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Action Verbs | Definition, List & Examples

Published on September 18, 2023 by Kassiani Nikolopoulou .

An action verb (also called a dynamic verb ) describes the action that the subject of the sentence performs (e.g., “I  run”).

Action verbs differ from stative verbs, which describe a state of being (e.g., “believe,” “want”).

My grandfather walks with a stick.

The train arrived on time.

You can download our list of common action verbs in the format of your choice below.

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Table of contents

What is an action verb, how to use action verbs, action verbs vs. stative verbs, action verbs vs. linking verbs, worksheet: action verbs, other interesting language articles, frequently asked questions.

An action verb is a type of verb that describes the action that the subject of a sentence is performing. Action verbs can refer to both physical and mental  actions (i.e., internal processes and actions related to thinking, perceiving, or feeling).

Whitney analyzed  the data to find patterns.

He played  football in high school.

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Action verbs can be transitive or intransitive. Transitive verbs require a direct object , such as a noun or pronoun , that receives the action. Without a direct object, sentences with a transitive verb are vague or incomplete.

In contrast, intransitive verbs do not require a direct object that receives the action of the verb. However, other information may come after the verb, such as an adverb .

Some action verbs can act as both transitive and intransitive  verbs.

He grows  tomatoes on his balcony. My niece is growing quickly. Note Because action verbs make your writing more vivid, they can be effectively used for resume writing. Unlike generic phrases like “responsible for,” “tasked with,” or “experienced in,” action verbs are attention-grabbing and help emphasize our abilities and accomplishments.

• I was responsible for social media accounts across various platforms.
• I managed social media accounts across various platforms.

Action or dynamic verbs are often contrasted with stative verbs . While action verbs communicate action, stative verbs describe a state of being or perception (e.g., “it tasted,” “he is,” “she heard”). Due to this, they are typically used to provide more information about the subject, rather than express an action that the subject did. For example, the sentence “Tom loves spending time with friends” uses a stative verb “love” to give us more information about Tom’s personality.

However, some verbs can be used as either dynamic or stative verbs depending on the meaning of the sentence. For example, the verb “think” can denote someone’s opinion ( stative verb ) or the internal process of considering something ( action verb ).

One way to tell action verbs from stative verbs is to look at the verb tenses . Because stative verbs usually describe a state of being that is unchanging, they can’t be used in the continuous (or progressive) tenses. Action verbs, on the other hand, can be used in continuous tenses.

• I am wanting  some food.
• I want some food.

Another way is to look at the meaning of the sentence and ask yourself if the verb shows what someone does or how someone feels or is. If the verb describes what someone does, it is an action verb. Otherwise, it is probably a stative verb.

Action verbs should not be confused with linking verbs , like “be,” “become,” and “seem.” Linking verbs connect the subject of a sentence with a subject complement (i.e., a noun or adjective that describes it).

Unlike action verbs, linking verbs do not describe an action, but add more details about the subject, such as how it looks or tastes.

For example, the sentence “The children seem happy” uses the linking verb “seem” to link the subject (“the children”) with the adjective (“happy”).

Some verbs can be either linking verbs or action verbs . If you are unsure, try replacing the linking verb with a conjugated form of the verb “be.” If the sentence still makes sense, then it is a linking verb.

To test your understanding of action verbs, try the worksheet below. Choose the correct answer for each question.

• Practice questions
• Answers and explanations
• Are you baking cookies? They_______[smell/are smelling] delicious!
• Understand is not an action verb, but a stative verb because we can’t use it in a continuous tense. For example, “I’m not understanding you at all” is incorrect.
• Kick is an action verb, while “believe” and “agree” are both stative verbs.
• Smell is correct because it is a stative verb and cannot be used in the present continuous.

If you want to know more about commonly confused words, definitions, common mistakes, and differences between US and UK spellings, make sure to check out some of our other language articles with explanations, examples, and quizzes.

Nouns & pronouns

• Common nouns
• Proper nouns
• Collective nouns
• Personal pronouns
• Uncountable and countable nouns
• Verb tenses
• Phrasal verbs
• Sentence structure
• Active vs passive voice
• Subject-verb agreement
• Interjections
• Determiners
• Prepositions

There are many ways to categorize verbs into various types. A verb can fall into one or more of these categories depending on how it is used.

Some of the main types of verbs are:

• Regular verbs
• Irregular verbs
• Transitive verbs
• Intransitive verbs
• Dynamic verbs
• Stative verbs
• Linking verbs
• Auxiliary verbs
• Modal verbs

If you are unsure whether a word is an action verb , consider whether it is describing an action (e.g., “run”) or a state of being (e.g., “understand”). If the word describes an action, then it’s an action verb.

The function of an action verb is to describe what the subject of the sentence is doing. For example, in the sentence “You have been working since 7 o’clock this morning,” the action verb “work” shows us what the subject (“you”) has been doing.

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Power Verbs for Essays (With Examples)

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.

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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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Best Active Verbs for Research Papers with Examples

What are active verbs.

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

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

Why are active verbs important to use in research papers?

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

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

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

Best Active Verbs for Academic & Research Papers

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

Active verbs to introduce a research topic

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

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

Indicates a thorough investigation into a research topic.

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

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

Highlights and describes a point of interest or importance.

Inspects or scrutinizes a subject closely.

Sets up the context or background for the study.

Articulates

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

Makes something clear by explaining it in more detail.

Active verbs to describe your study approach

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

Suggests a theory, idea, or method for consideration.

Investigates

Implies a methodical examination of the subject.

Indicates a careful evaluation or estimation of a concept.

Suggests a definitive or conclusive finding or result.

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

Active verbs to describe study methods

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

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

Suggests putting a plan or technique into action.

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

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

Refers to the systematic gathering of data or samples.

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

Active verbs for a hypothesis or problem statement

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

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

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

Attempts to identify

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

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

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

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

Active verbs used to interpret and explain study results

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

Shows or unveils findings from the data.

Demonstrates

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

Illustrates

Shows or presentes a particular result or trend.

Provides evidence in favor of a theory or hypothesis.

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

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

Active verbs to discuss study implications

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

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

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

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

Strengthens the validity or importance of a concept or finding.

Emphasizes certain findings and their broader ramifications.

Underscores

Underlines or emphasizes the significance or seriousness of an implication.

Active verbs to discuss study limitations

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

Acknowledges

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

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

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

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

Points out and describes a specific limitation.

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

Active verbs for the Conclusion section

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

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

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

States positively or asserts the validity of the findings.

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

Highlights the importance or significance of the research outcomes.

Use an AI Grammar Checker to Correct Your Research Verbs

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

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

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

by Joe Bunting | 0 comments

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

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

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

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

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

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

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

What are Strong Verbs?

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

The Top 7 Strong Verbs

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

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

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

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

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

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

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

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

How to Edit for Strong Verbs FAST

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

1. Search for Weak Verbs

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

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

Here are some verbs that tend to weaken your writing:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Adverbs get a bad rap from writers.

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

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

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

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

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

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

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

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

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

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

3. Stop Hedging and “Eliminate Weasel Words”

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

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

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

Weasel words are a form of hedging.

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

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

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

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

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

Beware the Thesaurus: Strong Verbs are Simple Verbs

I caveat this advice with the advice to beware thesauruses.

Strong writing is almost always simple writing. 

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

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

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

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

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

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

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

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

270+ Strong Verbs List

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

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

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

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

• Collaborate
• Intellectualize

The Best Way to Learn to Use Strong Verbs

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

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

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

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

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

Choose one of the following three practice exercises:

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

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

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

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

Joe Bunting

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

Want best-seller coaching? Book Joe here.

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190+ Action Verbs: Powerful Words and Examples

Check out our guide with action verbs to add to your next piece of writing; create impactful storylines that keep your readers hooked with these powerful verbs.

Action verbs add an extra “oomph!” to your writing, helping you to describe the many things your characters will achieve throughout the story. Learning how to use action verbs will enhance your writing, help to define your characters, and allow your readers to grasp the plot points with ease.

However, action verbs aren’t just for story writing. They’re also ideal to use in your resume when applying for jobs. Check out what Indeed.com says about using action verbs:

“The action verbs give the reader a clear understanding of what is happening. When used within a resume or cover letter, action verbs help the application package stand out from other submissions.”

So, it’s important to learn the correct action verbs to use in your writing to make a lasting impact on the readers. Whether you’re working on a fiction book, an essay, or sprucing up your resume, we’ve got everything you need to level up your writing. If you’re interested in this topic, check out our list of feeling words for more!

What Are Action Verbs?

Mental action verbs, action verbs denoting personal improvement, action verbs denoting productivity  , action verbs denoting ability, action verbs denoting leadership traits, action verbs denoting initiative, action verbs denoting excellent communication skills, finance action verbs.

Action verbs, a.k.a. dynamic verbs, express an action a person takes. They are one of two major categories of verbs in English (the other one being stative verbs). In other words, active verbs describe what a person is doing or has done and are, consequently, often used in business.

One typical example where action verbs shine is the bullet statement format used when the writer wants to describe their accomplishments using a bare minimum of words. However, remember that not all action verbs are made equal. The words that cement the image of the writer accomplishing something instead of merely being in charge of it are the best choice.

E.g., “handling” is not as illustrative as “executing.” Precision takes precedence and makes a lasting impact. Therefore, pick your verbs carefully. You might also be interested in our list of boring words and phrases to avoid in your writing.

Action Verbs Printable

Mental action verbs describe intellectual or inner dynamic actions. Discerning them can be challenging as many stative verbs describe thoughts and opinions. Therefore, we’re starting with some notable examples of mental action verbs. You might also be interested in our homophones word list .

He was analyzing testimonials all night and was late for work in the morning.

2. Appreciate

He appreciates that cooperation with the sales department is a necessary evil.

3. Consider

Mark considered his roommate’s decisions as foolish but kept silent.

As a child, Anna dreamt of playing the flute, but her parents never allowed it.

5. Evaluate

Nicholas wasn’t able to evaluate the situation properly due to shock.

I fear that the situation is getting out of hand.

Don’t forget to bring the book tomorrow!

The idea is growing on me.

I imagine you’re referring to Star Wars.

The CEO failed to learn anything from employee feedback.

11. Memorize

I try to memorize five new Chinese words every day.

I’m always pondering how to improve my attitude in adversity.  

13. Remember

She could vaguely remember Nick’s face after all those years they’d been apart.

14. Resolve

He resolved to learn Japanese and head the regional branch.

Reviewing for exams can help students join the dots seamlessly.

Don’t you think John was unhappy about the prospect?

To underline success, professional and personal alike, you may use suitable action verbs denoting improvement. Here are some examples: 

17. Accomplish

I think I’ve accomplished much in this short amount of time.

18. Customize

Our IT team has customized the chatbot.

19. Demonstrate

They demonstrated their knowledge during the seminar.

Merging the two start-ups was the best decision they ever made.  

Larry modified his views to meet project requirements.

22. Overhaul

Shareholders have decided to overhaul the training program.

She set to revamp company policies to include hybrid work models.

24. Revitalize

Yoga classes can help you revitalize your body and spirit in no time.

25. Streamline

Mark worked hard to streamline operations to benefit the entire team.

26. Strengthen

She strengthened her resolve to deal with her past trauma.

27. Surpass     

He has truly surpassed himself with his latest whitepaper.

I’m just testing my theory out; is there something wrong with that?

Did you know she trained as a psychologist before becoming a translator?

30. Transform

Transforming my career advancement plans is the best thing I’ve ever done.

31. Translate

My teacher says I must translate this sentence twenty times to grasp synonyms.

We’d appreciate it if you could keep us updated on the procedure.

33. Upgrade

I’ve upgraded my skills! Now, I’m a high-level wizard!

There are many action verbs suitable for business English. Let’s consider some examples of verbs denoting productivity. You might also be interested in our list of describing words .

34. Achieve

I need to work hard to achieve my goals.

Becoming an author can be one of the most creative and rewarding careers.

36. Publish

The feeling of publishing your first novel is like nothing else; the excitement and pride you will feel are unparalleled.

37. Actualize

To actualize your potential, you need to train harder.

He’s adapting the play to suit a wider audience.

39. Address

He addressed the audience with an enthusiasm rarely witnessed before.

Individuals need to adjust their approach to suit the team.

41. Advance

The creditor advanced $100 million to help the business with debt repayments.

42. Amplify

Maria’s vision of the upcoming meeting with shareholders was amplifying her morale.

The initiative aims to boost sales during the peak season.

44. Capitalize

He capitalized on the sudden increase in demand.

45. Collect

I’m going to collect the latest issue of the magazine first thing tomorrow morning.

46. Compute

The management uses feedback to compute the rate of employee performance.

47. Conceive

I simply can’t conceive how you could be so insensitive!

48. Conceptualize

I’m unsure if I’ll be able to conceptualize the bigger picture, but I’ll give it my best shot.

49. Consolidate

The HR department consolidated its processes in an attempt to attract talent.

50. Construct

I’m constructing the argument in my mind and have yet to shape it into words.

51. Co-produce

Good news, everyone: we’ll be co-producing the new car model with Honda!

Hannah curated the exhibit alongside her husband, rumored to be an expert in the field. 

Nina has been tasked with debugging the company’s in-house software.

54. Deliver

Ronaldo rarely fails to deliver a perfect pass.

We’ve hired a wildly popular digital artist to design our holiday brochure.

He’s good at devising out-of-the-box solutions; that’s why we hired him in the first place.

57. Diagnose

Will you be able to diagnose the error by the end of the day?

58. Enhance

Simon is trying to enhance his reputation by demonstrating his unique expertise.

59. Expedite

Teams’ efforts expedited departmental plans.

60. Explore

The brand is exploring collaborating on a new project with the new regional start-up .

61. Further

Mary’s donation furthered her company’s positive outlook.

62. Improve

We need to improve our merger plans.

63. Maximize

Johanna’s superb design skills maximized company impact during the presentation.  

64. Proofread

Nicholas proofreads books for an established publishing company.

65. Reconcile

Reconciling opposing viewpoints may be challenging, but we need to succeed all the same.

66. Stimulate

Her speech stimulated everyone present to perform better.

67. Sustain

Seasonal earnings will sustain our business during the dormant season.

She refused to yield power to the shareholders.

Action verbs can be used to efficiently communicate one’s ability. Here are some examples to help you get started.

69. Administer

They had to administer the revenues to prevent unfair play.

I’m thinking of learning to code programs.

71. Complete

He is working overtime to complete work.

72. Develop

She’s trying to develop empathy in an attempt to reinvent herself.

73. Document

We need to document and report employee feedback before the next meeting.

74. Drive                        

Sadly, Mary can’t drive, although she’s having none of it!

She edits a business magazine that’s becoming more popular by the day.

76. Execute

The higher-ups are set to execute the new strategy.

There’s much I need to learn to expand my views.

78. Implement

We plan to implement a policy allowing all new hires to sign up for benefits.

79. Interpret

We need to interpret the stats as best we can; we’re not getting any help from higher-ups.

80. Operate

Do you know how to operate the machines?

81. Organize

If I wanted you to organize my life, I wouldn’t have looked for a roommate.

82. Perform

I need to study more if I want to perform better than average.

83. Prepare

I am prepared for any eventuality.  

84. Realize

Can you realize the target or not?

Action verbs can be rather impactful when denoting leadership traits. They communicate expertise and willingness to deal with any obstacle. Here are the finest examples of dynamic verbs denoting leadership aspirations and expertise:

85. Arrange

I’ll arrange everything, so the only thing you need to do is follow through.

Management assessed the cost of the latest marketing initiative at ca. £7,000.

I’m assigning this job to you because I find your soft skills quite suitable.

My brother said he’d assist me with the task.

You need to decide on your own how to attain the goal; it’s rather subjective.

90. Authorize

To appeal to the workforce, the CEO authorized additional PTO.  

He’s built his career around his seamless communication skills.

Peculiarly enough, chairing the meeting is a new hire.

She is performing her tasks so seamlessly that I’m wondering if she’s been coached by a professional.

94. Coordinate

We need to coordinate our efforts to get the job done ASAP.

95. Delegate

Shouldn’t she be delegating work faster?

Higher-ups are deploying resources more sparingly due to past grievances.

A police officer is directing the traffic again.

98. Empower

The matter of how to empower remote workers is gaining broad recognition.

Is it right to enable new hires to become workaholics?

100. Encourage

Top brass are encouraging project development as it is expected to make them rich overnight.

101. Enforce

The police are trying to enforce speed limits with varying degrees of success.

102. Engineer

Can we engineer a successful meeting between office employees and remote teams?

103. Examine

They’re examining the cause of the failure with the help of our brand-new AI solution.

104. Exceed

He is exceeding all expectations; he’s truly a marvel!

105. Explain

Joshua explained to his mates that he’d be leaving the band due to personal obligations.

106. Foster

They’re fostering a sense of inclusivity, but I can tell they’re not too happy about the whole affair.

107. Fulfill

He has failed to fulfill his promise and is trying to make amends.

Mr. Smith guided us through all the trials and tribulations of the takeover.

He is heading the meeting regardless of the uproar.

Helping him overcome the divorce was the best thing I ever did.

111. Individualize

Our HR teams are individualizing onboarding programs to allow for better personalization.

112. Inspect

We went to inspect the damage after the flood.

113. Instruct

The management instructed the team to align goals with the brand mission.

114. Invest

He’s invested in his studies and hardly has any spare time for anything else.

115. Investigate

They’ve investigated allegations of corruption and found nothing conclusive.

116. Lecture

Is he lecturing newcomers again?

Businesses are lobbying for proposed changes in the tax laws.

118. Maintain

Jonny is maintaining a healthy lifestyle with a little help from his wife.

119. Manage

He has managed finances for as long as I can remember.

120. Map         

IT teams are mapping all network drives at the moment.

121. Moderate

Mary thinks she needs to moderate her stance as she came across as overly harsh.

Our HR experts mold new hires’ characters with ease.

123. Motivate

I am motivated to help my friends achieve their goals.

124. Network

Company meetings are a good opportunity to network .

125. Orchestrate

He charged us with orchestrating the production.

126. Outperform

Our company will easily outperform our biggest competitor again.

127. Oversee

We need to appoint an engineer to oversee the construction.

128. Participate

We’ll all participate in the upcoming get-along and are fired up.

129. Partner

Mark and Maria partnered for the competition, hoping to place better.

They are planning a project in line with new directives.

131. Preside

The new integrator will preside at tomorrow’s meeting.

Their HR representative probed into my private life, and I’m outraged!

133. Project

The revenue is projected to surge again.

134. Spearhead

He spearheaded the company’s expansion into the U.S.A.

135. Supervise

The logistics department is supervising the distribution of resources.

136. Support

I planned to support her claim, but she’d been lying through her teeth.

By nature, initiative portends action. That’s why dynamic verbs are so illustrative in this regard. Take a look at a couple of examples below:

I’m asking you again: “Will you be joining us tonight?”

138. Balance

Balancing professional and private life can get tricky during the peak season.

139. Budget

An additional $10 million needs to be budgeted for new projects in Q3.

140. Calculate

I’m calculating the total right now.

Mr. Watson is continually charting the progress of each team member, so be careful.

We’ll be able to close the deal tomorrow.

143. Co-author

Maria and her brother have co-authored a vegetarian cookbook.

144. Collaborate

We’ll be collaborating with a Korean firm to develop the new product.

145. Create

Creating new initiatives is going as planned, so don’t worry.

146. Discover

I’m discovering more about the wabi-sabi concept with each passing day.

147. Establish                    

Establishing a new regional branch sounds like a good idea at this point.

148. Facilitate

To facilitate group discussion, project leaders should be inventive.

To form an impactful sentence, you should consider using active verbs.

Who founded the museum, do you know?

151. Formalize

They are planning to formalize the deal, but details have yet to be defined.

152. Formulate

Try as I might, I failed to formulate a proper response.

153. Gather

Everyone should gather here after work as we will throw a welcome party.

154. Initiate

There are several ways to initiate knowledge sharing, and AI is just the tip of the iceberg.

155. Institute

Policymakers are about to institute a number of measures to enforce public safety.

156. Introduce

Today, he’ll be introducing new technological developments in healthcare.

Join us for the outing tonight; it’ll be fun.

Don’t joke around; it’s a serious matter!

The football player kicked his opponent during the match and was removed from the game.

160. Launch

We’re launching the project tomorrow, so prepare for potential inquiries.   

161. Pioneer

He’s regarded as a pioneer in the world of art and literature.

Your son is playing with matchsticks again!

163. Present

I’ll present the latest developments I’ve worked hard to come by.

164. Propose

The judge proposed the establishment of special tribunals for the trial of offenses disturbing the general peace.

He did raise some important questions, but the audience remained silent.

I’ll have reached NY headquarters by 5 PM.

167. Survey

I’m surveying the terrain now, so give me some time, and I’ll get back to you with the findings.

168. Team (up)

They teamed up for the upcoming competition, and their morale is through the roof!

I’ve been tutoring my son, but he’s still as dumb as a brick! It’s infuriating!

170. Visualize

I can visualize my future in the company going forward.

Communication rules supreme, especially in the age of rapid digitalization. Use action verbs to demonstrate your skill! Let’s illustrate best practices.

171. Convince

I am sure I can convince her to share her thoughts.

172. Communicate

We need to communicate the news during the meeting.

173. Compose

It took me some time to compose myself after the incident.

174. Cooperate

My son refuses to cooperate and denies his involvement in the incident.

175. Correspond

He still corresponds with Jamaican friends he met in Germany five years ago.

176. Define

Will you be able to define what’s wrong with this initiative?

Yes, he is drafting the legislation, but he’s taking his time.

178. Illustrate

Let me give you an example to illustrate the point.

179. Outline

The professor outlined his methodology in his latest book.

180. Persuade

Can I persuade you to come with us to the meet-up after work?

181. Promote

Mark was promoted to the First Division after nailing down his previous mission.

182. Publicize

He never did publicize his book, but it was an instant success nevertheless.

We’ve managed to find a volunteer to write our manifest.

Finally, finance experts use action verbs galore and not without a good reason. This hectic industry is best described by dynamic words, but do note that these verbs can be equally impactful in other contexts as well.

Let’s take a look at some notable examples.

184. Appraise

The team is appraising the property , with estimates still being vague.

They audit all accounts annually to ensure they align with company policies.

186. Convert

He keeps converting all his cash from pounds into dollars. Is he planning to visit the States?

187. Decrease

I’m decreasing the revenue forecast due to last month’s unexpected losses.

188. Estimate

Analysts estimate the trend will be reversing any time now.

189. Forecast

Shareholders forecast the profit to grow by 2% in this quarter.

I’ve lowered the assessment to reflect recent data.

191. Measure

Measuring the impact of public involvement in research is never an easy task.

192. Qualify

They seem to think that reading a couple of books on AI qualifies them as experts.

193. Reduce

Team members worked hard to reduce the negative impact the latest marketing initiative had invoked.

194. Report

Reporting with the latest developments is our journalist Mark. Mark, tell us what’s going on!

195. Research

Researching her prior experiences, Viola discovered how to further her goals.

Financial aid is available to help those struggling with essential payments like rent or mortgage fees.

197. Advise

A great accountant will advise you on the best business practices as well as help with your taxes.

Looking for more? Check out our list of adjectives for strong men !

Meet Rachael, the editor at Become a Writer Today. With years of experience in the field, she is passionate about language and dedicated to producing high-quality content that engages and informs readers. When she's not editing or writing, you can find her exploring the great outdoors, finding inspiration for her next project.

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273 Strong Verbs That’ll Spice Up Your Writing

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

I sure have.

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

But still the sentence doesn’t work.

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

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

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

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

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

• How To Know Which Verbs Need Replacing

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

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

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

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

• 3 Types of Verbs to Beware of in Your Prose

1. State-of-being verbs

These are passive as opposed to powerful:

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

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

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

Impotent: The man was walking on the platform.

Powerful: The man strode along the platform.

Impotent: Jim is a lover of country living.

Powerful: Jim treasures country living.

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

Powerful: Three things convince me…

2. Verbs that rely on adverbs

Powerful verbs are strong enough to stand alone.

The fox ran quickly dashed through the forest.

She menacingly looked glared at her rival.

He secretly listened eavesdropped while they discussed their plans.

3. Verbs with -ing suffixes

Before: He was walking…

After: He walked…

Before: She was loving the idea of…

After: She loved the idea of…

Before: The family was starting to gather…

After: The family started to gather…

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

Are You Making This #1 Amateur Writing Mistake?

Faith-Based Words and Phrases

What You and I Can Learn From Patricia Raybon

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:

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Where should i send your free pdf.

50 Verbs of Analysis for English Academic Essays

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

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

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

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

Definition: to increase the size or effect of something.

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

Definition: to say that something is certainly true .

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

Characterizes

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

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

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

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

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

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

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

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

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

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

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

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

Definition: to join or be joined with something else .

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

Differentiates

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

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

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

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

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

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

Definition: to show.

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

Definition: to prove that something is not true .

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

Distinguishes

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

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

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

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

Definition:  to represent a quality or an idea exactly .

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

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

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

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

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

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

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

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

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

Establishes

Definition: to discover or get proof of something.

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

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

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

Definition: to show something.

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

Facilitates

Definition: to make something possible or easier .

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

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

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

Foreshadows

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

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

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

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

Definition: to cause something to exist .

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

Definition:   to attract attention to or emphasize something important .

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

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

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

Illustrates

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

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

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

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

Incorporates

Definition: to include something as part of something larger .

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

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

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

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

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

Definition: to tell someone about parti c ular facts .

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

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

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

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

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

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

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

Legitimizes

Definition: to make something legal or acceptable .

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

Definition: to make a problem bigger or more important .

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

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

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

Definition: to cause something to have no effect .

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

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

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

Definition: to make something difficult to discover and understand .

Example: The problems with the equipment obscures the study.

Definition: a description of the main facts about something.

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

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

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

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

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

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

Unlock the Power of Verbs: How Action Words Can Supercharge Your Writing

Understanding the Power of Verbs in English Grammar

Verbs are the superheroes of the English language. They are the dynamic words that bring life to our sentences, expressing actions, emotions, and the existence of things. Without verbs, our language would be dull and lifeless, lacking the power to convey our thoughts and ideas effectively. In this article, we will explore the role of verbs in English grammar and provide expert advice on how to use them with precision and flair.

Verbs are the backbone of sentences and clauses, serving as the key elements that indicate what the subject is doing or feeling. Unlike nouns, which name people, places, things, or ideas, verbs show us the actions or states of being of the subjects. For example, in the sentence "Mary sings beautifully," the verb "sings" tells us that Mary is engaged in the action of singing.

However, verbs go beyond just representing actions. They also help us express emotions and the presence of something. For instance, in the sentence "I love chocolate," the verb "love" conveys the speaker's emotion towards chocolate. In another example, "There is a cat on the table," the verb "is" tells us about the presence of a cat on the table.

In constructing a complete sentence, verbs are indispensable. Without a verb, a sentence lacks the essential element that drives the message forward. Consider the following examples:

Incorrect: "The cat on the table." Correct: "The cat is on the table."

In the incorrect example, the absence of a verb makes the sentence incomplete, leaving us wondering what the cat is doing. However, the correct example includes the verb "is," providing the necessary information to complete the sentence by indicating the cat's position.

Verbs in English come with a set of rules that are more complex than those of other word types. Understanding these rules is crucial for communicating effectively. It is important to know the various types of verbs, their forms, and how they are conjugated in different tenses. By mastering the rules of verb usage, you can enhance your language skills and express yourself with clarity and precision.

In the rest of this article, we will delve into the different types of verbs, explore their forms and conjugations, and provide you with expert tips and strategies to make the most out of them in both spoken and written communication. So let's get started on our journey to unlock the power of verbs in English grammar!

Exploring Verbs: The Foundation of Language

Verbs are a vital part of any language, serving as the foundation of communication. They allow us to express actions, states of being, and relationships between elements. Understanding verbs is crucial for mastering English, as they play a central role in constructing sentences and conveying meaning.

At its essence, a verb is a word that expresses an action, occurrence, or state of being. It is often called the "doing" or "being" word in a sentence. For example, in the sentence "She runs in the park," the verb is "runs," which represents the subject's action.

There are various types of verbs, each with a specific purpose and capturing a particular aspect of language. These types can be further categorized into different groups. These categories not only help us understand language structure, but also provide insights into how verbs function in various contexts.

When it comes to verb forms, English offers a wide range of variations. Verbs can change their form to indicate tense, aspect, mood, and other grammatical features. For instance, the verb "to run" can appear in forms such as "runs," "ran," and "running," depending on the tense, subject, and other factors in the sentence.

Correctly conjugating verbs is important for maintaining clarity and coherence in English language usage. Mastering conjugation involves understanding the rules and patterns that govern verb forms across different tenses, persons, and numbers. By doing so, we can construct grammatically correct and meaningful sentences.

Although specific tips for effective verb conjugation may vary depending on the verb and its context, there are some general guidelines that can be helpful. Practice is key when it comes to conjugating verbs, as it allows us to become familiar with different verb forms and their usage. Additionally, studying common irregular verbs and their conjugations can provide a solid foundation for understanding and using verbs correctly.

Expert suggestions for using verbs effectively can enhance our overall language skills. By incorporating these suggestions into our writing and speaking, we can create more engaging and impactful sentences. While the specifics of these suggestions are not provided in the article, they serve as a valuable resource for individuals looking to elevate their language abilities.

In summary, verbs form the bedrock of language, facilitating clear communication and conveying meaning. Understanding the nature of verbs, their types and categories, and how to effectively conjugate them is essential for developing strong language skills. With practice, attention to detail, and expert guidance, we can harness the power of verbs to express ourselves with precision and impact.

Understanding Verbs and their Role in English Grammar

Verbs are essential in English, serving as the backbone of sentences and providing vital information about actions, states of being, and mental processes. In this chapter, we will explore the various aspects of verbs, including their types, functions, and relationship with subjects.

Firstly, it's important to understand what a verb is. Simply put, a verb is a word that describes an action, physical or mental, or a "state of being." For example, in the sentence "She runs every morning," the verb "runs" describes the action of the subject (she) engaging in the activity of running. In contrast, in the sentence "He is happy," the verb "is" describes the state of being of the subject (he) experiencing happiness.

Verbs not only convey actions and states, but they also help change the tense of another verb or alter the polarity of a statement. These auxiliary verbs, often called "helper verbs," work with the main verb to create various tenses or verb forms. For example, in the sentence "I have finished my homework," the verb "have" acts as a helper verb, indicating the completion of the action expressed by the main verb "finished."

It's worth noting that every complete sentence requires at least one verb. Without a verb, a sentence would either be incomplete or a sentence fragment. Verbs are crucial components that provide the necessary action or information in a sentence. For instance, in the sentence "They danced all night," the verb "danced" conveys the action of the subject (they) engaging in the activity of dancing.

Subjects play a critical role in verb conjugation. The form and modification of a verb depend on the subject of the sentence. The subject determines whether the verb should be singular or plural, which is crucial for maintaining grammatical agreement. For example, in the sentence "She walks to work every day," the singular subject "she" requires the verb "walks" to be in its singular form to maintain agreement.

To further illustrate the importance of subjects in verb conjugation, consider the following examples:

- The girl plays the piano. - The girls play the piano.

In the first example, the singular subject "the girl" requires the singular verb "plays." In contrast, the plural subject "the girls" requires the plural verb "play." The variation in verb form is directly influenced by the subject of the sentence.

In summary, verbs are fundamental components of the English language, describing actions, states of being, and mental processes. They can also modify the tense and polarity of other verbs. Every complete sentence requires at least one verb, and the form of the verb is determined by its subject. Understanding the role of verbs and their interaction with subjects is crucial for constructing grammatically correct sentences.

Verbs: Understanding the Difference between Active and Static Verbs

Verbs are an essential part of the English language, helping us communicate actions, states of being, and feelings. One way to categorize verbs is by dividing them into active and static verbs. By understanding the difference between these two types of verbs, we can use them correctly in sentences and avoid common grammar mistakes. Let's explore the characteristics and usage of active and static verbs in more detail.

Active Verbs: Describing Actions and Activities

Active verbs are verbs that describe physical actions or activities. They show the subject of a sentence performing an action or engaging in an activity. For example:

The dog chased the ball. She cooked dinner for her family. He sings beautifully.

In each of these examples, the verbs "chased," "cooked," and "sings" depict a specific action or activity. Active verbs are dynamic and often more vivid, as they bring movement and energy to a sentence.

Static Verbs: Depicting States or Feelings

On the other hand, static verbs describe a subject's state or feeling, rather than a physical action. These verbs indicate a state of being, an emotion, a sense perception, or a state of possession. For instance:

The flowers smell delightful. She feels tired after a long day. I possess the necessary skills for the job.

In these examples, the verbs "smell," "feels," and "possess" express a particular state or feeling rather than an action. Static verbs provide a snapshot of a subject's condition or state at a specific moment.

Continuous Tenses and the Limitation of Static Verbs

One essential characteristic of static verbs is that they cannot be used in continuous tenses. Continuous tenses, such as the present continuous or past continuous, indicate ongoing or temporary actions. Since static verbs describe states or feelings, which are typically ongoing or enduring, they do not require the continuous form. For example:

Correct: I know the answer. (static verb used in simple present tense) Incorrect: I am knowing the answer. (continuous tense not suitable for static verb)

In the incorrect example, using the continuous tense with the static verb "know" is grammatically incorrect. Instead, we should use the simple present tense to accurately convey the state of knowing.

Verbs with Dual Nature: Active or Static Depending on Usage

Some verbs can function as both active and static verbs, depending on their specific meaning and usage. A great example of this is the verb "see."

When used to describe a voluntary action, "see" functions as an active verb. For instance:

I see a beautiful rainbow in the sky. She saw her favorite movie last night.

However, "see" can also be used as a static verb when describing involuntary or subconscious actions:

I see what you mean now. He sees ghosts in his dreams.

In these examples, "see" acts as a static verb, conveying a perception or understanding rather than a deliberate action.

Auxiliary Verbs: Adding Depth and Complexity

Another important aspect of verb usage in English is the inclusion of auxiliary verbs. Auxiliary verbs, also known as helping verbs, are used to change the tense, voice, or mood of another verb. Common auxiliary verbs include "am," "have," and "do." Here are a few examples:

I am going to the store. She has finished her homework. They did not enjoy the movie.

Auxiliary verbs assist main verbs in expressing various nuances, such as continuous actions, perfect tenses, negatives, and questions.

Modal Auxiliary Verbs: Expressing Necessity, Possibility, or Capability

Modal auxiliary verbs are a subtype of auxiliary verbs that express necessity, possibility, or capability. Examples of modal auxiliary verbs include "can," "could," "must," "may," "might," "shall," "should," "will," "would," and "ought to." Take a look at the following examples:

You can eat as much as you want. She could understand the instructions. We should visit our grandparents this weekend.

Modal auxiliary verbs provide additional information about the potential, obligation, or permissibility of an action.

Phrasal Verbs: Multi-word Verbs with Different Meanings

Lastly, let's touch on phrasal verbs, which are phrases consisting of a main verb and one or more particles (typically prepositions or adverbs). Phrasal verbs act as individual verbs, but their meaning changes when combined with different particles. For example:

I looked up the word in the dictionary. (to search for something) The plane took off from the runway. (to leave the ground) She ran into her old friend at the supermarket. (to unexpectedly meet someone)

Phrasal verbs add richness and versatility to English vocabulary, but their multiple meanings can also pose challenges for learners.

By understanding the distinctions between active and static verbs, as well as the usage of auxiliary verbs and phrasal verbs, we can improve our language skills and effectively communicate our thoughts, actions, and emotions.

Verbs: Categories and Functions

Verbs are essential components of sentences, providing the action or state of being. However, not all verbs are created equal. They can be categorized based on their characteristics and functions within a sentence. By understanding these categories, we can better comprehend their usage and apply correct grammar in our writing. Let's delve into the different aspects of verbs.

1. Categories of Verbs

Verbs can be grouped into three main categories: dynamic, stative, and auxiliary verbs. Each category has its own distinct characteristics.

Dynamic verbs describe actions or events that can be physically observed or performed. For example:

She runs every morning. The dog chased its tail. He wrote a letter to his grandmother.

Stative verbs, on the other hand, express a state of being, emotion, possession, or thoughts. They denote conditions or qualities that cannot be directly observed or performed. Examples include:

She feels happy today. The car belongs to my neighbor. He knows the answer to that question.

Auxiliary verbs, also known as helping verbs, assist the main verb in a sentence. They can indicate tense, mood, or voice. Some common auxiliary verbs include "is," "have," "do," and "will." Here are a few examples:

She is watching a movie. I have finished my homework. They did not attend the meeting.

2. Verbs and Objects

Verbs can also be classified based on the role they play in relation to objects. There are three types of verbs in this context: transitive, intransitive, and ditransitive.

Transitive verbs require a direct object to complete their meaning. A direct object is a noun or a noun phrase that directly receives the action of the verb. Consider the following examples:

She bought a new dress. The cat caught a mouse. We ate delicious food.

In these examples, the verbs "bought," "caught," and "ate" have direct objects: "a new dress," "a mouse," and "delicious food" respectively.

In contrast, intransitive verbs do not require a direct object to complete their meaning. They express actions or states that do not involve a recipient or object. Consider these examples:

She ran in the park. The sun shine brightly. He laughs often.

These verbs can stand alone and do not require an object to make sense.

Ditransitive verbs, as the name suggests, require both a direct object and an indirect object. An indirect object is a noun or a noun phrase that indicates to whom or for whom the action is done. Here are some examples:

She gave me a present. The teacher told the students a story. I showed my friend the photo.

In these examples, the verbs "gave," "told," and "showed" have both direct objects and indirect objects.

Additionally, there are verbs that can act as both transitive and intransitive verbs, depending on the context. These are called ambritransitive verbs. Here are a few examples:

The child sleeps peacefully. (intransitive) The child sleeps the whole night. (transitive)

In the first example, "sleeps" is intransitive because it stands alone, and in the second example, it is transitive because it has a direct object, "the whole night."

3. Voice and Linking Verbs

Verbs can also be categorized based on voice and their role in connecting the subject to other words in a sentence.

The active voice is the standard format where the subject performs the action. Examples include:

She wrote a letter. The dog chased the ball. He ate an apple.

On the other hand, the passive voice can be formed by switching the word order and using a conjugated form of "be" in front of the past participle. It is when the subject receives the action rather than performing it. Examples of sentences in the passive voice are:

A letter was written by her. The ball was chased by the dog. An apple was eaten by him.

Linking verbs, also known as copular or copula verbs, connect the subject of a sentence to other words that provide more information about the subject. They do not show action but rather describe a state of being or connect the subject to a complement. For example:

She is a doctor. The sky looks beautiful. He seems happy today.

These linking verbs help establish a relationship between the subject and the complement of a sentence.

Interestingly, perception verbs, which describe the act of perceiving through the senses, can also function as linking verbs when they describe what is being perceived. Examples include:

The soup tastes delicious. The flowers smell fragrant. The music sounds melodious.

In these examples, "tastes," "smell," and "sounds" act as linking verbs that connect the subject with the attributes being perceived.

4. Regular and Irregular Verbs

Verbs can also be categorized as regular or irregular based on their patterns of conjugation.

Regular verbs follow standard patterns for conjugation, where the past tense and past participle are formed by adding "-ed" to the base form of the verb. For example:

Work (base form) - Work ed (past tense) - Work ed (past participle) Play (base form) - Play ed (past tense) - Play ed (past participle) Walk (base form) - Walk ed (past tense) - Walk ed (past participle)

On the other hand, irregular verbs have unique forms for the past tense and past participle, which do not follow a specific pattern. For example:

Go (base form) - W en t (past tense) - G on e (past participle) Speak (base form) - Sp ok e (past tense) - Sp ok en (past participle) Take (base form) - T ook (past tense) - T aken (past participle)

It is important to memorize irregular verb forms to ensure their correct usage in sentences.

Understanding the different categories and functions of verbs is crucial for mastering English grammar. By recognizing whether a verb is dynamic or stative, transitive or intransitive, and active or passive, we can construct sentences that convey the intended meaning effectively. Furthermore, recognizing the difference between regular and irregular verbs helps us use them correctly in various tenses. By honing our understanding of verbs, we enhance our overall writing and communication skills.

Understanding Verb Forms in English Grammar

Verbs are a vital part of any sentence in the English language, as they enable us to express actions, events, and states of being. To use verbs correctly, it is important to have a grasp on the various forms that verbs can take. In this chapter, we will explore the different verb forms in English grammar, including the base form, 3rd person singular, simple past, present participle, and past participle.

When it comes to verb forms, there are two main categories: regular verbs and irregular verbs. Regular verbs follow a consistent pattern for their different forms, while irregular verbs have their own unique forms. Now, let's take a closer look at each of these forms and how they are used.

The base form of a verb is the fundamental form of the verb, without any additional endings or modifications. This is the form that we typically find in dictionary entries. For example, the base form of the verb "walk" is "walk." Here are some more examples of base forms for common verbs:

- run - jog - eat - sleep - study

Moving on, we have the 3rd person singular form in the present tense. This form is used when the subject of the sentence is a singular noun or pronoun (he, she, it). In most cases, adding an -s to the end of the base form creates this form. For example:

- He walks to school every day. - She jogs in the park in the mornings.

However, there are some exceptions to this rule. If the base form of the verb ends in a consonant followed by -y, the -y is changed to -ies in the 3rd person singular form. For example:

- He studies at the library for hours. - She tries her best in every exam.

On the other hand, if the base form ends in a vowel followed by -y, we simply add an -s to form the 3rd person singular. For example:

- He plays the guitar beautifully. - She enjoys reading books in her free time.

Next, let's discuss the simple past tense. The past tense is used to indicate an action or event that has already happened in the past. For regular verbs, the simple past is formed by adding -ed to the end of the base form. For example:

- I walked to the store yesterday. - They studied for the exam all night.

However, if the base form of the verb already ends in an -e, we simply add -d to form the simple past. For example:

- She smiled when she saw the surprise. - They lived in that house for many years.

It is important to note that irregular verbs have their own unique forms in the simple past tense. For example, the simple past tense of the verb "go" is "went" and the simple past tense of the verb "eat" is "ate." These irregular forms must be memorized as they do not follow the usual pattern.

Moving on to the present participle, this form is used to indicate ongoing or continuous actions. The present participle is formed by adding -ing to the end of the base form. For example:

- I am walking to work today. - They are jogging in the park right now.

In some cases, when the base form ends in an -e, the -e is dropped before adding -ing. For example:

- He is taking a nap in his room. - She is riding her bike to school.

Lastly, we have the past participle form, which is used for the perfect tenses and the passive voice. For regular verbs, the past participle is the same as the simple past tense. For example, the past participle of the verb "walk" is "walked." Here are some more examples:

- I have studied for hours. - They have finished their work.

However, just like the simple past tense, irregular verbs have their own unique forms for the past participle. For example, the past participle of the verb "go" is "gone" and the past participle of the verb "eat" is "eaten."

To sum up, having a solid understanding of the different forms that verbs can take is essential for effective communication in English. Regular verbs follow predictable patterns, while irregular verbs have their own distinct forms. By mastering these verb forms, you will be able to express yourself accurately and confidently in both written and spoken English.

Noun Forms of Verbs: Infinitives and Gerunds

When it comes to English grammar, it's important to understand the different forms a verb can take. One important aspect to consider is the noun forms of verbs, which include infinitives and gerunds. By understanding how these forms are created and how they can function in a sentence, you'll be better equipped to use them correctly in your writing.

Let's start with infinitives. An infinitive is created by adding the word "to" before the base form of a verb. For example:

To eat is one of life's greatest pleasures. I need to study for my upcoming exam.

Infinitives can serve as nouns, adjectives, or adverbs in a sentence. Take a look at these examples:

To love is to be vulnerable. (Noun) This is the best book to read before bed. (Adjective) She ran quickly to catch the bus. (Adverb)

Now let's move on to gerunds. Gerunds are created by adding "-ing" to the base form of a verb. The resulting form can also function as a noun, adjective, or adverb. Consider these examples:

Eating healthy is important for overall well-being. (Noun) I saw a man running down the street. (Adjective) She sang a lullaby softly , calming the baby. (Adverb)

In addition to functioning as stand-alone nouns, gerunds can also form gerund phrases. A gerund phrase is made up of a gerund and its modifiers, objects, or complements. Here's an example:

Swimming in the ocean is my favorite summer activity.

It's important to note that infinitives and gerunds can be used interchangeably as subjects and direct objects in a sentence. For example:

To travel the world is her ultimate goal. (Infinitive as subject) Traveling the world has broadened her horizons. (Gerund as subject) I love to play the guitar. (Infinitive as direct object) I love playing the guitar. (Gerund as direct object)

However, it's important to keep in mind that only gerunds can be the object of a preposition. Take a look at this example:

He is afraid of flying .

Lastly, there are certain transitive verbs that only take infinitives as their direct objects. Some common examples include choose, decide, hope, plan, prepare, promise, and wish. Here are a couple of sentences illustrating this usage:

I hope to find a job soon. She decided to start a new hobby.

To summarize, infinitives are typically used for situations that are abstract, unreal, or in the future. Gerunds, on the other hand, are used for situations that are specific, real, or in the past. By understanding the different functions and uses of infinitives and gerunds, you'll be able to enhance your writing and communicate your thoughts more effectively.

The correct conjugation of verbs and subject-verb agreement is crucial in English grammar. It helps accurately indicate the tense of a sentence and ensures that the verb matches the subject. This adds clarity to our communication and allows us to express actions in a specific time frame. English has four main tenses: simple, continuous, perfect, and perfect continuous, which are further divided into three time periods: present, past, and future.

When conjugating regular verbs, we simply add the appropriate suffix to the base form of the verb, depending on the tense and subject. For example, in the present simple tense, we add "s" or "es" to the base form of the verb for third person singular subjects. Let's use the verb "to walk" as an example:

- I walk to school every day. - You walk to school every day. - He walks to school every day. - She walks to school every day.

However, irregular verbs have unique conjugation forms for different tenses. For instance, the verb "to be" has different conjugations for each pronoun. Consider the following examples:

- I am going to the store. - You are going to the store. - He is going to the store. - She is going to the store.

Subject-verb agreement is another crucial aspect of English grammar. It means that the verb must match the number of the subject. When dealing with singular subjects, the verb takes a singular form, and for plural subjects, the verb takes a plural form. Let's illustrate this with a few examples using the verb "to run":

- The dog runs in the park. (singular subject) - The dogs run in the park. (plural subject)

It is worth mentioning that advanced tenses, such as the perfect and perfect continuous tenses, require auxiliary verbs alongside the main verb. In these cases, it is crucial to use the correct forms of these auxiliary verbs. Let's look at an example using the verb "to have" as an auxiliary verb in the present perfect tense:

- I have studied English for five years. - You have studied English for five years. - He has studied English for five years. - She has studied English for five years.

To sum up, a solid understanding of verb conjugation and subject-verb agreement is essential in English grammar. By applying these rules correctly, we can express ourselves accurately and coherently. Whether it involves the conjugation of regular or irregular verbs, ensuring agreement between subjects and verbs, or mastering advanced tenses with auxiliary verbs, paying attention to detail plays a critical role in effective communication in the English language.

The Basics of English Tenses

Understanding English tenses is an essential part of mastering the language. Tenses enable us to talk about actions or states that happened in the past, are happening in the present, or will happen in the future. In this chapter, we will explore the basic tenses in English and how they are used in different situations.

The basic tenses are straightforward and provide a foundation for understanding English grammar. They portray specific, one-time activities, regular actions or things that remain constant, past events or habits, and future events. Let's take a closer look at each of these tenses in detail.

1. Simple Present Tense

The simple present tense is used for actions that occur regularly or for things that remain constant. It is formed by using the base form of the verb.

• He walks to school every day.
• I love chocolate.

In the examples above, "walks" and "love" are in the simple present tense. They represent actions that happen regularly or express a constant state. It is important to note that the third person singular (he, she, it) in the present tense requires the addition of -s or -es at the end of regular verbs.

2. Simple Past Tense

The simple past tense depicts a solitary activity that has already occurred or a habitual action that no longer happens. It is typically formed by adding -ed to regular verbs. However, irregular verbs have their own unique past tense forms.

• She visited her grandmother last weekend.
• We played soccer when we were young.

In these examples, "visited" and "played" represent actions that happened in the past. Regular verbs like "visit" add -ed to indicate the past tense. However, irregular verbs like "play" have their own specific past tense form, which should be memorized.

3. Simple Future Tense

The simple future tense portrays events that have not yet occurred. It is formed by placing the word "will" before the base form of the verb.

• I will travel to Europe next year.
• They will study for the exam tomorrow.

In these sentences, "will travel" and "will study" indicate actions that are yet to happen. The word "will" acts as an auxiliary verb to express future events. It is important to note that in informal language, "will" is often contracted to "'ll."

Understanding the basic tenses in English allows you to express actions and states in different time frames. By mastering them, you will be able to communicate effectively and convey your thoughts and ideas accurately.

Understanding the Ongoing Tense in English

English verb tenses can sometimes be confusing, especially when it comes to the ongoing tense. In this article, we will explore the various uses of the ongoing tense and provide examples to help clarify its usage.

The ongoing tense, also known as the present continuous or the past continuous, is used to describe events or actions that are currently happening or were happening in the past. It is important to note that the ongoing tense is used for events that are temporary in nature and have a clear beginning and end.

An important rule to remember is that stative verbs, which describe a state of being rather than an action, cannot be used in the ongoing tense. For example, the verb "be" can be used in the ongoing tense ("I am running"), but the stative verb "believe" cannot ("I am believing"). Instead, the simple present tense should be used for stative verbs ("I believe").

When it comes to expressing feelings or states of being in the past, the simple past tense is used. For example, "I was happy" or "She was tired."

Let's dive into the different uses of the ongoing tense...

1. Present Ongoing Tense

The present ongoing tense is used to describe events happening right now, ongoing events that are temporary, and plans for the near future. For example:

I am currently studying for my exams. (ongoing event happening right now) She is working on a new project for her job. (ongoing event happening right now) We are meeting for lunch tomorrow. (plan for the near future)

2. Past Ongoing Tense

The past ongoing tense indicates ongoing events that occurred in the past, with a clear beginning and end. It can also be used to show a past event that was interrupted by another past event. Examples include:

I was cooking dinner when the phone rang. (past event interrupted by another past event) They were playing football all afternoon. (ongoing event in the past with a clear beginning and end)

3. Future Ongoing Tense

The future ongoing tense describes ongoing events that will happen in the future, with a definite beginning and end. For example:

The company will be launching a new product next month. (ongoing event in the future with a clear beginning and end) We will be traveling to Europe next summer. (ongoing event in the future with a clear beginning and end)

By understanding the different uses of the ongoing tense, you can improve your English grammar and effectively communicate in various situations. Remember to pay attention to the verb being used and the context in which it is used to determine if the ongoing tense is appropriate.

The Perfect Tense: A Source of Confusion in English Grammar

English grammar is a complex system, and one of the tenses that tends to confuse learners is the perfect tense. Although it may seem daunting at first, understanding the perfect tense is essential for effective communication in English. In this chapter, we will delve into the three main forms of the perfect tense: the present perfect, the past perfect, and the future perfect. By the end of this chapter, you will have a solid understanding of how and when to use each tense.

Let's start with the present perfect tense. This tense is used to talk about past events that are still relevant in the present. For example, "I have lived in this city for five years." In this sentence, the action of living started in the past and continues up until the present moment. The present perfect tense is also used for actions that started in the past but are still happening. For instance, "She has been studying English since she was a child." In this case, the action of studying English started in the past and is still ongoing.

Another use of the present perfect tense is for repeated actions in the past without specifying when they occurred. For example, "They have visited New York several times." This sentence indicates that the action of visiting New York happened multiple times in the past without providing specific time frames. Additionally, the present perfect is employed to emphasize or create a dramatic effect, as in "I have finally completed my novel." In this sentence, the speaker is emphasizing the completion of the novel as an important achievement.

To form the present perfect tense, add "has" or "have" before the past participle of the verb. For example:

I have eaten dinner. She has finished her homework. We have traveled to many countries.

Now, let's move on to the past perfect tense. This tense is used to show the order of two past events in compound or complex sentences. For example, "He had already left when I arrived." In this sentence, the action of leaving (in the past perfect tense) happened before the action of arriving (in the simple past tense). The past perfect tense helps to establish a clear sequence of events in the past.

To form the past perfect tense, add "had" before the past participle of the verb. Here are some examples:

She had already finished her work when her boss asked for it. They had gone to bed by the time we arrived at their house. He had never seen the ocean until he took his first vacation.

Finally, let's explore the future perfect tense. This tense is used to talk about an unfinished event in the future that will be completed before another future event. For example, "By tomorrow, I will have finished my report." This sentence indicates that the action of finishing the report will be completed before tomorrow. The future perfect tense helps to express the notion of anticipation or expectation of a future outcome.

The future perfect tense is formed by adding "will have" before the past participle of the verb. Here are a few examples:

By the time you arrive, I will have already left. They will have completed the project before the deadline. In two weeks, she will have graduated from college.

Understanding and correctly using the perfect tense can greatly enhance your English language skills. By mastering the present perfect, past perfect, and future perfect tenses, you will be able to convey precise and accurate information about past, present, and future events. Practice using these tenses in various contexts to improve your fluency and confidence in English.

The Ideal Continuous Tense

English grammar has several tenses that enable us to express different aspects of time and action. One tense that combines the aspects of the perfect and continuous tenses is the present perfect continuous tense. This tense is used to describe ongoing actions that have a connection to past, present, or future events. In this chapter, we will explore how the present perfect continuous tense is used in different contexts.

The present perfect continuous tense is used to explain continuous actions that began in the past and are still ongoing in the present. It is formed by using the auxiliary verb "have" in its present perfect form, followed by "been," and then the present participle form of the main verb. For example, "She has been working on this project since last month." This sentence conveys that she started working on the project in the past and continues to work on it in the present.

It is important to note the contrast between the present perfect tense and the present perfect continuous tense. While the present perfect tense simply states a fact or an action that happened in the past, the continuous tense emphasizes an ongoing occurrence. For example, "He has written three books" is a statement about his accomplishment, while "He has been writing three books" highlights the ongoing process of writing those books.

Moving on to the past perfect continuous tense, we use this tense to describe continuous actions that started and concluded in the past. It is formed by using the auxiliary verb "had" in its past perfect form, followed by "been," and then the present participle form of the main verb. For instance, "They had been living in that house for ten years before they decided to move." This sentence indicates that their continuous residence in the house ended before they made the decision to move.

Lastly, we have the future perfect continuous tense, which conveys ongoing actions that will continue to happen in the future. This tense is formed by using the auxiliary verb "will have" in its future perfect form, followed by "been," and then the present participle form of the main verb. For example, "By the time they graduate, they will have been studying at this university for four years." This sentence suggests that their ongoing study at the university will continue until they graduate.

The future perfect continuous tense is commonly used with time expressions to provide more context and clarity. For example, "In two years, she will have been working at the company for a decade." Here, the time expression "in two years" indicates a future point in time, while the tense conveys the ongoing nature of her work up to that point.

In summary, the present perfect continuous tense allows us to express ongoing actions in connection to past, present, or future events. Whether it is the present perfect continuous tense, past perfect continuous tense, or future perfect continuous tense, each has its unique purpose and usage. Mastering the correct formation and understanding the nuances of these tenses will greatly enhance your English language skills.

Enhancing Your Writing: The Power of Verbs

When it comes to writing, the choice of words can make a significant difference in the impact and clarity of your message. One way to improve your writing is by utilizing action words instead of alternate expressions. By doing so, you can enhance the strength and brevity of your sentences, capturing your readers' attention and conveying your ideas more effectively.

The active voice is a powerful tool that writers often overlook. It is generally favored over the passive voice, as it creates stronger and more engaging writing. In the active voice, the subject performs the action, making the sentence more direct and compelling. For example:

Passive voice: The report was written by Sarah. Active voice: Sarah wrote the report.

In the active voice, the subject (Sarah) takes the lead, clearly stating who performed the action. This not only sounds better but also makes it easier for readers to grasp the message and follow the flow of your writing.

Another way to improve the impact of your writing is by opting for specific verbs instead of relying on general ones that require modification. Specific verbs help to convey your message with precision and clarity, leaving no room for ambiguity. Consider the following examples:

General verb: The car was moving quickly. Specific verb: The car raced down the street.

The specific verb "raced" gives a clear and vivid image of the car's speed, leaving no doubt in the reader's mind. It brings the events to life and adds a touch of excitement to your writing.

If you're struggling to find the right verbs or want to enhance your writing quality further, Linguix is an excellent tool to consider. Linguix is an online writing assistant and paraphrasing tool that helps individuals improve their writing skills and enhance the quality of their written content.

Linguix provides real-time grammar, spelling, punctuation, style, and conciseness checks, offering suggestions for corrections and improvements. It can assist you in selecting better verbs, improving sentence structure, and enhancing overall writing quality. By utilizing Linguix, you can ensure that your writing is free from grammar, spelling, punctuation, and style mistakes, allowing you to create powerful and impactful content.

In conclusion, the choice of verbs in your writing plays a crucial role in the impact and effectiveness of your message. By utilizing action words, opting for the active voice, and selecting specific verbs, you can enhance the strength, clarity, and engagement of your writing. Combined with the assistance of tools like Linguix, you can take your writing skills to the next level and ensure that your written content is of the highest quality.

Parts of Speech

Conjunctions

Prepositions

Interjections

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Action Verbs | Definition, List & Examples

Published on 18 September 2023 by Kassiani Nikolopoulou .

An action verb (also called a dynamic verb ) describes the action that the subject of the sentence performs (e.g., “I  run”).

Action verbs differ from stative verbs, which describe a state of being (e.g., “believe”, “want”).

My grandfather walks with a stick.

The train arrived on time.

You can download our list of common action verbs in the format of your choice below.

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Table of contents

What is an action verb, how to use action verbs, action verbs vs. stative verbs, action verbs vs. linking verbs, worksheet: action verbs, other interesting language articles, frequently asked questions.

An action verb is a type of verb that describes the action that the subject of a sentence is performing. Action verbs can refer to both physical and mental  actions (i.e., internal processes and actions related to thinking, perceiving, or feeling).

Whitney analysed  the data to find patterns.

He played  football in high school.

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Action verbs can be transitive or intransitive. Transitive verbs require a direct object , such as a noun or pronoun , that receives the action. Without a direct object, sentences with a transitive verb are vague or incomplete.

In contrast, intransitive verbs do not require a direct object that receives the action of the verb. However, other information may come after the verb, such as an adverb .

Some action verbs can act as both transitive and intransitive  verbs.

He grows  tomatoes on his balcony. My niece is growing quickly. Note Because action verbs make your writing more vivid, they can be effectively used for resume writing. Unlike generic phrases like “responsible for”, “tasked with”, or “experienced in”, action verbs are attention-grabbing and help emphasise our abilities and accomplishments.

• I was responsible for social media accounts across various platforms.
• I managed social media accounts across various platforms.

Action or dynamic verbs are often contrasted with stative verbs . While action verbs communicate action, stative verbs describe a state of being or perception (e.g., “it tasted”, “he is”, “she heard”). Due to this, they are typically used to provide more information about the subject, rather than express an action that the subject did. For example, the sentence “Tom loves spending time with friends” uses a stative verb “love” to give us more information about Tom’s personality.

However, some verbs can be used as either dynamic or stative verbs depending on the meaning of the sentence. For example, the verb “think” can denote someone’s opinion ( stative verb ) or the internal process of considering something ( action verb ).

One way to tell action verbs from stative verbs is to look at the verb tenses . Because stative verbs usually describe a state of being that is unchanging, they can’t be used in the continuous (or progressive) tenses. Action verbs, on the other hand, can be used in continuous tenses.

• I am wanting  some food.
• I want some food.

Another way is to look at the meaning of the sentence and ask yourself if the verb shows what someone does or how someone feels or is. If the verb describes what someone does, it is an action verb. Otherwise, it is probably a stative verb.

Action verbs should not be confused with linking verbs , like “be”, “become”, and “seem”. Linking verbs connect the subject of a sentence with a subject complement (i.e., a noun or adjective that describes it).

Unlike action verbs, linking verbs do not describe an action, but add more details about the subject, such as how it looks or tastes.

For example, the sentence “The children seem happy” uses the linking verb “seem” to link the subject (“the children”) with the adjective (“happy”).

Some verbs can be either linking verbs or action verbs . If you are unsure, try replacing the linking verb with a conjugated form of the verb “be”. If the sentence still makes sense, then it is a linking verb.

To test your understanding of action verbs, try the worksheet below. Choose the correct answer for each question.

• Practice questions
• Answers and explanations
• Are you baking cookies? They_______[smell/are smelling] delicious!
• Understand is not an action verb, but a stative verb because we can’t use it in a continuous tense. For example, “I’m not understanding you at all” is incorrect.
• Kick is an action verb, while “believe” and “agree” are both stative verbs.
• Smell is correct because it is a stative verb and cannot be used in the present continuous.

If you want to know more about commonly confused words, definitions, common mistakes, and differences between US and UK spellings, make sure to check out some of our other language articles with explanations, examples, and quizzes.

Nouns & pronouns

• Common nouns
• Proper nouns
• Collective nouns
• Personal pronouns
• Uncountable and countable nouns
• Verb tenses
• Phrasal verbs
• Sentence structure
• Active vs passive voice
• Subject-verb agreement
• Interjections
• Determiners
• Prepositions

There are many ways to categorize verbs into various types. A verb can fall into one or more of these categories depending on how it is used.

Some of the main types of verbs are:

• Regular verbs
• Irregular verbs
• Transitive verbs
• Intransitive verbs
• Dynamic verbs
• Stative verbs
• Linking verbs
• Auxiliary verbs
• Modal verbs

If you are unsure whether a word is an action verb , consider whether it is describing an action (e.g., “run”) or a state of being (e.g., “understand”). If the word describes an action, then it’s an action verb.

The function of an action verb is to describe what the subject of the sentence is doing. For example, in the sentence “You have been working since 7 o’clock this morning,” the action verb “work” shows us what the subject (“you”) has been doing.

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Action Verbs: Boost Your Writing with Dynamic Language

Action verbs are an essential component of any well-crafted resume. They are powerful and unique words that convey a sense of action and accomplishment. In a job application, action verbs are used to highlight a candidate’s skills, experience, and achievements in a way that is specific and confident.

Action verbs are also commonly used in business to express strategy, goals, objectives, and job descriptions. They can be used to report business progress and to convey a sense of momentum and achievement. Action verbs are dynamic and powerful words that can help to inspire and motivate teams, as well as to communicate a sense of purpose and direction.

What Are Action Verbs?

Action verbs are words that describe an action, an occurrence, or a state of being. They are the verbs that express physical or mental activity, and they are the building blocks of sentences. Action verbs are the ones that add life and energy to a sentence, making it more interesting and engaging to read.

Action verbs are different from linking verbs , which are verbs that connect the subject of a sentence to a noun or an adjective that describes it. Linking verbs do not express any action or movement. Examples of linking verbs include “is,” “was,” “were,” “become,” and “seem.”

Action verbs, on the other hand, can be used in the present , past , and future tenses , and they can also be used in the progressive tenses. They are the verbs that allow us to describe what a person or thing in a sentence is doing. Examples of action verbs include “run,” “jump,” “eat,” “write,” “think,” and “speak.”

Action verbs can be further divided into two categories: transitive and intransitive verbs. Transitive verbs require an object to complete their meaning, while intransitive verbs do not. For example, in the sentence “She ate an apple,” “ate” is a transitive verb because it requires an object (the apple) to complete its meaning. In the sentence “She ate quickly,” “ate” is an intransitive verb because it does not require an object to complete its meaning.

Why Are Action Verbs Important?

Action verbs are an essential component of effective writing. They express what a subject is doing, and they bring life to a sentence. Using action verbs in writing makes the text more engaging, dynamic, and persuasive. Action verbs help writers to create a clear and concise message that is easy to understand.

When used in resumes or cover letters, action verbs can help a job applicant stand out from the competition. They show the employer what the applicant has accomplished and how they have contributed to their previous roles. Action verbs can also help job applicants get past software scanners that filter for the top candidates.

Action verbs are also essential in workplace writing because they make sentences and statements more concise. Concise writing is easier for readers to understand, which is crucial in a fast-paced work environment. Using action verbs in workplace writing can help to communicate important information quickly and effectively.

Moreover, action verbs can help writers to avoid using weak and passive language. Weak language can make writing sound vague, unconvincing, and unprofessional. By using action verbs, writers can convey a sense of confidence and authority in their writing.

How to Use Action Verbs

When it comes to using action verbs, there are a few key steps that can help you make the most of these powerful tools for communication:

• Identify your skills and abilities: Before you can begin using action verbs effectively, you need to know what your skills and abilities are. Take some time to think about your experiences and what you have to offer. Make a list of your skills and abilities in simple language, using simple verbs.
• Choose the right verbs: Once you have your list of skills and abilities, it’s time to choose the right verbs to describe them. Look over your list and replace any weak or generic verbs with more powerful action verbs. For example, instead of saying “managed,” you might use “oversaw,” “directed,” or “led.”
• Be concise and clear: When using action verbs, it’s important to be concise and clear. Use active voice and avoid passive voice whenever possible. Keep your language simple and straightforward, and avoid using jargon or technical terms that may be unfamiliar to your audience.
• Use specific examples: To make your writing more engaging and persuasive, try to use specific examples of your skills and abilities in action. For example, instead of saying “I am a good communicator,” you might say “I have experience leading team meetings, presenting to clients, and collaborating with colleagues to achieve project goals.”

By following these simple steps, you can make your writing more dynamic, engaging, and effective. Whether you’re crafting a resume, writing a cover letter, or communicating with colleagues and clients, using action verbs can help you get your message across with clarity and impact.

Examples of Action Verbs

Action verbs are an essential part of any sentence, as they describe the action being performed by the subject. Here are some examples of action verbs that can be used in a sentence:

• Build: He built a treehouse for his kids.
• Climb: The hiker climbed to the top of the mountain.
• Cook: He cooked a delicious meal for his family.
• Dance: They dance together at the party.
• Draw: She drew a beautiful picture of a sunset.
• Drive: She drives a car to work every day.
• Fly: The bird flew away when it saw us.
• Jump: The athlete jumped over the hurdle with ease.
• Kick: The soccer player kicked the ball into the goal.
• Lift: He lifted the heavy box with ease.
• Paint: The artist painted a portrait of his wife.
• Play: The children played in the park all afternoon.
• Read: He reads a book before going to bed.
• Run: I run every morning to stay in shape.
• Sing: He sings beautifully in the choir.
• Speak: He speaks three languages fluently.
• Speak: They speak Spanish fluently.
• Swim: The kids swam in the pool all day.
• Teach: The teacher taught the students a new lesson.
• Think: She thought about her decision carefully before making a choice.
• Write: She writes articles for a living.

Action verbs can also be used in combination with other verbs to describe more complex actions. For example:

• Anthony is throwing the football (throwing is the action verb).
• She accepted the job offer (accepted is the action verb).

It is important to note that action verbs do not have to describe physical movement. They can also describe mental actions or states, such as:

• Think : She thinks about the problem for a while before making a decision.
• Remember : He remembers his childhood memories vividly.
• Believe : They believe in the power of teamwork.
• Dream : She dreams of becoming a famous singer one day.

In summary, action verbs are a crucial element of any sentence, as they describe the action being performed by the subject. They can be used to describe physical or mental actions, and can be combined with other verbs to describe more complex actions.

Action Verbs vs. Stative Verbs

Action verbs and stative verbs are two different types of verbs that are used to describe different types of actions and states. The main difference between these two types of verbs is that action verbs describe actions that are being performed, while stative verbs describe states of being.

Action verbs can be used in continuous tenses to describe an ongoing action. For example, “She is running in the park” uses the present continuous tense to describe an action that is happening right now. Stative verbs, on the other hand, cannot be used in continuous tenses. For example, “She is knowing the answer” is incorrect because “know” is a stative verb that describes a state of knowledge rather than an action.

Here are some examples of action verbs and stative verbs:

Action Verbs

Stative Verbs

It’s important to note that some verbs can function as both action verbs and stative verbs depending on the context in which they are used. For example, the verb “have” can be used as a stative verb to describe possession (“I have a car”), or as an action verb to describe an ongoing activity (“I am having dinner”).

Common Mistakes to Avoid with Action Verbs

When it comes to using action verbs, even the most skilled writers can make mistakes. Here are some common mistakes to avoid:

Using Inconsistent Verb Tenses

One of the most common mistakes is using inconsistent verb tenses. This can easily lead to confusion and miscommunication. Writers should ensure that they maintain consistent verb tenses throughout their writing.

Overusing Noun Forms of Verbs

Another mistake to avoid is overusing noun forms of verbs, also known as nominalizations. This can make writing seem dull and unengaging. Instead, writers should use action verbs whenever possible to create more dynamic prose.

Using Passive Voice Too Often

Using passive voice too often is another common mistake to avoid. Passive voice can make writing sound weak and less engaging. Instead, writers should use active voice to create more powerful sentences.

Failing to Use Strong Verbs

Failing to use strong verbs is another mistake to avoid. Weak verbs can make writing seem uninteresting and lackluster. Instead, writers should use strong, descriptive verbs to create more vivid and engaging prose.

Using Too Many Adverbs

Using too many adverbs is another mistake to avoid. While adverbs can be useful for adding emphasis or nuance to a sentence, using too many can make writing seem cluttered and convoluted. Instead, writers should focus on using strong verbs and descriptive language to convey their message.

FAQs on Action Verbs

Action verbs are an essential component of the English language and play a crucial role in forming sentences. Below are some frequently asked questions about action verbs:

What is an action verb?

An action verb is a verb that describes an action or activity, either physical or mental. Action verbs are used to communicate movement, activity, or progress in a sentence. Examples of action verbs include “run,” “jump,” “think,” and “write.”

What is the difference between an action verb and a stative verb?

An action verb expresses an action or activity, while a stative verb expresses a state of being or a condition. Stative verbs describe a state of mind or a condition that is not necessarily active or dynamic. Examples of stative verbs include “know,” “believe,” and “understand.”

Why are action verbs important?

Action verbs play a critical role in forming sentences as they provide the action, movement, or activity that is necessary for communication. Without action verbs, sentences would lack meaning and clarity. Using action verbs also makes writing more engaging and dynamic, helping to keep the reader’s attention.

Can action verbs be used in continuous tenses?

Yes, action verbs can be used in continuous tenses, meaning they have a present, past, and future tense. Examples of continuous tenses include “I am running,” “She was jumping,” and “We will be thinking.”

What are some examples of action verbs?

Below are some examples of common action verbs:

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Strong Action Verbs

Use this list of strong action verbs to diversify, strengthen, and individualize your résumé language.

The list is organized in sections to help you locate the best words:  Accomplishment , Creative , Communication , Helping , Instructional , Leadership , Organization/Detail , Research , Technical .

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Accomplishment

Achieved Completed Exceeded Pioneered Resolved Restored Succeeded Surpassed

Acted Adapted Composed Conceptualized Created Customized Designed Developed Directed Displayed Entertained Established Fashioned Formulated Founded Transformed Illustrated Initiated Instituted Integrated Introduced Invented Modeled Modified Originated Performed Photographed Planned Revised Shaped Solved

Communication

Addressed Advertised Arbitrated Arranged Articulated Authored Clarified Collaborated Communicated Condensed Conferred Consulted Contacted Conveyed Convinced Corresponded Debated Defined Described Developed Directed Discussed Drafted Edited Elicited Enlisted Explained Expressed Furnished Incorporated Influenced Interacted Interpreted Interviewed Involved Joined Judged Lectured Listened Marketed Mediated Moderated Negotiated Observed Outlined Participated Persuaded Presented Promoted Proposed Publicized Reconciled Recruited Reinforced Reported Resolved Responded Solicited Specified Spoke Suggested Summarized Synthesized Translated Wrote

Advocated Aided Answered Arranged Assessed Assisted Cared for Clarified Collaborated Contributed Counseled Demonstrated Diagnosed Encouraged Ensured Expedited Facilitated Furthered Guided Insured Intervened Motivated Provided Referred Rehabilitated Represented Supplied Supported

Instructional

Adapted Advised Clarified Coached Communicated Conducted Coordinated Critiqued Developed Enabled Encouraged Evaluated Explained Focused Guided Individualized Informed Instilled Instructed Persuaded Set goals Simulated Taught Tested Trained Transmitted Tutored Administered Adjusted Allocated Analyzed Appraised Assessed Audited Balanced Budgeted Calculated Computed Conserved Corrected Determined Developed Estimated Forecasted Managed Marketed Measured Planned Prepared Programmed Projected Reconciled Reduced Researched Retrieved

Administered Appointed Approved Assigned Attained Authorized Chaired Considered Consolidated Contracted Controlled Converted Coordinated Decided Delegated Developed Directed Eliminated Emphasized Enforced Enhanced Established Executed Handled Headed Hired Hosted Improved Incorporated Increased Initiated Inspected Instituted Led Managed Merged Motivated Organized Originated Overhauled Oversaw Panned Presided Prioritized Recommended Reorganized Replaced Restored Reviewed Scheduled Secured Selected Streamlined Strengthened Supervised Terminated

Organization/Detail

Approved Arranged Catalogued Categorized Charted Classified Coded Collected Compiled Corrected Distributed Filed Generated Implemented Incorporated Inspected Monitored Operated Ordered Organized Prepared Processed Registered Reviewed Routed Scheduled Submitted Standardized Systematized Updated Validated

Analyzed Clarified Collected Compared Conducted Critiqued Conducted Detected Determined Diagnosed Evaluated Experimented Explored Extracted Formulated Gathered Identified Inspected Interpreted Interviewed Invented Investigated Located Measured Organized Researched Reviewed Searched Solved Summarized Surveyed Systematized Tested

Adapted Applied Assembled Built Calculated Computed Conserved Constructed Converted Designed Determined Developed Engineered Fabricated Installed Maintained Operated Overhauled Printed Programmed Regulated Remodeled Repaired Replaced Restored Solved Specialized Standardized Studied Upgraded

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Categorized List of Action Verbs

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Media File: Categorized List of Action Verbs

This resource is enhanced by an Acrobat PDF file. Download the free Acrobat Reader

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 .

Justices Examine Use of a Law to Charge Jan. 6 Rioters

The questioning explored the gravity of the assault and whether prosecutors had stretched the law to reach members of the mob responsible for the attack.

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Abbie VanSickle

The implications for the court’s decision in today’s Jan. 6 case could eliminate some of the federal charges that former President Donald J. Trump is facing for his role in the plot to subvert the 2020 election. It could also jeopardize hundreds of Jan. 6 prosecutions.

Adam Liptak

Reporting from Washington

Trump allies are using this case to try to reframe the Jan. 6 attack.

Lawmakers allied with former President Trump are using a case before the Supreme Court as part of their effort to reframe the events of Jan. 6, 2021, as a political protest, not a violent assault on the Capitol in which violence disrupted Congress and lawmakers fled.

The case before the Supreme Court, focused on the text of a statute used to charge some participants, also has the potential to determine the very meaning of Jan. 6. Briefs from Mr. Trump’s supporters echo the former president’s embrace of the rioters during his campaign events.

Senator Tom Cotton of Arkansas, Representative Jim Jordan of Ohio and other Republican lawmakers said in one brief that “the Department of Justice and D.C. juries have readily attributed immorality to the genuine belief of many Jan. 6 defendants that there was fraud during the 2020 presidential election.”

Protests are part of the fabric of politics, they wrote, adding that the prosecutors’ interpretation of the statute would have applied to a peaceful rally led by the Rev. Dr. Martin Luther King Jr.

“Advocacy groups throughout history have organized trips to Washington timed to congressional or executive consideration of favored items,” the lawmakers wrote in the brief before going on to quote from a magazine article. “Most famously, the 1963 civil rights ‘March on Washington’ ‘was designed to force President Kennedy to support the Civil Rights Act’ then pending in Congress.”

The brief also discussed other protests, including the disruption of the Supreme Court confirmation hearing of Justice Brett M. Kavanaugh, and praised the Trump administration’s restraint.

“Those actions by protesters were highly improper and certainly were criminal,” the brief said of the Kavanaugh protest. “But President Trump’s Department of Justice did not adopt the strained view that those protesters should be charged” under the statute at issue in the new case.

The Biden administration, in its main brief , devoted a paragraph to the critique, drawing several distinctions. The law, the brief said, “covers acts that hinder a proceeding — not acts, like lobbying or peaceful protest, that are not readily characterized as rising to the level of obstruction or that independently enjoy protection under the First Amendment.”

The brief added that the law applied only to conduct directed at a specific proceeding and required proof that the defendant had acted corruptly.

Critics of Mr. Trump — including J. Michael Luttig, a conservative former appeals court judge, and John Danforth, a Republican former senator from Missouri — countered that the comparisons pressed by Mr. Cotton and Mr. Jordan were profoundly misplaced.

“There is simply no historical comparison between the consequences of criminal acts in opposition to the election of a new president — as illustrated by both our Civil War and the Jan. 6, 2021, invasion — and the ‘what about’ examples discussed in the Cotton-Jordan brief,” they wrote in a brief. “Indeed, no one was physically hurt” as part of “any of those examples.”

“And none of those examples,” they added, “threatened something remotely as fundamental to our constitutional system as the peaceful transfer of executive power.”

Richard D. Bernstein, a lawyer for Mr. Luttig and other former officials who signed the supporting brief, said that allowing cases under the obstruction law to proceed was crucial.

“These obstruction prosecutions deter possible future invasions of Congress aimed at preventing the peaceful transfer of power,” he said.

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Another issue to watch is whether the court bites on the notion that there must some proof of evidence or document tampering to trigger the statute. If the justices accept that argument, it could mean that the law doesn’t really apply to boots-on-the-ground Jan. 6 rioters. But even if the court narrows the law in that way, it could still apply to Donald Trump’s Jan. 6-related criminal case.

Overall, the court seemed most accepting of arguments that pointed out the potential harms in interpreting the obstruction law at issue too broadly. The conservatives in particular seemed concerned that if the statute applied to Jan. 6 then it could be weaponized against a range of other political protests.

Arguments have concluded in the Jan. 6 case before the Supreme Court. Solicitor General Elizabeth Prelogar wrapped up her presentation to the justices, and Jeffrey Green, the lawyer for the Jan. 6 defendant, presented his rebuttal. The arguments were largely technical, focused on the interpretation of a statute that has mainly been construed to focus on the destruction of business records. The court’s decision in the case is expected to come by the end of the term in late June.

The court’s decision in today’s Jan. 6 case could eliminate some of the federal charges that former President Donald J. Trump is facing for his role in the plot to subvert the 2020 election. It could also jeopardize hundreds of Jan. 6 prosecutions.

Jeff Green seized on the concern by the conservative justices that an expansive view of the obstruction law could be a “weapon” against other political protest. “People are going to worry about the kinds of activity they engage in, even if it’s peaceful,” he says.

Justice Barrett asks Prelogar if the obstruction law would be triggered if someone merely stood outside the Capitol and urged the crowd on. Prelogar says if there was evidence that the person was, say, a ringleader of the crowd who made plans to help others to enter the building and stop the counting of electoral vote then, yes, they could be charged with obstruction. That pattern of facts tracks fairly closely to the case of Stewart Rhodes , the former leader of the Oath Keepers militia, who remained outside the Capitol on Jan. 6 but was charged with the obstruction count, among other crimes.

Prelogar says that even though the central figure in this case, Joseph Fischer, was charged with other crimes, including assaulting police officers, the obstruction count he faces was still valid. She says that the evidence in Fischer’s case shows he went to Capitol specifically to disrupt the election certification proceeding and so the obstruction count fits.

Charlie Savage

Chief Justice Roberts asks Prelogar what constitutes formal acceptance of an Office of Legal Counsel memo as an official Justice Department position — rather than just being advice offered to the attorney general —and Prelogar says with a half laugh “I should probably know the answer to that one as a matter of D.O.J. policy.” Roberts says he should, too.

As someone who frequently sues the government seeking disclosures under the Freedom of Information Act, I can attest that the Justice Department often takes the position that Office of Legal Counsel opinions usually do not rise to the level of being a formally adopted policy. That means, in the government’s view, they are exempt from disclosure even though they are considered binding legal interpretations for the rest of the government.

Justice Barrett asks whether a defendant has to commit physical violence to fall under this statute. Prelogar says no. The fact that several Jan. 6 defendants who committed no violence but were still charged with this obstruction law has long been a complaint from rightwing critics of the Justice Department investigation of the Capitol attack.

If you’re just joining us now, the justices are hearing from Solicitor General Elizabeth Prelogar, who is arguing that a statute written to prohibit the destruction of business records should apply to Jan. 6 rioters. Several of the conservative justices, including Samuel A. Alito Jr. and Neil M. Gorsuch, have raised hypotheticals that appear to be pulled from recent headlines to ask whether other demonstrations, including a pro-Palestinian protest that blocks the Golden Gate Bridge, might trigger charges under the law.

Prelogar answers the question in part by noting that only 350 of the 1,350 or so people indicted in connection with Jan. 6 were charged with the obstruction count. Her point is that there are ways to use the statute narrowly. There has to be actual evidence that people not only committed obstruction but did so “corruptly,” as the law requires.

The implication of her argument is that the government has shown it has used the charge judiciously in Jan. 6 cases, so the interpretation she advocates won’t lead to a wholesale criminalization of political protest.

This line of argument about what kinds of political protest fall under this statute gets right to the heart of what, if anything, made Jan. 6 an unique moment in history. Some of the conservative justices are trying to tease out why Jan. 6 is covered by the statute and not, say, a pro-Palestinian protest on the Golden Gate Bridge or a protest at the court itself.

Prelogar is trying to fend off the notion that any political protest that disrupted an official proceeding could be criminalized by this law and punished by a maximum of 20 years in prison. She says that “a peaceful protest,” even one that was “quite disruptive” might not qualify for prosecution under this statute.

What does it mean to act ‘corruptly’?

The law that is the subject of Tuesday’s argument requires prosecutors to prove the defendant acted “corruptly.” But the meaning of that word is disputed.

Indeed, even the judges in the majority in a 2-to-1 appeals court ruling against Joseph W. Fischer, who is accused of violating the law by joining the mob that attacked the Capitol on Jan. 6, 2021, could not agree on just what the word meant.

In the lead opinion, Judge Florence Y. Pan wrote that Mr. Fischer’s conduct satisfied any plausible definition and that she would not choose among them. “I leave the exact contours of ‘corrupt’ intent for another day,” Judge Pan wrote.

But Judge Justin R. Walker said he was willing to concur in her opinion only on the condition that prosecutors be required to prove that Mr. Fischer had acted corruptly in the sense of having “an intent to procure an unlawful benefit either for himself or for some other person.”

Moreover, Judge Walker wrote, prosecutors must prove that “the defendant not only knew he was obtaining an ‘unlawful benefit’ but that his ‘objective’ or ‘purpose’ was to obtain that unlawful benefit.”

The definition was crucial, Judge Walker wrote, limiting what would otherwise be the law’s “breathtaking scope.”

“If I did not read ‘corruptly’ narrowly,” he wrote, “I would join the dissenting opinion.”

In dissent, Judge Gregory G. Katsas wrote that he would define “corruptly” even more narrowly, requiring an intent to procure “an unlawful financial, professional or exculpatory advantage.”

“In contrast, this case involves the much more diffuse, intangible benefit of having a preferred candidate remain president,” Judge Katsas wrote. “If that is good enough, then anyone acting to achieve a specific purpose would satisfy this requirement, for the purpose of the action would qualify as the benefit.”

Judge Walker said he was doubtful of that reading, but he added that Mr. Fischer’s conduct might qualify under even that strict standard.

“This case may involve a professional benefit,” he wrote. “The defendants’ conduct may have been an attempt to help Donald Trump unlawfully secure a professional advantage — the presidency.”

Solicitor General Elizabeth Prelogar presented the government’s argument that the statute should apply to the Jan. 6 defendants as “a straightforward question of statutory interpretation.” She says that, in plain English, the crime that day involved people attempting to obstruct the work of Congress.

Justice Clarence Thomas asks Solicitor General Elizabeth Prelogar if the government has applied this statute to other “violent protests” in the past.

Prelogar says no, but for the simple reason that an attack like the one that took place at the Capitol on Jan. 6 had never happened before.

If you're just joining us, the justices have been hearing argument from Jeffrey T. Green, a lawyer who represents Jan. 6 defendant, Joseph W. Fischer, a former Pennsylvania police officer. The argument thus far has been, as expected, technical and focused on interpretation of a decades-old statute focused on the destruction of business records.

Green just tried to argue that the left-wing attacks on the federal courthouse in Portland were analogous to the Jan. 6 attack on the Capitol. That argument was shut down by multiple federal judges in Washington who have been hearing Jan. 6 cases.

The argument here about whether interpreting the statute in a particular way would mean some of language is superfluous underscores a larger problem with the federal obstruction of justice statutes. Criminal law professors and practitioners agree that the statutes are a confusingly drafted, overlapping mess.

A key precedent ruled that a fish is not a tangible object.

In 2015, the Supreme Court limited the sweep of the statute at issue in Tuesday’s argument, the Sarbanes-Oxley Act of 2002.

The case involved fish. More precisely, undersized red grouper.

One of the sponsors of the law, Michael Oxley, filed a brief in that case explaining its history and purpose, saying it sought to close gaps that made it hard to prosecute accountants in the wake of the collapse of Enron, a giant energy company.

The law meant to address “specific loopholes” that Arthur Andersen, Enron’s accountants, “had exploited when they shredded business documents and destroyed hard drives in anticipation of federal law-enforcement action,” wrote Mr. Oxley, a former Ohio representative, who died in 2016 .

The law, Mr. Oxley wrote, was tightly focused on such conduct and should not be read too broadly. Though he did not address the provision at issue in the new case, it is a good bet that he would have been skeptical of prosecutors’ reliance on it in a case about an attack on the Capitol. (Paul S. Sarbanes, a former senator from Maryland and the law’s other principal sponsor, died in 2020 .)

The question for the justices in the old case, Yates v. United States , was broadly similar to the one the justices are considering on Tuesday: How far can a law meant to address white-collar business fraud be stretched to encompass other sorts of wrongful conduct?

The case arose from a 2007 search of the Miss Katie, a fishing vessel whose captain was John L. Yates. A field officer boarded the ship at sea and noticed fish that seemed less than 20 inches long, which was under the minimum legal size of red grouper at the time.

The officer measured the fish and placed the 72 he deemed too small in a crate. He issued a citation and instructed Mr. Yates to take the crate to port for seizure. But Mr. Yates had the fish thrown overboard and replaced with larger ones. A second inspection in port aroused suspicions, and a crew member eventually told law enforcement officials what had happened.

Mr. Yates was convicted of violating a part of the Sarbanes-Oxley Act that made it a crime to conceal or destroy “any record, document or tangible object with the intent to impede, obstruct or influence” a federal investigation. He was sentenced to 30 days’ imprisonment.

On appeal, Mr. Yates argued that the term “tangible object,” read in context, did not apply to fish. Mr. Oxley’s supporting brief agreed, saying Congress had meant to address the shredding of records and similar conduct.

“Against this unanimous evidence of congressional intent, the government’s reading of” the provision “to reach destruction of any and all things, including piscine creatures, falls flat,” Mr. Oxley wrote.

By a 5-to-4 vote, the Supreme Court ruled that the law did not reach fish.

“A fish is no doubt an object that is tangible,” Justice Ruth Bader Ginsburg wrote for four of the justices in the majority. But she added that it would cut the law “loose from its financial-fraud mooring to hold that it encompasses any and all objects, whatever their size or significance, destroyed with obstructive intent.”

In dissent, Justice Elena Kagan wrote that the plain words of the law mattered more than its purpose. “A fish is, of course, a discrete thing that possesses physical form,” Justice Kagan wrote, citing as authority the Dr. Seuss classic “One Fish, Two Fish Red Fish Blue Fish.”

Defense lawyers have long argued that there was no document tampering aspect at all in the storming of the Capitol and one federal judge in Washington agreed with them, which is essentially why we’re here in the Supreme Court today. But it is possible to argue, as the special counsel Jack Smith has done in Trump’s case, that there was document tampering on Jan. 6. That’s because the certification proceeding involved so-called fake slates of electors wrongly claiming that Trump won the election in several states won by President Biden.

The dense semantics being argued here are circling an important question: whether this statute — designed to curb things like destroying documents — requires specific proof that records were actually tampered with. And further: whether document tampering has anything to do with pro-Trump rioters breaking into the Capitol on Jan. 6, 2021.

A key question in the case: the meaning of ‘otherwise’

The provision at issue in the case, from the Sarbanes-Oxley Act of 2002, has two parts. The question for the justices is how they interact. And that depends on the word that links them: “otherwise.”

The first part of the provision focuses on evidence, saying that anyone who corruptly “alters, destroys, mutilates or conceals a record, document or other object” to affect an official proceeding is guilty of a felony.

So far, so good. It is uncontroversial to reinforce that destroying documents to impede an investigation has been a core purpose of the law, which was prompted by the shredding of documents in an accounting scandal.

The second part of the provision makes it a crime “otherwise” to corruptly obstruct, influence or impede any official proceeding. Prosecutors say the defendant in the case, Joseph W. Fischer, did that by joining the mob that attacked the Capitol on Jan. 6, 2021.

The heart of the case is how the first part of the provision pivots to the second part.

The ordinary meaning of “otherwise,” prosecutors say, is “in a different manner.” That means, they say, that the obstruction of official proceedings need not involve the destruction of evidence. The second part, they say, is a broad catchall for any kind of corrupt interference with an official proceeding.

Lawyers for Mr. Fischer, the defendant in Tuesday’s case, counter that the first part must inform and limit the second one — meaning that the obstruction of official proceedings must be linked to the destruction of evidence. They would read “otherwise” as “similarly.”

The alternative, they say, would be to create a crime of breathtaking scope that would allow prosecutors to charge political protesters and others with felonies carrying 20-year prison sentences.

In 2008, in Begay v. United States , the court considered a law with a broadly similar structure, the Armed Career Criminal Act , which requires mandatory sentences for people convicted of possessing firearms if they have earlier been found guilty of three violent felonies. In one clause, it listed specific crimes that qualified as violent felonies — including burglary, arson and extortion.

Then, as in the new case, there followed an “otherwise” clause, this one adding any crime that “otherwise involves conduct that presents a serious potential risk of physical injury to another.”

The Supreme Court ruled that the examples informed and limited the sweep of the “otherwise” clause. If Congress had “meant the statute to be all-encompassing, it is hard to see why it would have needed to include the examples at all,” Justice Stephen G. Breyer wrote for the majority.

A drunken driving offense, the court ruled, did not qualify as one of the covered crimes even though the plain words of the clause would seem to encompass it.

Mr. Fisher’s lawyers say that the “otherwise” clause in the obstruction statute must also be anchored in the preceding clause.

The U.S. Court of Appeals for the District of Columbia Circuit disagreed, with Judge Florence Y. Pan writing that the two uses of “otherwise” were different. The gun law, she wrote, “includes a list of examples followed by ‘otherwise’ in a single, unbroken sentence.”

By contrast, she wrote, the “otherwise” in the Sarbanes-Oxley Act “sits within a separately numbered subparagraph, after a semicolon and line break, all of which put distance between it and the lists of verbs and objects” in the previous part.

In dissent, Judge Gregory G. Katsas wrote that “the relationship created by the word otherwise does not depend on punctuation or line breaks.”

Rather, he wrote, “it flows from the connotation of similarity,” among other factors. That meant, he concluded, that the second part of the provision applies “only to acts that affect the integrity or availability of evidence.”

What does the law at issue in the case actually say?

At its core, the case is about the meaning of a provision of the Sarbanes-Oxley Act of 2002. It was enacted following the collapse of Enron, a giant energy company, after the exposure of widespread accounting fraud and the destruction of documents by the company’s outside auditor.

There is an uneasy fit between the immediate purpose of the law and its recent use in more than 300 prosecutions arising from the violent riot that forced a halt to the constitutionally required congressional count of presidential electors’ ballots.

At least part of what it meant to accomplish was to address a gap in the federal criminal code at the time: It was a crime to persuade others to destroy records relevant to an investigation or official proceeding but not to do so oneself.

The law meant to close that gap. It did, in a two-part provision, Section 1512(c) of the federal criminal code:

(c) Whoever corruptly — (1) alters, destroys, mutilates, or conceals a record, document, or other object , or attempts to do so, with the intent to impair the object’s integrity or availability for use in an official proceeding or (2) otherwise obstructs, influences, or impedes any official proceeding , or attempts to do so, shall be fined under this title or imprisoned not more than 20 years, or both.

The first part focuses on evidence, making it a felony to tamper with it to affect an official proceeding. The second part makes it a crime “otherwise” to corruptly obstruct, influence or impede any official proceeding.

The heart of this case is the pivot from the first part to the second part. The ordinary meaning of “otherwise,” prosecutors say, is “in a different manner.” That means, they say, that the obstruction of official proceedings need not involve the destruction of evidence — in their view, making the second part a broad catchall for any kind of corrupt interference with an official proceeding.

The lawyers for Joseph W. Fischer, who was accused of breaching the Capitol on Jan. 6, 2021, and of assaulting police officers, counter that the first part must inform and limit the second one — meaning that the obstruction of official proceedings must be linked to the destruction of evidence. They would read “otherwise” as “similarly.”

The alternative, they say, would be to create a felony of breathtaking scope that would allow prosecutors to charge political protesters with felonies carrying 20-year prison sentences.

The court’s decision could have a direct impact on Donald Trump.

While the Supreme Court’s hearing is intended to determine the scope and validity of an obstruction law used against hundreds of rioters who broke into the Capitol on Jan. 6, any decision could also have an impact on a separate criminal case: one in which former President Donald J. Trump has been accused of plotting to overturn the 2020 election.

Two of the four criminal counts Mr. Trump is facing in that case are based on the obstruction law. In an indictment filed in Washington last summer, he was charged with conspiring to obstruct the certification of the election on Jan. 6 during a joint session of Congress at the Capitol as well as with actually obstructing it.

If the justices determine that prosecutors improperly used the obstruction law against members of the pro-Trump mob who disrupted the session, Mr. Trump’s lawyers will surely seek to have the charges against him dismissed as well. In fact, they already tried that in October. They argued unsuccessfully to the trial judge in the case that Mr. Trump’s indictment unfairly used the statute, which was initially “directed at the destruction of records in accounting fraud,” by applying it “to disputing the outcome of a presidential election.”

“This stretches the statutory language beyond any plausible mooring to its text,” the lawyers wrote.

Jack Smith, the special counsel handling Mr. Trump’s case, has told the Supreme Court that the two obstruction counts against the former president would be still valid even if the justices narrowed the law to cover only crimes that involved tampering with documents or records.

Mr. Trump triggered that provision of the law, Mr. Smith has said, by plotting to create fake slates of electors that claimed he won in several keys swing states that he actually lost to President Biden. Mr. Smith has accused Mr. Trump of trying to use those fake slates to throw the certification proceeding into chaos and by urging his vice president, Mike Pence, to capitalize on the confusion by single-handedly declaring him the winner of the race.

Even if the obstruction count were ultimately removed from Trump’s indictment, it would probably not be a fatal blow.

The indictment contains two other conspiracy counts that overlap almost entirely with the accusations in the obstruction counts. One of the conspiracy charges accuses Mr. Trump of committing fraud by using deceit to subvert the normal course of the election. The other charges him with plotting to deprive millions of Americans of the right to have votes properly counted.

Prosecutions tied to the Capitol attack have ensnared more than 1,380 people.

The investigation of the Jan. 6, 2021, Capitol attack is already the largest criminal inquiry in Justice Department history, federal prosecutors have said. And even after more than three years, it has shown little sign of slowing down.

Every week, a few more rioters are arrested and charges against them are unsealed in Federal District Court in Washington. Prosecutors have suggested that a total of 2,000 or 2,500 people could ultimately face indictment for their roles in the attack.

More than 1,380 people had been charged in connection with the attack as of early this month, according to the Justice Department. Among the most common charges brought against them are two misdemeanors: illegal parading inside the Capitol and entering and remaining in a restricted federal area, a type of trespassing.

About 350 rioters have been accused of violating the obstruction statute that the Supreme Court is considering at its hearing, and nearly 500 people have been charged with assaulting police officers. Many rioters have been charged with multiple crimes, the most serious of which so far has been seditious conspiracy.

Almost 800 defendants have already pleaded guilty; about 250 of them have done so to felony charges. Prosecutors have won the vast majority of the cases that have gone to trial: More than 150 defendants have been convicted at trial and only two have been fully acquitted.

More than 850 people have been sentenced so far, and about 520 have received at least some time in prison. The stiffest penalties have been handed down to the former leaders of the Proud Boys and Oath Keepers, far-right extremist groups that played central roles in the Capitol attack.

Enrique Tarrio, the former Proud Boys leader, was sentenced to 22 years in prison , and Stewart Rhodes, who once led the Oath Keepers, was given an 18-year term .

The prosecution of a police officer, Joseph Fischer, led to this hearing.

The man whose case led to the Supreme Court hearing on a controversial federal obstruction law is a former police officer from rural Pennsylvania indicted on charges of storming the Capitol on Jan. 6, 2021, and crashing into a line of his fellow officers defending the building.

Joseph W. Fischer was working for the police department in North Cornwall Township, Pa., when prosecutors say he pushed his way into the Capitol while holding up his cellphone to take videos of the surge. Once inside, he and another rioter “galloped forward,” prosecutors say, making contact with a line of officers who were fighting off the crowd.

Mr. Fischer fell to the ground and, as some nearby officers helped him to his feet, he tried to engage with them, prosecutors say.

“I’m a cop too,” he said, “sometimes the country is worth more than your job.”

According to court papers, Mr. Fischer was concerned about his own job before making the trip to Washington. Investigators unearthed text messages he wrote to the chief of his department, saying that things could get “violent” on Jan. 6 and that the crowd should “storm the capital and drag all the democrates.”

He also warned the chief that he might need him to post his bail, the papers said.

Township officials suspended Mr. Fischer without pay on the day of his arrest in February 2021 and later fired him. But he has pushed back against the government’s description of behavior on Jan. 6.

His lawyers say that he and a companion were prepared to leave Washington that day after listening President Trump’s speech near the White House and turned around to head toward the Capitol only after hearing about the mounting protest there. The lawyers also claim that Mr. Fischer arrived at the Capitol grounds well after Congress had recessed the proceeding to certify the results of the 2020 election because of the attack.

“As Mr. Fischer walked toward the east side of the building, no barricades or fences impeded him,” the lawyers wrote in their brief to the Supreme Court.

Mr. Fischer has disputed the assertion by prosecutors that he charged the police line inside the Capitol, telling the court instead that he was pushed into the officers by “the weight of the crowd.”

He also characterized his interactions with the officers differently than prosecutors did, claiming that he merely talked with one of the officers and patted him on the shoulder.

An accounting scandal spurred the law used to prosecute Jan. 6 defendants.

The provision at issue in the case is part of the Sarbanes-Oxley Act, a 2002 law enacted after the collapse of Enron, a giant energy company, after the exposure of widespread accounting fraud and the destruction of documents by its outside auditor, Arthur Andersen.

The Supreme Court has said that the purpose of the law was “to safeguard investors in public companies and restore trust in the financial markets following the collapse of Enron.”

At least part of what the law meant to accomplish was to address a gap in the federal criminal code: it was a crime to persuade others to destroy records relevant to an investigation or official proceeding but not to do so oneself. The Sarbanes-Oxley Act was meant to close that gap.

Lawyers for Joseph W. Fischer, charged under the law with obstructing an official proceeding by joining the mob that stormed the Capitol on Jan. 6, 2021, said his case had an Alice-in-Wonderland quality.

“The Through the Looking Glass moment here,” they wrote in a Supreme Court brief , “would be for those who wrote the Sarbanes-Oxley Act upon learning that they had created a new and breathtaking obstruction offense by endeavoring to close the narrow Enron-Arthur Anderson loophole.”

Indeed, in a different case on the scope of the statute, one of the sponsors of the law, Michael Oxley, filed a supporting brief saying prosecutors had interpreted it too broadly. The law meant to address “specific loopholes” that Arthur Andersen “had exploited when they shredded business documents and destroyed hard drives in anticipation of federal law-enforcement action,” wrote Mr. Oxley, a former Ohio representative who died in 2016 .

In that case, concerning a separate provision of the law, Justice Ruth Bader Ginsburg said the law’s origins informed its meaning and spared the defendant.

“The Sarbanes-Oxley Act, all agree, was prompted by the exposure of Enron’s massive accounting fraud and revelations that the company’s outside auditor, Arthur Andersen, had systematically destroyed potentially incriminating documents,” she wrote for four of the justices in the majority. She added that the government had acknowledged that the provision “was intended to prohibit, in particular, corporate document-shredding to hide evidence of financial wrongdoing.”

An earlier version of this article misstated the year of the Jan. 6 attack on the Capitol. It was 2021, not 2001.

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Supreme Court Appears Skeptical of Using Obstruction Law to Charge Jan. 6 Rioters

The Supreme Court seemed wary on Tuesday of letting prosecutors use a federal obstruction law to charge hundreds of rioters involved in the Capitol attack on Jan. 6, 2021.

A decision rejecting the government’s interpretation of the law could not only disrupt those prosecutions but also eliminate half of the charges against former President Donald J. Trump in the federal case accusing him of plotting to subvert the 2020 election.

Mr. Trump’s case did not come up at the argument, which was largely focused on trying to make sense of a statute, enacted to address white-collar crime, that all concerned agreed was not a model of clarity. But the justices’ questions also considered the gravity of the assault and whether prosecutors have been stretching the law to reach members of the mob responsible for the attack, which interrupted certification of Joseph R. Biden Jr.’s electoral victory.

Justice Clarence Thomas, who returned to the bench after an unexplained absence on Monday, asked whether the government was engaging in a kind of selective prosecution. “There have been many violent protests that have interfered with proceedings,” he said. “Has the government applied this provision to other protests?”

Justice Sonia Sotomayor took a different view of what happened on Jan. 6. “We’ve never had a situation before where there’s been a situation like this with people attempting to stop a proceeding violently,” she said.

The question for the justices was whether one of the laws used to prosecute some of the members of the mob that stormed the Capitol fits their conduct. The law, a provision of the Sarbanes-Oxley Act of 2002, contains a broad catchall provision that makes it a crime to corruptly obstruct, influence or impede any official proceeding.

But the provision is linked to a previous one aimed at altering evidence. Chief Justice John G. Roberts Jr. said the catchall provision must be read in context. Since the Jan. 6 defendants were not accused of altering evidence, he said, the catchall provision did not apply.

Other members of the court’s conservative majority said that reading the catchall provision in isolation would allow prosecutions of all sorts of protesters.

Two members of the court’s liberal wing responded that the catchall provision was broad by design and not tethered to the previous clause. Congress had meant, they said, to give prosecutors tools to address situations that the lawmakers could not anticipate.

The effect of a ruling rejecting the use of the provision to prosecute Jan. 6 defendants is not completely clear. Most such defendants have not been charged under the provision, which prosecutors have reserved for the most serious cases, and those who have been charged under it face other counts as well.

The defendant in Tuesday’s case, Joseph W. Fischer, for instance, faces six other charges.

Nor is it clear that a ruling in Mr. Fischer’s favor would erase any charges against Mr. Trump under the law. Jack Smith, the special counsel overseeing the federal election interference case against the former president, has said Mr. Trump’s conduct could be considered a crime under even a narrow reading of the 2002 law.

Whatever the larger consequences of the court’s ruling, expected by late June, several justices on Tuesday seemed troubled by the government’s interpretation of the law, saying it would allow many other kinds of prosecutions.

“Would a sit-in that disrupts a trial or access to a federal courthouse qualify?” Justice Neil M. Gorsuch asked. “Would a heckler in today’s audience qualify, or at the State of the Union address? Would pulling a fire alarm before a vote qualify for 20 years in federal prison?”

Justice Samuel A. Alito Jr. allowed that “what happened on Jan. 6 was very, very serious.” But he added that the prosecutors’ theory could reach, say, protests in the Supreme Court’s courtroom, which have occurred from time to time.

Elizabeth B. Prelogar, the U.S. solicitor general, began her argument by recalling the events of Jan. 6, saying that what some of the participants did that day amounted to obstruction covered by the law.

“On Jan. 6, 2021, a violent mob stormed the United States Capitol and disrupted the peaceful transition of power,” she said. “Many crimes occurred that day, but in plain English, the fundamental wrong committed by many of the rioters, including petitioner, was a deliberate attempt to stop the joint session of Congress from certifying the results of the election. That is, they obstructed Congress’s work in that official proceeding.”

Justice Amy Coney Barrett asked how to distinguish the attack on the Capitol from other actions that have disrupted official proceedings. “Tell me why I shouldn’t be concerned about the breadth of the government’s reading?” she asked.

The law at issue in the case was enacted in the wake of the collapse of the energy giant Enron.

Mr. Fischer, a former police officer, was charged with violating it and with six other crimes. Justice Brett M. Kavanaugh asked why the other charges were insufficient.

“Why aren’t those six counts good enough just from the Justice Department’s perspective given that they don’t have any of the hurdles?” he asked.

Ms. Prelogar responded that the other counts did not fully reflect Mr. Fischer’s culpability.

The law was prompted by accounting fraud and the destruction of documents, but the provision is written in broad terms.

At least part of what the law meant to accomplish was to address a gap in the federal criminal code: It was a crime to persuade others to destroy records relevant to an investigation or official proceeding but not to do so oneself. The law sought to close that gap.

It did that in a two-part provision. The first part makes it a crime to corruptly alter, destroy or conceal evidence to frustrate official proceedings. The second part, at issue in Mr. Fischer’s case, makes it a crime “otherwise” to corruptly obstruct, influence or impede any official proceeding.

The heart of the case is at the pivot from the first part to the second. The ordinary meaning of “otherwise,” prosecutors say, is “in a different manner.” That means, they say, that the obstruction of official proceedings need not involve the destruction of evidence. The second part, they say, is broad catchall applying to all sorts of conduct.

Justice Elena Kagan said the catchall provision was a purposefully broad reaction to the Enron debacle.

“What Enron convinced them of was that there were gaps in these statutes,” she said of the lawmakers who enacted it.

She added: “But they didn’t know exactly what those gaps were. So they said, let’s have a backstop provision. And this is their backstop provision.”

Justice Sotomayor agreed. “They wanted to cover every base, and they didn’t do it in a logical way, but they managed to cover every base,” she said.

Jeffrey T. Green, a lawyer for Mr. Fischer, said the court should not interpret the 2002 law to create a crime of breathtaking scope that would allow prosecutors to charge political protesters and others with felonies carrying 20-year prison sentences.

He said that the first part of the provision must inform and limit the second one — to obstruction linked to the destruction of evidence. They would read “otherwise,” in other words, as “similarly.”

Chief Justice John G. Roberts Jr., citing a unanimous opinion he wrote last week, appeared to agree. “The general phrase,” he said, “is controlled and defined by reference to the terms that precede it,” he said. “The ‘otherwise’ phrase is more general, and the terms that precede it are ‘alters, destroys, mutilates, or conceals a record or document.’”

The case is one of several on the court’s docket this term affecting or involving Mr. Trump. In a separate case to be argued next week, the justices will consider Mr. Trump’s claim that he is totally immune from prosecution.

Mr. Fischer is accused of entering the Capitol around 3:24 p.m. on Jan. 6, with the counting of electoral ballots having been suspended after the initial assault.

He had told a superior in a text message, prosecutors said, that “it might get violent.” In another, he wrote that “they should storm the capital and drag all the democrates into the street and have a mob trial.”

Prosecutors say that videos showed Mr. Fischer yelling “Charge!” before pushing through the crowd, using a vulgar term to berate police officers and crashing into a line of them.

Mr. Fischer’s lawyers dispute some of this. But the question for the justices is legal, not factual: Does the 2002 law cover what Mr. Fischer is accused of?

As the end of the argument neared, Justice Ketanji Brown Jackson, a liberal, indicated that she had reservations about the government’s position, saying that the court should not lose sight of “the backdrop of a real-world context.”

“It was in the wake of Enron,” she said. “There was document destruction, and, you know, there was nothing as far as I can tell in the enactment history as it was recorded that suggests that Congress was thinking about obstruction more generally.”