{"id":52,"date":"2017-12-07T19:45:40","date_gmt":"2017-12-08T00:45:40","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/chapter\/importanceverbs\/"},"modified":"2026-03-25T23:42:00","modified_gmt":"2026-03-26T03:42:00","slug":"importanceverbs","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/chapter\/importanceverbs\/","title":{"raw":"2.4 The Importance of Verbs","rendered":"2.4 The Importance of Verbs"},"content":{"raw":"Much of the style advice given so far revolves around the importance of verbs. Think of your sentence as a machine, and the verb as the engine that makes the machine work. Like machines, sentences can function efficiently or inefficiently, and the use of a strong verb is one way to make them work effectively. Also like machines, sentences can be simple or complex. Below are some key principles regarding the effective use of verbs in your sentences. While effective sentences may occasionally deviate from these principles, try to follow them as often as possible.\r\n
\r\n

Guidelines for Using Strong Verbs to create Strong Sentences<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nKeep the subject and the verb close together; avoid separating them with words or phrases that could create confusion\r\n\r\nPlace the verb near the beginning of the sentence (and close to the subject)\r\n\r\nMaintain a high verb\/word ratio in your sentence\r\n\r\nPrefer active verb constructions over passive ones\r\n\r\nAvoid \u201cto be\u201d verbs (am, is, are, was, were, being, been, be) whenever possible; choose more descriptive verbs that describe what something does<\/strong><\/em> rather than what it is<\/strong><\/em>.\r\n\r\nTry to turn nominalizations (abstract nouns that end in -tion<\/em> or -ment<\/em>) back into verbs; move up the verb strength chart seen in Table 2.4.1<\/strong>.\r\n\r\n<\/div>\r\n<\/div>\r\n \r\n\r\nUse the verb strength chart in Table 2.4.1<\/strong> as a guide to \u201celevate\u201d weaker verbs (or words that are not technically verbs but contain an implied action) to stronger forms. This may require rewriting your sentence entirely.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
TABLE 2.4.1 Verb strength chart<\/caption>\r\n
[Skip Table<\/a>]<\/td>\r\n<\/tr>\r\n
Verb Forms<\/strong><\/th>\r\nVerb Strength<\/strong><\/th>\r\nExamples<\/strong><\/th>\r\n<\/tr>\r\n
Command\/Imperative<\/td>\r\n\r\n

STRONG<\/strong><\/p>\r\n

\"\"<\/p>\r\n

WEAK<\/strong><\/p>\r\n<\/td>\r\n

\r\n

Maintain<\/strong> the machine properly!<\/p>\r\n

Write<\/strong> the report!<\/p>\r\n<\/td>\r\n<\/tr>\r\n

Active Indicative*<\/strong>\r\n\r\n(Subject performs the action of the verb)<\/td>\r\n\r\n

He maintains<\/strong> the machine regularly.<\/p>\r\n

She writes<\/strong> reports frequently.<\/p>\r\n<\/td>\r\n<\/tr>\r\n

Active conditional<\/td>\r\n\r\n

She would maintain<\/strong> the machine if<\/strong> he would let her.<\/p>\r\n

He would write<\/strong> reports if he had more training.<\/p>\r\n<\/td>\r\n<\/tr>\r\n

Gerunds ( verb<\/em> -ing)\r\n\r\nInfinitives (to verb<\/em>)\r\n\r\n(these do not function as verbs in your sentence; actual verbs are highlighted in yellow<\/span><\/em>)<\/td>\r\n\r\n

Maintaining<\/strong> the machine is<\/span> dirty work.<\/p>\r\n

Report writing<\/strong> takes<\/span> skill.<\/p>\r\n

It takes<\/span> a lot of time to maintain<\/strong> this machine.<\/p>\r\n

To write<\/strong> effectively, one must get<\/span> a sense of the audience.<\/p>\r\n<\/td>\r\n<\/tr>\r\n

Passive\r\n\r\n(Subject receives the action of the verb)\r\n\r\nPassive Conditional\r\n\r\nExpressing a state of being (is, seems, appears)<\/td>\r\n\r\n

The machine is maintained<\/strong> by him.<\/p>\r\n

It would be maintained<\/strong> by her if...<\/p>\r\n

The report was written<\/strong> by her.<\/p>\r\n

Reports would be written<\/strong> by him if...<\/p>\r\nThe report seems fine.<\/td>\r\n<\/tr>\r\n

Nominalizations (verbs turned into abstract nouns)<\/em>\r\n\r\nParticiples (nouns or adjectives that used to be verbs<\/em>)<\/td>\r\n\r\n

Machine maintenance<\/strong> is<\/span> dirty work.<\/p>\r\n

A well-maintained<\/strong> machine is<\/span> a thing of beauty.<\/p>\r\n

Written<\/strong> work must be<\/span> free of errors.<\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nWhile you are not likely to use the command form much unless you are writing instructions, the second strongest form, Active Indicative,<\/strong> is the one you want to use most often (say, in about 80% of your sentences). In the indicative form, the subject carries out the action of the verb. This makes the sentence more direct, and often more concise because you are saying \"who does what<\/em>\" (instead of \"what is being done by whom<\/em>\").\r\n\r\nPart of the skill of using active verbs lies in choosing the verbs that precisely describes the action you want to convey. English speakers have become somewhat lazy in choosing a small selection of verbs most of the time (to<\/em> be, to do, to get, to make, to have, to put<\/em>); as a result, these often-used verbs have come to have so many possible meanings that they are almost meaningless. Try looking up \"make\" or \"have\" in the dictionary; you will see page after page of possible meanings! Whenever possible, replace these bland<\/strong> verbs with more precise, descriptive verbs, as indicated in Table 2.4.2<\/strong>. Note that commonly used \"signal verbs,\" or verbs used to signal a quotation or paraphrase of someone else's ideas, can also vary in how precise and descriptive they are.\u00a0 Saying \"she writes\" does not really indicate the purpose for the writing, whereas saying \"she claims\" suggests she is making an argument, and \"she describes\" makes her rhetorical purpose more evident.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
TABLE 2.4.2 Bland vs. descriptive verbs<\/caption>\r\n
[Skip Table<\/a>]\r\n<\/strong><\/td>\r\n<\/tr>\r\n
Avoid Bland Verbs<\/strong><\/th>\r\nReplace with Descriptive Verbs<\/strong><\/th>\r\n<\/tr>\r\n
\r\n

Signal Verbs:<\/p>\r\n

Says\r\nStates\r\nTalks about\r\nDiscusses\r\nWrites<\/p>\r\n<\/td>\r\n

\r\n

Describe the rhetorical purpose behind what the author\/speaker \"says\":<\/p>\r\n

Explains, clarifies\r\nDescribes, illustrates\r\nClaims, argues, maintains\r\nAsserts, stresses, emphasizes\r\nRecommends, urges, suggests<\/p>\r\n<\/td>\r\n<\/tr>\r\n

\r\n

Is, are, was, were being been<\/p>\r\n

Is verb<\/em><\/span>-ing<\/p>\r\n<\/td>\r\n

\r\n

Instead of indicating what or how something \"is<\/strong>,\" describe what it DOES<\/strong>, by choosing a precise, active verb.<\/p>\r\n

Replace progressive form (is ___ing<\/em>) with\u00a0 indicative form<\/p>\r\n

She is describing<\/em> \u2192 She describes<\/em><\/p>\r\n<\/td>\r\n<\/tr>\r\n

\r\n

Get, gets<\/p>\r\n<\/td>\r\n

\r\n

Usually too colloquial (or passive); instead you could use more specific verbs such as<\/p>\r\n

Become, acquire, obtain, receive, prepare, achieve, earn, contract, catch, understand, appreciate, etc<\/em>.<\/p>\r\n<\/td>\r\n<\/tr>\r\n

\r\n

Do, does<\/p>\r\n<\/td>\r\n

\r\n

Avoid using the emphatic<\/em> tense in formal writing:<\/p>\r\n

It does<\/em> work\u00a0\u2192\u00a0 it works<\/strong>.<\/p>\r\n

I do <\/em>crack when I see apostrophe errors \u2192 I crack<\/strong> when I see apostrophe errors.<\/p>\r\n

Instead:\u00a0 Perform, prepare, complete, etc<\/em>.<\/p>\r\n<\/td>\r\n<\/tr>\r\n

\r\n

Has, have<\/p>\r\n

Has to, have to<\/p>\r\n<\/td>\r\n

This verb has many potential meanings! Try to find a more specific verb than \"have\/has\" or \"has to\":\r\n
    \r\n \t
  • She owns<\/strong> a car<\/li>\r\n \t
  • They consume\/eat<\/strong> a meal<\/li>\r\n \t
  • The product includes<\/strong> many optional features<\/li>\r\n \t
  • The process entails<\/strong> several steps<\/li>\r\n<\/ul>\r\n

    Instead of \"have to\" try:\u00a0 must, require, need,<\/strong> etc<\/em>.<\/p>\r\n<\/td>\r\n<\/tr>\r\n

\r\n

Make<\/p>\r\n<\/td>\r\n

\r\n

Build, construct, erect, devise, create, design, manufacture, produce, prepare, earn, etc<\/em>.<\/p>\r\n

Make a recommendation \u2192 recommend\r\nMake a promise \u2192 promise\r\nMake a plan \u2192 plan<\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/a>For more detailed information on using signal verbs when introducing quotations, see Using Signal Phrases in Ch. 5.4 Synthesizing and Integrating Sources.<\/a>\r\n

\r\n

EXERCISE 2.8<\/strong> Improve the following sentences by elevating the verb and cutting clutter<\/p>\r\n\r\n<\/header>\r\n

\r\n
    \r\n \t
  1. Market share is being lost<\/strong> by the company, as is shown<\/strong> in the graph in Figure 3.<\/li>\r\n \t
  2. A description<\/strong> of the product is given<\/strong> by the author.<\/li>\r\n \t
  3. An investigation<\/strong> of the issue has been conducted <\/strong>by her.<\/li>\r\n \t
  4. His task is regional database systems troubleshooting handbook preparation.<\/strong>\u00a0(what word contains the implied action here?)<\/em><\/li>\r\n \t
  5. While a recommendation<\/strong> to proceed <\/strong>has been made<\/strong> by the committee, an agreement<\/strong> to increase<\/strong> the budget will have to be approved<\/strong> by the committee. (find the nominalizations and infinitive verb forms, and move them up the scale<\/em>)<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n
    \r\n

    EXERCISE 2.9<\/strong> Revision Practice<\/p>\r\n\r\n<\/header>\r\n

    \r\n\r\nThe following paragraph on The Effects of Energy Drinks<\/strong> does not conform to the 7Cs and contains far too many \"to be\" verbs. Revise this paragraph so that it has a clear topic sentence, coherent transitions, correct syntax, and concise phrasing. In particular, try to eliminate all \"to be\" verbs (am, is, are, was, were, being, been, be<\/em>), and rephrase using strong, descriptive, active verbs. The first 7 \"to be\" verbs are highlighted for you. Try to cut the word count (currently 260 words) by at least 50%\r\n
    Energy Drinks are<\/span> able to be<\/span> consumed in many varied and different ways by people all over the world. Moreover, drinking these energy drinks is<\/span> able to provide people in today\u2019s society with the helpful benefits of increased awareness and energy. Besides, even though there are<\/span> enhancements that may be<\/span> present from drinking an energy drink, the negative side effects are<\/span> posing more of a threat to a person than the energy boost that is<\/span> able to be<\/span> achieved. In a survey that was taken in the United States at an American university, it was reported that fifty one percent of participants were consuming greater than three energy drinks each month in the semester [1]. Looking at this statistic, it can be seen that a majority of students in university are drinking energy a large amount of drinks on a very regular basis. Which can be the cause of some health problems experienced by students. In the same study, it was also shown that energy drinks are capable of helping to increase energy and athletic endurance; for those who drank it. Despite the fact that there are some benefits to be had from drinking energy drinks, there is the problem of the negative side affects that are caused by the drinking of these energy drinks. However, the side affects that were commonly reported in the study are: headaches, and \u201cenergy crashes\u201d (Smith 5). Being a potentially more severe problem than the minor problems of headaches and \u201ccrashes;\u201d there is definitely the possibility of people which are becoming addicted to caffeine.<\/div>\r\n<\/div>\r\n<\/div>\r\nHere is the exercise in a Word document for you to download and revise:\r\n

    Revision Exercise - Energy Drinks (.docx)<\/a><\/p>\r\nAfter trying the exercise, click on the link below to compare your revision to effective revisions of this passage done by other students:\r\n

    Sample Revisions of Exercise 2.7 (.docx)<\/a><\/p>\r\nTable 2.4.3<\/strong> sums up many key style characteristics that you should try to avoid (poor style<\/em>) and style characteristics you should implement (effective style<\/em>) while writing technical documents.\r\n

    \r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    TABLE 2.4.3 Key characteristics of effective professional style<\/caption>\r\n
    Poor Style<\/strong><\/th>\r\nEffective Style<\/strong><\/th>\r\n<\/tr>\r\n
    Low VERB\/WORD ratio per sentence<\/td>\r\nHigh VERB\/WORD ratio per sentence<\/td>\r\n<\/tr>\r\n
    Excessive \u2018is\/are\u2019 verbs or other bland verbs<\/td>\r\nConcrete, descriptive verbs that convey a clear sense of action<\/td>\r\n<\/tr>\r\n
    Excessive passive verb constructions<\/td>\r\nActive verb constructions<\/td>\r\n<\/tr>\r\n
    Abstract or vague nouns<\/td>\r\nConcrete and specific nouns<\/td>\r\n<\/tr>\r\n
    Many prepositional phrases<\/td>\r\nFew prepositional phrases<\/td>\r\n<\/tr>\r\n
    Subject and verb are separated by words or phrases<\/td>\r\nSubject and verb are close together<\/td>\r\n<\/tr>\r\n
    Verb is near the end of the sentence<\/td>\r\nVerb is near the beginning of the sentence<\/td>\r\n<\/tr>\r\n
    Main idea (subject-verb relationship) is difficult to find<\/td>\r\nMain idea is clear<\/td>\r\n<\/tr>\r\n
    Sentence must be read more than once to understand it<\/td>\r\nMeaning is clear the first time you read it<\/td>\r\n<\/tr>\r\n
    Long, rambling sentences<\/td>\r\nPrecise, specific sentences<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>","rendered":"

    Much of the style advice given so far revolves around the importance of verbs. Think of your sentence as a machine, and the verb as the engine that makes the machine work. Like machines, sentences can function efficiently or inefficiently, and the use of a strong verb is one way to make them work effectively. Also like machines, sentences can be simple or complex. Below are some key principles regarding the effective use of verbs in your sentences. While effective sentences may occasionally deviate from these principles, try to follow them as often as possible.<\/p>\n

    \n
    \n

    Guidelines for Using Strong Verbs to create Strong Sentences<\/p>\n<\/header>\n

    \n

    Keep the subject and the verb close together; avoid separating them with words or phrases that could create confusion<\/p>\n

    Place the verb near the beginning of the sentence (and close to the subject)<\/p>\n

    Maintain a high verb\/word ratio in your sentence<\/p>\n

    Prefer active verb constructions over passive ones<\/p>\n

    Avoid \u201cto be\u201d verbs (am, is, are, was, were, being, been, be) whenever possible; choose more descriptive verbs that describe what something does<\/strong><\/em> rather than what it is<\/strong><\/em>.<\/p>\n

    Try to turn nominalizations (abstract nouns that end in –tion<\/em> or –ment<\/em>) back into verbs; move up the verb strength chart seen in Table 2.4.1<\/strong>.<\/p>\n<\/div>\n<\/div>\n

     <\/p>\n

    Use the verb strength chart in Table 2.4.1<\/strong> as a guide to \u201celevate\u201d weaker verbs (or words that are not technically verbs but contain an implied action) to stronger forms. This may require rewriting your sentence entirely.<\/p>\n\n\n\n\n\n\n\n\n\n\n
    TABLE 2.4.1 Verb strength chart<\/caption>\n
    [Skip Table<\/a>]<\/td>\n<\/tr>\n
    Verb Forms<\/strong><\/th>\nVerb Strength<\/strong><\/th>\nExamples<\/strong><\/th>\n<\/tr>\n
    Command\/Imperative<\/td>\n\n

    STRONG<\/strong><\/p>\n

    \"\"<\/p>\n

    WEAK<\/strong><\/p>\n<\/td>\n

    		\n

    Maintain<\/strong> the machine properly!<\/p>\n

    Write<\/strong> the report!<\/p>\n<\/td>\n<\/tr>\n

    Active Indicative*<\/strong><\/p>\n

    (Subject performs the action of the verb)<\/td>\n

    		\n

    He maintains<\/strong> the machine regularly.<\/p>\n

    She writes<\/strong> reports frequently.<\/p>\n<\/td>\n<\/tr>\n

    Active conditional<\/td>\n\n

    She would maintain<\/strong> the machine if<\/strong> he would let her.<\/p>\n

    He would write<\/strong> reports if he had more training.<\/p>\n<\/td>\n<\/tr>\n

    Gerunds ( verb<\/em> -ing)<\/p>\n

    Infinitives (to verb<\/em>)<\/p>\n

    (these do not function as verbs in your sentence; actual verbs are highlighted in yellow<\/span><\/em>)<\/td>\n

    		\n

    Maintaining<\/strong> the machine is<\/span> dirty work.<\/p>\n

    Report writing<\/strong> takes<\/span> skill.<\/p>\n

    It takes<\/span> a lot of time to maintain<\/strong> this machine.<\/p>\n

    To write<\/strong> effectively, one must get<\/span> a sense of the audience.<\/p>\n<\/td>\n<\/tr>\n

    Passive<\/p>\n

    (Subject receives the action of the verb)<\/p>\n

    Passive Conditional<\/p>\n

    Expressing a state of being (is, seems, appears)<\/td>\n

    		\n

    The machine is maintained<\/strong> by him.<\/p>\n

    It would be maintained<\/strong> by her if…<\/p>\n

    The report was written<\/strong> by her.<\/p>\n

    Reports would be written<\/strong> by him if…<\/p>\n

    The report seems fine.<\/td>\n<\/tr>\n

    Nominalizations (verbs turned into abstract nouns)<\/em><\/p>\n

    Participles (nouns or adjectives that used to be verbs<\/em>)<\/td>\n

    		\n

    Machine maintenance<\/strong> is<\/span> dirty work.<\/p>\n

    A well-maintained<\/strong> machine is<\/span> a thing of beauty.<\/p>\n

    Written<\/strong> work must be<\/span> free of errors.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    While you are not likely to use the command form much unless you are writing instructions, the second strongest form, Active Indicative,<\/strong> is the one you want to use most often (say, in about 80% of your sentences). In the indicative form, the subject carries out the action of the verb. This makes the sentence more direct, and often more concise because you are saying “who does what<\/em>” (instead of “what is being done by whom<\/em>“).<\/p>\n

    Part of the skill of using active verbs lies in choosing the verbs that precisely describes the action you want to convey. English speakers have become somewhat lazy in choosing a small selection of verbs most of the time (to<\/em> be, to do, to get, to make, to have, to put<\/em>); as a result, these often-used verbs have come to have so many possible meanings that they are almost meaningless. Try looking up “make” or “have” in the dictionary; you will see page after page of possible meanings! Whenever possible, replace these bland<\/strong> verbs with more precise, descriptive verbs, as indicated in Table 2.4.2<\/strong>. Note that commonly used “signal verbs,” or verbs used to signal a quotation or paraphrase of someone else’s ideas, can also vary in how precise and descriptive they are.\u00a0 Saying “she writes” does not really indicate the purpose for the writing, whereas saying “she claims” suggests she is making an argument, and “she describes” makes her rhetorical purpose more evident.<\/p>\n\n\n\n\n\n\n\n\n\n\n
    TABLE 2.4.2 Bland vs. descriptive verbs<\/caption>\n
    [Skip Table<\/a>]
    \n<\/strong><\/td>\n<\/tr>\n
    Avoid Bland Verbs<\/strong><\/th>\nReplace with Descriptive Verbs<\/strong><\/th>\n<\/tr>\n
    \n

    Signal Verbs:<\/p>\n

    Says
    \nStates
    \nTalks about
    \nDiscusses
    \nWrites<\/p>\n<\/td>\n

    		\n

    Describe the rhetorical purpose behind what the author\/speaker “says”:<\/p>\n

    Explains, clarifies
    \nDescribes, illustrates
    \nClaims, argues, maintains
    \nAsserts, stresses, emphasizes
    \nRecommends, urges, suggests<\/p>\n<\/td>\n<\/tr>\n

    \n

    Is, are, was, were being been<\/p>\n

    Is verb<\/em><\/span>-ing<\/p>\n<\/td>\n

    		\n

    Instead of indicating what or how something “is<\/strong>,” describe what it DOES<\/strong>, by choosing a precise, active verb.<\/p>\n

    Replace progressive form (is ___ing<\/em>) with\u00a0 indicative form<\/p>\n

    She is describing<\/em> \u2192 She describes<\/em><\/p>\n<\/td>\n<\/tr>\n

    \n

    Get, gets<\/p>\n<\/td>\n

    		\n

    Usually too colloquial (or passive); instead you could use more specific verbs such as<\/p>\n

    Become, acquire, obtain, receive, prepare, achieve, earn, contract, catch, understand, appreciate, etc<\/em>.<\/p>\n<\/td>\n<\/tr>\n

    \n

    Do, does<\/p>\n<\/td>\n

    		\n

    Avoid using the emphatic<\/em> tense in formal writing:<\/p>\n

    It does<\/em> work\u00a0\u2192\u00a0 it works<\/strong>.<\/p>\n

    I do <\/em>crack when I see apostrophe errors \u2192 I crack<\/strong> when I see apostrophe errors.<\/p>\n

    Instead:\u00a0 Perform, prepare, complete, etc<\/em>.<\/p>\n<\/td>\n<\/tr>\n

    \n

    Has, have<\/p>\n

    Has to, have to<\/p>\n<\/td>\n

    		This verb has many potential meanings! Try to find a more specific verb than “have\/has” or “has to”:<\/p>\n
      \n
    • She owns<\/strong> a car<\/li>\n
    • They consume\/eat<\/strong> a meal<\/li>\n
    • The product includes<\/strong> many optional features<\/li>\n
    • The process entails<\/strong> several steps<\/li>\n<\/ul>\n

      Instead of “have to” try:\u00a0 must, require, need,<\/strong> etc<\/em>.<\/p>\n<\/td>\n<\/tr>\n

    \n

    Make<\/p>\n<\/td>\n

    		\n

    Build, construct, erect, devise, create, design, manufacture, produce, prepare, earn, etc<\/em>.<\/p>\n

    Make a recommendation \u2192 recommend
    \nMake a promise \u2192 promise
    \nMake a plan \u2192 plan<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    <\/a>For more detailed information on using signal verbs when introducing quotations, see Using Signal Phrases in Ch. 5.4 Synthesizing and Integrating Sources.<\/a><\/p>\n

    \n
    \n

    EXERCISE 2.8<\/strong> Improve the following sentences by elevating the verb and cutting clutter<\/p>\n<\/header>\n

    \n
      \n
    1. Market share is being lost<\/strong> by the company, as is shown<\/strong> in the graph in Figure 3.<\/li>\n
    2. A description<\/strong> of the product is given<\/strong> by the author.<\/li>\n
    3. An investigation<\/strong> of the issue has been conducted <\/strong>by her.<\/li>\n
    4. His task is regional database systems troubleshooting handbook preparation.<\/strong>\u00a0(what word contains the implied action here?)<\/em><\/li>\n
    5. While a recommendation<\/strong> to proceed <\/strong>has been made<\/strong> by the committee, an agreement<\/strong> to increase<\/strong> the budget will have to be approved<\/strong> by the committee. (find the nominalizations and infinitive verb forms, and move them up the scale<\/em>)<\/li>\n<\/ol>\n<\/div>\n<\/div>\n
      \n
      \n

      EXERCISE 2.9<\/strong> Revision Practice<\/p>\n<\/header>\n

      \n

      The following paragraph on The Effects of Energy Drinks<\/strong> does not conform to the 7Cs and contains far too many “to be” verbs. Revise this paragraph so that it has a clear topic sentence, coherent transitions, correct syntax, and concise phrasing. In particular, try to eliminate all “to be” verbs (am, is, are, was, were, being, been, be<\/em>), and rephrase using strong, descriptive, active verbs. The first 7 “to be” verbs are highlighted for you. Try to cut the word count (currently 260 words) by at least 50%<\/p>\n

      Energy Drinks are<\/span> able to be<\/span> consumed in many varied and different ways by people all over the world. Moreover, drinking these energy drinks is<\/span> able to provide people in today\u2019s society with the helpful benefits of increased awareness and energy. Besides, even though there are<\/span> enhancements that may be<\/span> present from drinking an energy drink, the negative side effects are<\/span> posing more of a threat to a person than the energy boost that is<\/span> able to be<\/span> achieved. In a survey that was taken in the United States at an American university, it was reported that fifty one percent of participants were consuming greater than three energy drinks each month in the semester [1]. Looking at this statistic, it can be seen that a majority of students in university are drinking energy a large amount of drinks on a very regular basis. Which can be the cause of some health problems experienced by students. In the same study, it was also shown that energy drinks are capable of helping to increase energy and athletic endurance; for those who drank it. Despite the fact that there are some benefits to be had from drinking energy drinks, there is the problem of the negative side affects that are caused by the drinking of these energy drinks. However, the side affects that were commonly reported in the study are: headaches, and \u201cenergy crashes\u201d (Smith 5). Being a potentially more severe problem than the minor problems of headaches and \u201ccrashes;\u201d there is definitely the possibility of people which are becoming addicted to caffeine.<\/div>\n<\/div>\n<\/div>\n

      Here is the exercise in a Word document for you to download and revise:<\/p>\n

      Revision Exercise – Energy Drinks (.docx)<\/a><\/p>\n

      After trying the exercise, click on the link below to compare your revision to effective revisions of this passage done by other students:<\/p>\n

      Sample Revisions of Exercise 2.7 (.docx)<\/a><\/p>\n

      Table 2.4.3<\/strong> sums up many key style characteristics that you should try to avoid (poor style<\/em>) and style characteristics you should implement (effective style<\/em>) while writing technical documents.<\/p>\n

      \n\n\n\n\n\n\n\n\n\n\n\n\n\n
      TABLE 2.4.3 Key characteristics of effective professional style<\/caption>\n
      Poor Style<\/strong><\/th>\nEffective Style<\/strong><\/th>\n<\/tr>\n
      Low VERB\/WORD ratio per sentence<\/td>\nHigh VERB\/WORD ratio per sentence<\/td>\n<\/tr>\n
      Excessive \u2018is\/are\u2019 verbs or other bland verbs<\/td>\nConcrete, descriptive verbs that convey a clear sense of action<\/td>\n<\/tr>\n
      Excessive passive verb constructions<\/td>\nActive verb constructions<\/td>\n<\/tr>\n
      Abstract or vague nouns<\/td>\nConcrete and specific nouns<\/td>\n<\/tr>\n
      Many prepositional phrases<\/td>\nFew prepositional phrases<\/td>\n<\/tr>\n
      Subject and verb are separated by words or phrases<\/td>\nSubject and verb are close together<\/td>\n<\/tr>\n
      Verb is near the end of the sentence<\/td>\nVerb is near the beginning of the sentence<\/td>\n<\/tr>\n
      Main idea (subject-verb relationship) is difficult to find<\/td>\nMain idea is clear<\/td>\n<\/tr>\n
      Sentence must be read more than once to understand it<\/td>\nMeaning is clear the first time you read it<\/td>\n<\/tr>\n
      Long, rambling sentences<\/td>\nPrecise, specific sentences<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n","protected":false},"author":20,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[49],"contributor":[],"license":[],"class_list":["post-52","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":40,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-json\/pressbooks\/v2\/chapters\/52","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-json\/wp\/v2\/users\/20"}],"version-history":[{"count":12,"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-json\/pressbooks\/v2\/chapters\/52\/revisions"}],"predecessor-version":[{"id":825,"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-json\/pressbooks\/v2\/chapters\/52\/revisions\/825"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-json\/pressbooks\/v2\/parts\/40"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-json\/pressbooks\/v2\/chapters\/52\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-json\/wp\/v2\/media?parent=52"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-json\/pressbooks\/v2\/chapter-type?post=52"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-json\/wp\/v2\/contributor?post=52"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/technicalwriting2ed\/wp-json\/wp\/v2\/license?post=52"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}