Verbs can broadly be separated into two categories: static/weak verbs e.g. to be, to have, to get, to put, to show, and dynamic verbs e.g. to engage, to emphasize, to deny. Static verbs show a state of existence or demonstrate facts, whereas dynamic verbs show action.

Often, academic writing overuses verbs to imply action, by using a static/weak verb that supports a dynamic verb. Combining static and dynamic verbs is grammatically correct, but in some cases using both verbs may be unnecessary. Combining static and dynamic verbs creates longer sentences; removing the static verb and activating the dynamic verbs can make your sentence more concise.

Consider the following sentences:

Original: The results show that pollination has decreased. (Weak/static verbs + past tense dynamic verb)
Revised: The results show declining pollination (Dynamic verbs)
Original: There is a need to be more involved in the research process (verb overload)
Revised: The research process requires more involvement. (Dynamic verb)

Read through this New York Times article for a great description of Make or Break verbs:

https://opinionator.blogs.nytimes.com/2012/04/16/make-or-break-verbs/

Thesaurus.com provides another great tool to replace weak/static verbs with strong/dynamic verbs. Theasurus.com is also connected to a dictionary, so it’s easy to confirm the definition of unfamiliar words.

The following table adapted from the University of Toronto’s Academic Vocabulary Series presents further examples of active verbs you can use in academic writing:

	Examples of Active Verbs
To increase	broaden enlarge exceed expand generate improve maximize optimize
To decrease	decline deteriorate erode minimize narrow reduce worsen
Difference or variance	alter contrast convert deviate differ differentiate distinguish diverge evolve modify revise transform
Stability	maintain sustain
Keeping within a certain range/ under a certain level	confine inhibit prohibit restrict
In-depth study	analyze examine investigate observe survey
Stating Ideas/Concepts	acknowledge argue attribute comment propose establish identify mention note observe state
Restating Ideas/Concepts	elaborate expand
Emphasizing Ideas/Concepts	emphasize stress
Describe phenomena	acquire define impact signify symbolize
Describe data	approximate demonstrate indicate levels off reflect
Stating positive position	advocate hypothesize propose
Stating negative position/to contradict	deny dispute negate reject
Uncertainty	predict speculate
Extrapolation of information	deduce imply infer project
Show components	comprise consist constitute incorporate

Adapted from Khoo (2005).

References

Khoo, E. (2003). Verbs in academic writing. The Writing Centre, University of Toronto at Scarborough. Retrieved from https://www.utsc.utoronto.ca/twc/sites/utsc.utoronto.ca.twc/files/resource-files/xVerbs.pdf