Verb Choice

1. Verb Choice http://www.google.com/imgres?start=383&um=1&hl=en&tbo=d&biw=1280&bih=675&tbm=isch&tbnid=gXbsuEwUplmGgM:&imgrefurl=https://www.netatlantic.com/blog/2012/04/20-effective-call-to-action-cta-phrases/action-verbs-4/&docid=yFJnUkj0LWnLnM&imgurl=https://www.netatlantic.com/blog/wp-content/uploads/2012/04/action-verbs3.jpg&w=380&h=250&ei=PzmbUKv_E-SMyAGgvICwAg&zoom=1&iact=hc&vpx=348&vpy=337&dur=647&hovh=144&hovw=219&tx=144&ty=150&sig=104675426355523290310&page=12&tbnh=144&tbnw=219&ndsp=16&ved=1t:429,r:94,s:300,i:286

2. Verb Choice • Excellent Verb Choice allows the writer to be precise and to clearly express his/her ideas. • Verb Choice Pitfalls: • I. Avoid repetition of verbs • II. Check for connotations of verb choice. • III. Choose strong verbs over weak verbs.

3. I. Avoid, Avoid, Avoid Repeating Verbs… • Avoid repeating verbs Example: Teng (2012) states that the advent of nanotechnology will revolutionize the global market. Teng (2012) also states that…. Furthermore, he states…. • Add variation to your word choice. Click here.

4. II. Interchangeability of Verbs • Some verbs can be used interchangeably. • Example A: “He notified us that…” • Example B: “He informed us that… ” • Watch for very subtle semantic differences in “so-called” synonyms. • Example A: “She reviewed the article…” • Example B: “She criticized the article…” • Example C: “She critiqued the article…”

5. III. Weak Verbs vs. Strong Verbs • Weak verbs are less direct and show uncertainty. • Strong verbs create a stronger and specific semantic effect than general verbs. • For strong arguments, use effective and direct verbs to sound more firm and authoritative. • Weak Example: “Smith (2010) seems to question the findings of Johnson (2009) work. • Stronger Example: “Smith (2010) refutes the validity of Johnson (2009) work.

6. Activity 2: Finding Weak and Strong Verbs (10 minutes) • Open one article you chose for your literature review. • Identify two reporting verbs. Identify whether each verb was strong or weak, identify what each verb means, and provide a synonym (with a similar connotation).

7. Activity 2

8. Distinguishing Verbs

9. Avoiding Pitfalls • Avoid pitfalls by “distinguishing” the type of information you want to share. • The type of information you want to share will determine the type of verb you should use. • There are two types of information: factive and non-factive. • Factive information is based on facts/substantiated information. • Non-Factiveis based on doubts and unsupported information.

10. How to Distinguish Semantically Similar (But Different) Words. • Sometimes words have similar meanings, but different connotations. Example A: Li (2009) suggests that the findings of Mancuso (2008) were both valid and timely. Example B: Li (2009) asserts the findings of Mancuso (2008) were both valid and timely.

11. Types of Distinguishing Verbs

12. Example • The following sentences are incorrect. Why? • Theysuggestedthat America has 50 states. • They insisted that America has 50 states • Theyclaimed that America has 50 states. • They argued that America has 50 states.

13. Answer: • “America has 50 states” is a fact! • The aforementioned verbs (suggested, insisted, claimed, argued) are not fact-based.

14. Saying Verb vs. Knowing Verb • Saying verb represents a level of uncertainty in your statement. • Example: Brewster (2011) claims that experiment was successful. • Knowing verb represents a level of certainty in your statement. • Example: Brewster (2011) illustrates how the experiment was a success.

15. Verb Categorization

17. Verb Categorization

18. How to Avoid Pitfalls • Clearly identify what type of information you’re trying to present. • Identify whether the verb is merely a “saying” verb or a “knowing” verb.

19. Additional Information:(adapted from William, 2004)

20. Engineering Activity 1: Creating an Outline • With the remainder of time, continue to structure your outline. • Remember to ask questions if needed.