to readers

Choose the passive voice when the agent of the action is unknown or unimportant to the action being discussed, or when it is quite clear who is performing the action. In some cases, you may identify the agent using a “by” clause, but it is often unnecessary to add this information.

Examples of active and passive voice:

“Over 20,000 patients  are diagnosed  with diabetes each year (by doctors) in the United States.” “Encyclopedias  have been written  (by scribes and scholars) throughout history.” “ Carcharodon carcharias   has been studied  (by scientists) more extensively than almost any other species of shark.”

In the first example, naming the agent of diagnosis is redundant, as doctors are almost universally the ones who diagnose diseases. In the second example, the author assumes the reader will not be interested in the authors (this decision of course depends on the focus of the study) or perhaps the authors are unknown; the agent may be added in case this information is known and is somewhat important to the statement. In the third example, the agent is fairly obvious, as scientists are the ones tasked with studying species of animals.

2) When the object or action itself is more important than the agent performing the action

In research writing, the study is clearly of greater importance than the researcher undertaking the study (unless that researcher happens to be someone as renowned as Stephen Hawking), and thus the passive voice is more often employed. This object/action focus can commonly be seen in the  Methods  section, in which an author writes about what he or she did (or rather,  “what was done”),  mostly using the passive voice since the topics here are generally the research methods, materials, and procedures.

“Frozen embryos  were stored  in a cryogenic tank for two weeks.” “The extract from sample A  was added  to sample B to create a mixture.” “The results  were assessed  using a Chi-square statistic.”

The sentences might be written in the active voice like so:

“We  stored  the embryos in a cryogenic tank for two weeks.” “We  added  the extract from sample A to sample B to create a mixture.” “Our team  assessed  the results using a Chi-square statistic.”

What would be the net benefit of using the active voice here? In none of these examples would the active voice improve the sentences by shortening them or by clarifying the focus of the action. The length of each active sentence is the same as its passive voice counterpart, and the sentences in the active voice actually redirect the focus to the  agent —“we” or “our team”—which does not seem to be the most important element in any of these examples. The active-voice constructions are admittedly a bit stronger and livelier, but they seem more fitting for a short story or anecdote than for an explanation of actions carried out in the course of a scientific study.

Another benefit of using the passive voice in the Methods section (in addition to some other parts of the research paper) is that it varies the structure and cadence of your sentences while maintaining an emphasis on the actual work. One can see how a paper becomes more readable when there isn’t constant emphasis on only one part of a sentence.

In the  Methods  and other sections of the manuscript, use the passive voice to redirect focus to the work being done—the object of the action or the action itself. When editing a manuscript , note this distinction in voice usage between the Methods section and other sections, as it is a common one in research writing.

3) When the recipient of the action is the topic of your sentence

It is sometimes necessary to use the passive voice to place the  most important information  at the beginning. By placing an item at the  beginning  of a sentence, you are putting it in the “topic position” (or “subject position”), indicating that it is the central element of your sentence.

Similarly, by placing a word at the  very end  of your sentence, you put it in the “stress position,” which is often used for words or phrases that modify or qualify the primary focus of your sentence. You can place words in these positions using passive or active constructions.

Active voice: “Scientists once  classified  slime molds as fungi, but they no longer  classify  them as part of that particular kingdom.” Passive voice: “Slime molds  were  once  classified  as fungi but  are  no longer  considered  to be part of that particular kingdom.”

In the first example, “scientists” occupies the topic position, and “part of that particular kingdom” is in the stress position. What might this ordering indicate to the reader? First, it shows that “scientists” is perhaps the main focus (or at least an important element) of this information. Second, by putting “part of that particular kingdom” at the end of the sentence, the author seems to be telling the reader that this qualifying information is also essential to understanding this information.

How might this information be interpreted differently in passive-voice construction? The main difference here is that “slime molds” are placed in the topic position, indicating that they are the primary focus of this information.

Privileging One Element Over Another in a Sentence

Which voice you use and how you order your sentence elements can make a big difference in establishing the importance of one element over another, especially when both of these are important to your study and neither involve the researcher.

In the following examples, there are at least two elements that the study focuses on. Reordering these by changing the voice makes the importance of these positions quite clear.

Active voice: “These amoeba coalesce into a multicellular, slug-like coordinated creature that  grows  into a fruiting body.” Passive voice: “This multicellular, slug-like coordinated creature, which eventually  grows  a fruiting body, is created by coalescing amoeba.”

In both of these sentences, the “amoeba” and the “multicellular, slug-like coordinated creature” are central; they seem to be essentially two parts of one process. This  process  is demonstrated through the active construction, which explains the life-cycle chronologically and therefore places emphasis on both elements (both agents) equally: “amoeba” and “fruiting body” (in the topic and stress position respectively) are at the beginning and end of this sentence and the particular part of the life cycle, with the information in the middle representing the transition between the two.

However, in the passive-voice construction, the “multicellular, slug-like coordinated creature” is in the topic position, the “amoeba” in the stress position, and the “fruiting body” in the middle is described (using a relative clause) as an outgrowth of this “creature.” This ordering completely shifts the focus of the sentence to the multicellular creature itself, with the other elements acting as supporting information. But because “amoeba” is still included in the sentence and is in the stress position, the author clearly wants to show its importance.

Combining the Active and Passive Constructions in a Sequence of Sentences

Whether introducing the purpose of your study in the  Introduction  section or suggesting further applications or studies in the  Discussion  and  Conclusion , you should try to combine conciseness and clarity of intention to create a logically cohesive structure. This can be done by combining passive and active constructions.

One way to achieve this is to create a structure that “connects backwards”—the final sentence in your paragraph or short sequence of sentences explains the purpose of the first sentence. Let’s see how this might work in action in the  Introduction  section.

Example of three cohesive sentences ( active—passive—passive ):

[Excerpt from “A Possible Correction of the Face Inversion Effect: A Methodological Commentary” (Rakover, Sam and Cahlon, Baruch)] “The present commentary concerns the face/object (UI) effect. This effect can be explained by appeal to either innate or learning factors. However, this effect  can  also be influenced by another factor, the ‘baseline-level,’ which is the focus of the present commentary.”

These three lines occur in sequence within the paper’s  Introduction  section. The first sentence clearly and directly explains the problem of the study (“the face/object (UI) effect”) using the active voice, setting the reader up for a further explanation to follow.

The second sentence, written in the passive voice, explores some potential directions from which this problem can be approached.

And the third sentence unites the two ideas, or “synthesizes” them, using a passive-voice construction. This third sentence has a parallel structure to the second and unites the problem and the proposed explanations using the word “influence” as a unifying action.

By focusing on the topic (“the effect”), the author can create a cohesive structure that uses sentences in both the active and passive voice. Such a passage flows naturally and is more comprehensible and enjoyable for the reader than separated sentences using the same voice construction.

Active and Passive Voice Guidelines

There are several good reasons to vary your sentences between active and passive voice:

• To place emphasis on the most important element of the sentence
• To cut down on word count (sometimes using active, sometimes using passive)
• To make your paper easier for the reader by creating variations in cadence and syntax

As a rule of thumb,  choose the active voice whenever possible.

Choose the passive voice  when there is good reason to do so. Consider passive voice when:

• The agent is unknown, unimportant, or obvious to the reader
• The agent is less important than the  action  of the sentence
• The agent is less important than the  topic  of the sentence
• One topic (among several) has greater importance

To ensure that your voice constructions follow style guidelines, as well as grammar rules, be sure to get paper proofreading services from a reputable English editing company like Wordvice.

Academic Resources:

• Springer.com.  “Stress Position”  https://www.springer.com/gp/authors-editors/authorandreviewertutorials/writinginenglish/stress-position/10252690
• Gopen GD, Swan JA. The science of scientific writing.  Am Scientist.  1990;78:550-558.
• Rakover, S., & CAHLON, B. (2014). A Possible Correction of the Face Inversion Effect: A Methodological Commentary.  The American Journal of Psychology,   127 (3), 303-311. doi:10.5406/amerjpsyc.127.3.0303 Website:  https://www.jstor.org/stable/10.5406/amerjpsyc.127.3.0303?seq=1#page_scan_tab_contents
• Wordvice  Blog: “Which Tenses to Use in Your Research Paper.”  https://blog.wordvice.com/video-which-verb-tenses-should-i-use-in-a-research-paper/
• Wordvice  Blog: “How to Choose the Best Title for Your Manuscript.”  https://blog.wordvice.com/best-title-for-journal-manuscript/
• Wordvice YouTube Channel:  “ How to Create a Title for Your Research Paper .”
• Wordvice Blog:  “Choosing the Best Keywords for Your Paper.”  https://blog.wordvice.com/choosing-research-paper-keywords/
• Wordvice YouTube Channel:  “Parts of a Research Paper.”  https://www.youtube.com/watch?v=aO6ipI-d2fw
• ScienceDocs  Inc. Blog: “5 Common Mistakes to Avoid When Writing a Discussion.”  https://www.sciencedocs.com/writing-a-research-paper-discussion/ 

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

Verb Tenses in Academic Writing | Rules, Differences & Examples

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

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

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

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

Table of contents

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

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

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

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

Describing facts, generalizations, and explanations

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

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

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

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

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

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

Describing the content of a text

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

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

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

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

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

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

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

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

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

Reporting research steps

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

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

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

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

Describing historical events

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

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

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

Summarizing previous work

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

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

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

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

Emphasizing the present relevance of previous work

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

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

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

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

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

Future simple

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

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

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

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

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

Present, past, and future continuous

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

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

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

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

Past perfect

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

Sources in this article

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

Bryson, S. (2023, September 18). Verb Tenses in Academic Writing | Rules, Differences & Examples. Scribbr. Retrieved August 26, 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.

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Categorized List of Action Verbs

Welcome to the Purdue OWL

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This categorized list contains only a few action verbs you can use to compose concise, persuasive , reader-centered resumes, cover letters, or other types of workplace documents. The examples are illustrations that overview the uses of action verbs in professional writing.

The media file above takes you to a sample resume containing action verbs.

Communication Skills

• Negotiated price reductions of up to 30% with key suppliers
• Interpreted financial information from the company's annual report
• Translated all relevant company information into three different languages

Other words: Advocated, Clarified, Corresponded, Encouraged, Interpreted, Negotiated, Persuaded, Presented, Publicized, Solicited, Spoke, Translated

Creative Skills

• Created an interior design layout for a 500 square foot retail venue
• Introduced a new method of navigating through the A Software Program
• Presented a new research project to the managers at the location

Other words: Acted, Applied, Composed, Created, Established, Founded, Improvised, Introduced, Navigated, Originated, Presented

Data / Financial Skills

• Computed and recorded inventory valuation on a monthly basis
• Documented inventory counts at the end of each working day
• Verified the amount owed to the creditor in the Accounts Payable account

Other words: Adjusted, Allocated, Budgeted, Compared, Computed, Counted, Documented, Estimated, Forecasted, Inventoried, Invested, Predicted, Projected, Quantified, Recorded, Retrieved, Verified

Helping Skills

• Assisted customers with choosing appropriate products
• Trained new employees in the plant through demonstration techniques
• Volunteered in the nursing home every weekend to serve the community

Other words: Aided, Assisted, Built, Demonstrated, Facilitated, Familiarized, Helped, Performed, Represented, Solved, Supported, Trained, Upheld, Volunteered, Worked

Management / Leadership Skills

• Administered a variety of surveys to collect data about the employees
• Implemented a safety communication program to promote safety awareness
• Recommended an alternative solution to one of the company's problems

Other words: Achieved, Administered, Assigned, Attained, Challenged, Coordinated, Decided, Delegated, Established, Executed, Handled, Headed, Implemented, Incorporated, Intervened, Launched, Led, Managed, Mediated, Motivated, Organized, Oversaw, Planned, Prioritized, Recommended, Scheduled, Supervised, United

Efficiency Skills

• Eliminated unnecessary cost of each unit of production
• Maximized profits by 15% during the month of July
• Heightened the level of employee moral through program incentives

Other words: Accelerated, Allocated, Boosted, Centralized, Downsized, Edited, Eliminated, Enhanced, Expanded, Expedited, Heightened, Lessened, Leveraged, Maximized, Merged, Optimized, Outlined, Outsourced, Prevented, Prioritized, Reorganized, Reduced, Revised, Simplified, Standardized, Stream-lined, Synthesized, Systematized, Upgraded

Research Skills

• Examined a new mechanism that may reduce sickness on the campus
• Identified a major defect in a microscopic organism last month
• Surveyed a group of Purdue students with regard to Product A

Other words: Analyzed, Collected, Compared, Controlled, Detected, Diagnosed, Evaluated, Examined, Gathered, Identified, Investigated, Located, Measured, Organized, Reported, Replicated, Researched, Reviewed, Searched, Surveyed, Wrote

Teaching Skills

• Defined a new product strategy and discussed how it would be implemented
• Instructed Department B on how to reduce inventory and raise net sales
• Prepared a tutorial manual for an English class last semester

Other words: Aided, Advised, Clarified, Communicated, Defined, Developed, Encouraged, Evaluated, Facilitated, Fostered, Guided, Helped, Incorporated, Informed, Initiated, Instructed, Lectured, Prepared, Supported, Supervised, Stimulated, Taught

Technical Skills

• Assembled an entire computer programming simulation for my CPT course
• Designed a new form of Widget C for a manufacturing facility
• Programmed three new computer programs tailored for a network system

Other words: Analyzed, Assembled, Built, Calculated, Computed, Conducted, Designed, Devised, Engineered, Maintained, Operated, Programmed, Reengineered, Remodeled, Transmitted

Sources/References:

Rosalie Maggio, How to Say It, Webster's Thesaurus .

Resume Action Verbs List

Action verbs.

A list of action verbs to consider integrating into your resume.

Document Type

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Document last updated on Friday, August 23, 2024

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