SLU

Reporting Verbs

CALM Resources

Academic Writing

These verbs communicate your attitude to your reader about what you are reporting. Of course, these verbs are sometimes used in more complex ways; try to notice and think about these as you read academic books and articles in the course of your study. Below is a list of commonly used reporting verbs in formal academic writing, but of course there are many, many more. Don't just choose any reporting verb because their meanings are different. Make sure you know the meaning of a verb before you use it! For examples of ways to use each verb in a sentence click on the verb you are interested in.

To argue

- the author has tried to persuade readers that something is true by using evidence and logic, but at this stage in your essay you do not want to say yet whether you agree or not. Jin (1999) argues that providing safe injecting spaces is the best way to respond to the current wave of drug overdoses. the author argues against an opinion of another person, but at this point in the essay you do not want to say whether you agree or not. Hughes (1998) challenges the common belief that employees are most strongly motivated by money, in the light of some studies of her own. - the author has made a simple statement of fact, which you do not agree with. Giorgio (1995) claims that most eighteen year olds are intelligent. You might follow this sentence with something like: "However, Giorgio's definition of intelligence is very narrow." the author has given a precise definition (if you want to include the definition in your own work use "as") Mullaly (1967) defines ethics as "moral correctness"

To challenge

To claim

To define

To Describe

the author has simply described a thing or a process and you want to refer to it. Describes is often used with 'as' Papadopoulos (1998) describes how the meetings of the group are conducted. She describes these meetings as "extremely well-organised" (page 32). (Note how when using a direct quote, the page number the quote was taken from is stated). - the author has treated this particular thing as the most important and you want to refer to it. In his discussion of the types of users of accounting information, Fauve (1997) highlights the needs of the investor. the author has named and described something or a few things and you want to write about what they are. Fauve (1997) identifies three major types of users of accounting information. the author has given a list and you want to refer to it. Nguyen and Tran (1998) list five possible approaches to this problem, a, b, c, d, and e. - the author has tried to persuade readers that something is true by using evidence and logic, but you do not agree. Later in the paragraph or essay you will say you do not agree and explain why. Skolimowski (1987) maintains that university entry should be restricted to students with TERs of 90 or above, because many current students have difficulty in their first year. the author argues that another persons theory or claim is wrong AND the author has succeeded in proving to this to you, so you now agree that the theory or claim is wrong (or you already had this opinion before you read what this author said) Opetai (1998) refutes the commonly accepted notion that aboriginal people accepted whites without struggle by listing hundreds of examples of resistance which occurred over a fifty year period in New South Wales.

To highlight

To identify

To list

To maintain

To refute

To show, to the author has tried to persuade readers that something is true by using evidence and logic AND the author has demonstrate succeeded in proving her/his point to you, so you now agree with her/him (or you already had this opinion before you read what this author said). Tran (1970) demonstrates that investment in tertiary education

has a strong beneficial effect on the countrys potential for economic growth To state Jacubowicz (1997) states that child care is an unnecessary luxury. You might want to show how there is more than one author who states the same thing. For example: Jacubovicz (1997) and Wright (1999) state that child care is a luxury and not a privilege. the author has put forward an idea for consideration but has not argued very strongly for it and you do not want to say whether you agree or not. Stephenson (1987) suggests that one reason for the increase in cases of tuberculosis may be the growth in movement between countries.

To suggest

[Type text]

Academic Skills Unit Resources Reporting Verbs

When discussing an authors work, reporting verbs can be used to great effect. For example, the reporting verb you select to introduce your discussion/comments can either indicate your viewpoint regarding the veracity/accuracy of the literature (i.e., correct, neither correct/incorrect, incorrect), or it can indicate the authors viewpoint regarding the content of the literature (i.e., positive or negative). Here is a list of possible reporting verbs indicating, from your viewpoint: a belief that the literature is correct a neutral attitude towards the veracity of the literature (i.e., neither correct nor incorrect) a belief that the literature is incorrect.

Students attitude
towards the literature being cited: CORRECT acknowledges 1 defines demonstrates explains identifies observes outlines shows throws light on adds argues claims 2 clarifies 5 concludes 3 describes expresses feels finds NEUTRAL indicates informs presents 4 proposes remarks reminds reports states uses INCORRECT

Reporting verbs
These are usually in 3 person singular or plural simple present tense form. E.g. Brown (2004) explains Smith and Bull (2003) explain
rd

confuses disregards 6 ignores

Care needs to be taken to ensure that these verbs are used appropriately consult your dictionary for the meaning and usage if you are not sure. Examples: 1 Stein-Parbury (2000) defines listening as the ability to hear, understand, and appreciate a patients experience. De Cieri et al. (2003) clarify the role of human resources in terms of a companys improved competitiveness in their Australian Business Excellence Model. In their presentation, Sawyer and Smith (2001) described* their sampling methods and data analysis in great detail. [*Note: Simple past tense is used as the description of the sampling methods was completed in the past.] In their study on acculturation, Birman, Sharpe, and Angeles (2004) propose a variety of solutions to the current problem facing Australian cities such as Melbourne and Sydney, that of ghettoisation (p. 77). Previous studies on the work-study balance of tertiary students (Campbell, 2004; Guthrie, Logan, & Tuomy, 2003; Smith, 1999) have concluded* that most students prioritise work over study. [*Note: Present perfect tense is used here as a number of former studies and their findings are being discussed in terms of their relevance today.] Lygon (2001) ignores conflicting data in his review of the literature thereby compromising the credibility of his research in the field.

Last updated: 30/08/10 Page 1 of 2

Academic Skills Unit Resources

It is also possible to indicate, by careful selection of the appropriate reporting verb, whether the author is positive or negative in their attitude to the content of the literature being cited. Here is a list of possible reporting verbs indicating, from the authors viewpoint: a positive attitude towards the content of the literature a negative or uncertain attitude towards the content of the literature. Authors attitude
towards the content being discussed: POSITIVE NEGATIVE/UNCERTAIN

Reporting verbs
These are usually in 3 person singular or plural simple present tense form. E.g. Brown (2004) insists Smith and Bull (2003) insist
rd

accepts advises affirms agrees applauds asserts 7 concurs

insists maintains 8 notes praises points out posits recommends

remarks stresses subscribes 9 to suggests supports thinks urges

attacks 10 challenges disagrees 11 dismisses disputes doubts mistrusts

opposes 12 questions rejects suspects warns

Care needs to be taken to ensure that these verbs are used appropriately consult your dictionary for the meaning and usage if you are not sure. Examples: 7 Taib (2003) and Partridge (2003) concur that the most effective way of improving second language proficiency is through social and linguistic immersion in a countrys culture and society. Bertrand and Sullivan (2002) note that in order to succeed academically, children require strict discipline at home as well as at school. Along with others in their field, Noonan and Williams (2002) subscribe to the theory that carefully selected domestic animals have a positive role to play in the palliative care of children and adults.

10 Beaumont (1998) challenges many long-held beliefs amongst the medical fraternity about mind-bodyspirit connections. 11 In their thorough review of related literature, Scederis et al. (2000) dismiss previous studies findings relating to the use of Royal Jelly to treat asthmatics. 12 Kennedy (1998) questions the claims made in Beaumonts paper (1998) on the role of meditation amongst sufferers of post-traumatic stress.

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WRITING CENTRE

LEARNING GUIDE

Reporting Verbs
In academic writing, you will often need to refer to the research of which is used to talk about or report on other people's work. others, also called secondary sources. A reporting verb is a word Reporting verbs can be used to great effect, but the difficulty with different and often subtle meaning.

using them is that there are many, and each of them has a slightly

Introduction

In academic writing, it is important to present an argument logically and cohesively. You may be required to: comment on someones work evaluate someones ideas

agree or disagree with someone elses study

Often you will be assessed on your ability to demonstrate these skills. It is repetitive and boring to write Smith says... over and over again. Fortunately, there is a wide choice of reporting verbs in English. Reporting verbs can indicate either (a) the authors viewpoint regarding other literature. personal viewpoint, (b) your viewpoint regarding what the author says, and/or (c) the authors

To interpret the writers ideas accurately, however, you will need to use a verb with the correct verb for the right context.

nuance (sense of meaning). Use an English learner's dictionary to check that you have the right

Function and strength of reporting verbs

Some verbs are weaker in their function, while others are strong. Some verbs are followed by a

preposition (e.g. as, to, for, with, of), while others are followed by a noun or that (see page 3). with, emphasise or examine an idea. In addition, some verbs can fit more than one category e.g. warns can be used to disagree

WRITING CENTRE Level 3 East, Hub Central, North Terrace campus, The University of Adelaide SA 5005 Australia T: +61 8 8313 5771 | E: writingcentre@adelaide.edu.au | W: www.adelaide.edu.au/writingcentre/

Common reporting verbs for academic writing

It is important you understand and know how to use the verb correctly before placing it in a sentence, and that you use past or present tense as appropriate.
weaker position addition advice agreement argument and persuasion admits, concedes neutral position adds advises accepts, acknowledges, agrees, concurs, confirms, recognises applauds, congratulates, extols, praises, supports alerts, argues, boasts, contends, apologises assures, encourages, interprets, justifies, reasons convinces, emphasises, exhorts, forbids, insists, proves, warns guesses, hopes, imagines believes, claims, declares, expresses, feels, holds, knows, to, thinks promises, persuades, threatens,

stronger position

believing

maintains, professes, subscribes concludes, discovers, finds, infers, realises

asserts, guarantees, insists, upholds

conclusion

accuses, attacks, complains, disagreement and questioning discussion emphasis evaluation and examination explanation analyses, appraises, assesses, doubts, questions challenges, debates, disagrees, questions, requests, wonders

contradicts, criticises, denies,

discards, disclaims, discounts, negates, objects to, opposes, refutes, rejects reasons accentuates, emphasises, highlights, stresses, underscores, warns

dismisses, disputes, disregards,

comments

discusses, explores

compares considers, contrasts, critiques, evaluates, examines, investigates, understands articulates, clarifies, explains comments, defines, describes, estimates, forgets, identifies, illustrates, implies, informs,

blames, complains, ignores, scrutinises, warns

presentation

confuses

instructs, lists, mentions, notes, observes, outlines, points out, presents, remarks, reminds, states, studies, tells, uses

announces, promises

reports, restates, reveals, shows, alleges, intimates, speculates advises, advocates,

suggestion

hypothesises, posits, postulates, proposes, suggests, theorises

asserts, recommends, urges

Learning Guide 2009 The University of Adelaide

Verbs followed by a preposition

defines x as y accuses x of y warns x of y x to y to x to x x to y apologises blames criticises for x confuses x for y x for y x with y with x with x

alerts

compares objects subscribes challenges exhorts forbids warns

contrasts

x to do y x to do y x to do y x to do y

disagrees concurs

x with y

Verbs followed by a noun or ing form

analyses, applauds, appraises, assesses, attacks, considers, contradicts, critiques, debates, describes, discards, disclaims, discounts, discusses, dismisses, disregards, evaluates, examines, explores, expresses, extols, forbids, highlights, identifies, ignores, illustrates, investigates, justifies, lists, opposes, outlines, praises, presents, questions, refutes, rejects, restates, scrutinises, studies, supports, underscores, uses, validates, verifies

Verbs followed by that

accepts, acknowledges, adds, admits, advises, advocates, agrees, alerts, alleges, announces, argues, articulates, asserts, assures, believes, boasts, claims, clarifies, comments, complains, concedes, concludes, confirms, feels, finds, forgets, guarantees, guesses, hopes, hypothesises, imagines, implies, indicates, infers informs, insists, justifies, knows, maintains, notes, observes, persuades, points out, posits, postulates, promises, proposes, proves, questions, realises, reasons, reasons, recognises, recommends, remarks, reminds, reports, reveals, shows, speculates, states, stresses, suggests, suspects, tells, theorises, thinks, understands, urges, warns

Learning Guide 2010 The University of Adelaide

Example sentences

Remember that the tense you use for your reporting verb will depend on your style guide. Some styles prefer present tense while others prefer past tense.

Boynton (1982, p. 79) warns the reader that ordinary chocolate is too frail to withstand heat, moisture and proximity to baked beans.

Hanks (2004, p. 257) defines an idiom as an expression whose meaning . . . is distinct from the sum of its parts.

Smith (2005) disagrees with Fry (2003) when she maintains that many students have trouble with reporting verbs.

Some people subscribe to the idea that chocolate is unhealthy, but Boyntons (1982) book refutes this claim.

This paper investigates the effects of alcohol on memory and stresses that further research be done as a matter of urgency.

References

Hanks, P. (2004). The syntagmatics of metaphor and idiom. International Journal of

Boynton, S. (1982). Chocolate: The consuming passion. London: Methuen.

Lexicography, 17 (3), 245-274.

Useful resources Websites

http://tls.vu.edu.au/SLS/slu/ReadingWriting/Referencing/ReportingVerbs/ReportingVerbs.htm http://www.edufind.com/english/grammar/rep7.cfm http://www2.warwick.ac.uk/fac/soc/al/learning_english/leap/grammar/reportingverbs http://academicenglishcafe.com/ReportedandQuotedSpeechVerbs.aspx

Printables
http://www.awc.metu.edu.tr/handouts/Verbs_to_Introduce_Paraphrases_and_Quotations.pdf http://www.latrobe.edu.au/lasesl/assets/downloads/verbs-message.pdf http://www.york.ac.uk/k-roy/pdfs/Reporting%20Verbs%20functions.pdf http://www.latrobe.edu.au/learning/assets/downloads/Referencing-phrases.doc

If you require more assistance with Reporting Verbs, please contact the Writing Centre on 8313 5771. Visit the Writing Centre website for additional resources: www.adelaide.edu.au/writingcentre/ Principal Authors: Julia Miller & Donna Velliaris 2009. Revised 2010.

Learning Guide 2009 The University of Adelaide

USING REPORTING VERBS 2

When you are referring to the ideas of other people, you will need to use a range of different reporting verbs. The following three tables contain some of the most frequently used reporting verbs. It is important to remember that these verbs may be followed by different structures (see Tables 1 and 2) and they may have different strength used for neutral statements or to report opinions (see Table 3). o Table 1: Neutral reporting verbs usually followed by that
acknowledge explain observe Rule Example: conclude find order say comment hold point out show confirm indicate propose state demonstrate mention report suggest establish note require

The judge stated that it had been an unusual case.

o Table 2: Neutral reporting verbs usually followed by a noun phrase

address establish investigate question Example: analyse examine list refuse define explore mention review describe focus on order study discuss identify present survey

The judge refused to consider the case. The lawyers discussed the options available to them.

o Table 3: Opinion (evaluative) reporting verbs these verbs refer to a writers position or opinion. The structure varies * followed by that
*advocate *assert *concede *imply *agree *assume *contend *insist *allege *believe criticise *maintain allude to challenge emphasise refute *argue *claim highlight *suppose

Example:

The barrister alluded to clause 2 of the contract. He argued that it was no longer valid.

Other reporting expressions that you could use: According to the witness, the car had not been used. In the view of the judge, the evidence was not strong enough.

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RV 2

Use of VERB TENSES for reporting information

Students often think that all opinions should be reported in the past tense because the books and journals that they are reading have been written in the past.

Read the following extract from Lord Dennings book. Although the book was written in 1979, we would ask the question: What is he saying? not What did he say?

In almost every case in which you have to advise you will have to interpret a statute. There are stacks and stacks of them. Far worse for you than for me.
Denning, (1979) The Discipline of Law London: Butterworth p9

You can report this in the following way: Lord Denning says that it has become more difficult for lawyers to advise a client on a case because there are more cases and laws to consider.
In other words, you do not always have to use the past tense for reporting the ideas / information just because it was written in the past. In this example, the information is still relevant so the verb tense that you use is the Present tense as it relates to the current relevance of the ideas.

Use the PRESENT TENSE when you are reporting information / opinions that are still current. This signals to the reader that this view is still recognised as valid or relevant to the current thinking on the subject. examples
As Karliner notes in the context of multi-national firms, [t]he role that organised communities, environmental groups and others have played in compelling the transnationals to change their behaviour is an achievement that most corporate environmentalists fail to recognise.1 Kauper and Snyder divide private litigation cases into two categories: follow-on actions and independently initiated cases.

J. Karliner, The Corporate Planet: Ecology and Politics in the Age of Globalisation (1997) 3

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RV 2

Use the PRESENT PERFECT to make: a) general reference to previous research or opinion without dates or author: example
It has been generally accepted that legal sanctions play a major role in preventing and deterring criminal behaviour.

b) reference to author(s) and still relevant now. At the same time, it can sometimes signal that the information given is not widely accepted. examples
Snyder and Kauper have shown that competitors account for a substantial proportion of claims filed. The Chairman of the OFT has emphasized that the Office is prepared to intervene where policy issues are involved.

3)

Use the PAST SIMPLE when you want to emphasize that the ideas relate to the past and are no longer valid / relevant. a) Tell the reader that the argument was considered valid or relevant at a previous point in time. Unless you provide arguments to the contrary, the reader will assume that this is no longer the case.
example Harris suggested that the shareholders did not have the right to request information about the incident.

b) If you mention the year or a past time, you need to use Past Simple.
examples Writing in 1979, Lord Denning said that it had become more difficult for lawyers to make a decision because there were more cases and laws to consider. In the 1854 case, Baron Alderson stated that damages were only recoverable if two conditions were met.

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RV 2