Active Verbs for Discussing Ideas

Use these lists for word variation when writing a research-based, analytical, or argumentative paper. However, be careful: there are no perfect synonyms. These words are not necessarily interchangeable.

Explanation and Examples

Why should I vary my verb choice?

Mark Twain once remarked, “The difference between the right word and the almost right word is the difference between lightning and a lightning bug.” Stronger diction (word choice) can result in a more interesting, vibrant, and sophisticated-sounding paper, but, more importantly, it will lead to clearer and more precise communication to your reader. Experiment with different words to discover and then state exactly what you mean!

What are the functions of these kinds of verbs?

The verbs on this handout offer a stronger link between your ideas and your source material. While these kinds of verbs introduce the supporting ideas and information, they also begin to indicate the relationship the quoted or paraphrased source material has with your larger point.

• Bland and generic: Carol Dweck says, “It is the belief that intelligence can be developed that opens students to a love of learning.”
• A more specific connection: Carol Dweck suggests, “It is the belief that intelligence can be developed that opens students to a love of learning.”
• A stronger point argued: Carol Dweck emphasizes, “It is the belief that intelligence can be developed that opens students to a love of learning.”
• The final, summative point: Carol Dweck concludes, “It is the belief that intelligence can be developed that opens students to a love of learning.”

See the differences? Still, you should be careful to explain this significance or relevance more completely after using the source material.

You might imagine this like a “sandwich” within your paragraph. There might be several of these “sandwiches” within one body paragraph:

1. Signal phrase or sentence with an active verb to introduce the source material (sometimes called a “lead-in”).
2. Source material either paraphrased or directly quoted.
3. Explanation of the significance / connection between that material and your larger point.

Here are some models that show effective ways of creating that “top bun” of your “sandwich.” It would be followed by more evidence form you source, either paraphrased or quoted (middle layer), and then concluded with explanation of the source material’s significance (“bottom bun”):

• Paraphrase of Source Material:
  • In his book The Status Syndrome, Jon Marmot hypothesizes that social class determines life outcomes (35).
• Summary of the Whole Source:
  • Paul Sawyer argues that geothermal energy is a wise alternative by highlighting several of its environmental and economic benefits (21-30).
• Lead in to a Direct Quote:
  • In the article “Impossibilities,” a professional educator ponders, “How does one teach when no one wants to learn?” (Inayatullah 151).
• Longer lead-in to a Direct Quote (two separate independent clauses):
  • In the article “Impossibilities,” a professional educator investigates a compelling question: “How does one teach when no one wants to learn?” (Inayatullah 151).