verb driven thesis

Best Active Verbs for Research Papers with Examples

What are active verbs.

Active verbs, often referred to as "action verbs," depict activities, processes, or occurrences. They energize sentences by illustrating direct actions, like "run," "write," or "discover." In contrast, linking verbs connect the subject of a sentence to its complement, offering information about the subject rather than denoting an action. The most common linking verb is the "be" verb (am, is, are, was, were, etc.), which often describes a state of being. While active verbs demonstrate direct activity or motion, linking and "be" verbs serve as bridges, revealing relations or states rather than actions.

While linking verbs are necessary to states facts or show connections between two or more items, subjects, or ideas, active verbs usually have a more specific meaning that can explain these connections and actions with greater accuracy. And they captivate the reader’s attention! (See what I did there?)

Why are active verbs important to use in research papers?

Using active verbs in academic papers enhances clarity and precision, propelling the narrative forward and making your arguments more compelling. Active verbs provide clear agents of action, making your assertions clearer and more vigorous. This dynamism ensures readers grasp the research's core points and its implications.

For example, using an active vs passive voice sentence can create more immediate connection and clarity for the reader. Instead of writing "The experiment was conducted by the team," one could write, "The team conducted the experiment."

Similarly, rather than stating "Results were analyzed," a more direct approach would be "We analyzed the results." Such usage not only shortens sentences but also centers the focus, making the statements about the research more robust and persuasive.

Best Active Verbs for Academic & Research Papers

When writing research papers , choose active verbs that clarify and energize writing: the Introduction section "presents" a hypothesis, the Methods section "describes" your study procedures, the Results section "shows" the findings, and the Discussion section "argues" the wider implications. Active language makes each section more direct and engaging, effectively guiding readers through the study's journey—from initial inquiry to final conclusions—while highlighting the researcher's active role in the scholarly exploration.

Active verbs to introduce a research topic

Using active verbs in the Introduction section of a research paper sets a strong foundation for the study, indicating the actions taken by researchers and the direction of their inquiry.

Stresses a key stance or finding, especially when referring to published literature.

Indicates a thorough investigation into a research topic.

Draws attention to important aspects or details of the study topic you are addressing.

Questions or disputes established theories or beliefs, especially in previous published studies.

Highlights and describes a point of interest or importance.

Inspects or scrutinizes a subject closely.

Sets up the context or background for the study.

Articulates

Clearly expresses an idea or theory. Useful when setting up a research problem statement .

Makes something clear by explaining it in more detail.

Active verbs to describe your study approach

Each of these verbs indicates a specific, targeted action taken by researchers to advance understanding of their study's topic, laying out the groundwork in the Introduction for what the study aims to accomplish and how.

Suggests a theory, idea, or method for consideration.

Investigates

Implies a methodical examination of the subject.

Indicates a careful evaluation or estimation of a concept.

Suggests a definitive or conclusive finding or result.

Indicates the measurement or expression of an element in numerical terms.

Active verbs to describe study methods

The following verbs express a specific action in the methodology of a research study, detailing how researchers execute their investigations and handle data to derive meaningful conclusions.

Implies carrying out a planned process or experiment. Often used to refer to methods in other studies the literature review section .

Suggests putting a plan or technique into action.

Indicates the use of tools, techniques, or information for a specific purpose.

Denotes the determination of the quantity, degree, or capacity of something.

Refers to the systematic gathering of data or samples.

Involves examining data or details methodically to uncover relationships, patterns, or insights.

Active verbs for a hypothesis or problem statement

Each of the following verbs initiates a hypothesis or statement of the problem , indicating different levels of certainty and foundations of reasoning, which the research then aims to explore, support, or refute.

Suggests a hypothesis or a theory based on limited evidence as a starting point for further investigation.

Proposes a statement or hypothesis that is assumed to be true, and from which a conclusion can be drawn.

Attempts to identify

Conveys an explicit effort to identify or isolate a specific element or relationship in the study.

Foretells a future event or outcome based on a theory or observation.

Theorizes or puts forward a consideration about a subject without firm evidence.

Proposes an idea or possibility based on indirect or incomplete evidence.

Active verbs used to interpret and explain study results

In the Discussion section , the findings of your study are interpreted and explained to the reader before moving on to study implications and limitations . These verbs communicate the outcomes of the research in a precise and assertive manner, conveying how the data aligns with the expectations and hypotheses laid out earlier in the paper.

Shows or unveils findings from the data.

Demonstrates

Clearly shows the result of an experiment or study, often implying evidence of a cause-and-effect relationship.

Illustrates

Shows or presentes a particular result or trend.

Provides evidence in favor of a theory or hypothesis.

Establishes the truth or validity of an anticipated outcome or theory.

Visually presents data, often implying the use of figures or tables.

Active verbs to discuss study implications

In the discussion of study implications, these verbs help to weave the results into a broader context, suggesting relevance, highlighting importance, and pointing out potential consequences within the respective field of research.

Proposes a possible interpretation or implication without making a definitive statement.

Points to broader consequences or significances hinted at by the results.

Indicates a logical consequence or a meaning that is not explicitly stated.

Strengthens the validity or importance of a concept or finding.

Emphasizes certain findings and their broader ramifications.

Underscores

Underlines or emphasizes the significance or seriousness of an implication.

Active verbs to discuss study limitations

Discussing study limitations with these verbs allows researchers to maintain transparency about their study's weaknesses, thus providing a clearer picture of the context and reliability of the research findings.

Acknowledges

Recognizes the existence of potential weaknesses or restrictions in the study.

Directly confronts a specific limitation and often discusses ways it has been mitigated.

Makes an observation of a limitation that could affect the interpretation of the results.

Reflects on or thinks about a limitation in the context of the study's impact or scope.

Points out and describes a specific limitation.

Makes known or reveals a limitation that could have an effect on the study's conclusions.

Active verbs for the Conclusion section

In the Conclusion section , these verbs are pivotal in crystallizing the core findings, implications, and the future trajectory of research initiated by the study.

Signifies drawing a final inference or judgement based on the results.

Provides a brief statement of the main points of the research findings.

States positively or asserts the validity of the findings.

Advises on a course of action based on the results obtained.

Highlights the importance or significance of the research outcomes.

Use an AI Grammar Checker to Correct Your Research Verbs

While lists like these will certainly help you improve your writing in any academic paper, it can still be a good idea to revise your paper using an AI writing assistant during the drafting process, and with professional editing services before submitting your work to journals.

Wordvice’s AI Proofreading Tool , AI Paraphrasing Tool , AI Summarizer , and AI Translator are ideal for enhancing your academic papers. And with our professional editing services, including academic proofreading and paper editing services, you get high-quality English editing from experts in your paper’s subject area.

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Baruch College Writing Center

Useful Language for Thesis Statements

This resource highlights language that frequently appears in argumentative writing. It is designed to draw your attention to common linguistic forms in thesis statements.

Using this resource

We recommend reading this list twice:

• The first time you read, focus on the language itself. What verbs (like illustrates, demonstrates, shows ) make for strong claims? What dependent clauses (like In this passage ) introduce the sentences? Where have you seen phrases like these before? In what genre of essay would you expect to see the phrase (in literary analysis or a policy paper)?
• The second time you read, focus on the conceptual relationships. Note that many introduce their evidence— Based on X, or Through examination of Y —before making a claim. Which phrases emphasize differences or similarities? Which phrases introduce complication?

Once you’ve read through, try using these phrases in your own writing.

Basic sentence structures:

Identifying something significant to analyze:.

In this play, the character of Joseph s ymbolizes … This passage illustrates the importance of… The author sheds light on the crucial point of… The text highlights the difference between… In both [text 1] and [text 2], the authors demonstrate how…

Affirming what you believe:

From my perspective, the idea that… In my view, the author… I strongly agree with the argument that… I disagree with the notion that…

Challenging an author’s argument:

The article fails to address… The author overlooks… The argument lacks clear evidence about… The author’s point is questionable in that it…

Complex sentence structures:

Linking key background information or evidence to your claim:.

Keywords: Based on, As, Through, In + (verb)-ing Based on the facts concerning the “Molotov” case study, it is apparent that… Based on the analysis of the “Molotov” case study, I believe that… In examining the controversy surrounding artists’ rights , [author’s name] demonstrates… Through the examination of Molotov Man, [author’s name] identifies… Considering the debate over the reproduction of images , it is clear that copyright law fails to… In light of the Molotov Man controversy, it is useful to reconsider/re-examine… As this case demonstrates, it is important to…

Expressing a less obvious claim by challenging commonly held beliefs:

Keywords: While, Although, Though While it is true that _______________, the more significant problem with X is… Although it may seem that _______________, the more significant issue relates to… Though X seems to suggest that _______________, a crucial part of this debate involves… While I acknowledge that _______________, it is necessary to take into account the fact that.. While Garnett makes a strong case for the reproduction of Molotov Man , she fails to address the deeper problem of…

Emphasizing an important similarity:

• While it may seem that A and B have little in common apart from ________________, they actually share ________________.
• Despite many clear differences, both A and B ______________________________.
• While it may seem that Democrats and Republicans disagree fundamentally on how the U.S. should be run, the fact that both parties supported the Defense Authorization Act—permitting the indefinite detention of American citizens on U.S. soil— suggests they share a core set of beliefs about government power.
• Despite the schools’ different curricula, both serve the same overarching mission …

Emphasizing an important difference:

• Although A and B share ________________, they significantly differ in that ______________________________.
• A and B appear to have many commonalities, but depart from one another when ______________________________.
• While T-Mobile and Verizon may appear to have similar marketing strategies, they target their audiences differently : T-Mobile caters to a niche audience of young people who live in cities, while Verizon emphasizes their nationwide coverage.
• Although Keats’ “Ode on a Grecian Urn” and Rilke’s “Archaic Torso of Apollo” are both ekphrastic poems about ancient Greek artifacts, they offer very different perspectives on antiquity…

Providing reasons for your claim:

Keywords: Due to, Because of Due to unfair restrictions imposed by copyright law, artists struggle to Due to the fact that copyright law imposes unfair restrictions, artists struggle to… Because they put aesthetic effect before historical context, artists often misrepresent historical events in their images. Artists often misrepresent historical events in their images because they… Given the fact that American soldiers cannot refuse to be photographed in combat , we recommend…

Providing multiple reasons for your claim:

Keywords: Both, Due to, Among the reasons, Not only Both _______ and _______ offer evidence for / explain why… Due to both [reason 1] and [reason 2], I consider… Not only does [reason 1] contribute to the problem of the reproduction of images , but so does [reason 2]. The emotional appeal of the painting together with the omission of any signs of war conveys a sense of…

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Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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How to Use Verbs Effectively in Your Research Paper

• Writing Research Papers
• Writing Essays
• English Grammar
• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

When you conduct a research project, one part of your job is to assert your own original thesis with an effective argument . There are a few ways to enhance your research paper so it sounds more impressive. One method to sound convincing as an authority is to elevate your vocabulary by using strong verbs.

Remember, verbs are action words . The verbs you select for your writing should represent a specific action . This means you should avoid generic verbs to keep your writing interesting and sharp. Your goal is to keep teacher or audience interested.

Try to avoid these less exciting verbs:

How to Choose Your Verbs

No matter what your grade level, you must do your best to come across as an authority on your topic. Think about the noticeable difference in these statements:

• I saw more mold on one piece of bread.
• I observed a distinct difference between the two pieces of bread. Most importantly, one piece of bread displayed a greater density of mold.

The second statement sounds more mature, because we replaced "saw" with "observed" and "had" with "displayed." In fact, the verb "observe " is more accurate. When carrying out a scientific experiment, after all, you use more than mere eyesight to scrutinize your results. You may smell, hear, or feel some results, and those are all part of observing.

Now consider these statements when writing a history essay:

• Historian Robert Dulvany says there were three main causes for the war.
• Historian Robert Dulvany asserted that three events prompted the war.

The second phrase sounds more authoritative and direct. And it's the verbs that make all the difference.

Also, make sure to use active rather than passive structure with your verbs. Active verbs make your writing clearer and more engaging. Review these statements:

• T he war on terror was launched by the United States.
• The United States launched the war on terror. 

The subject-verb construction is a more active and powerful statement.

How to Sound Like an Authority

Each discipline (like history, science or literature) has a distinct tone with certain verbs that appear frequently. As you read over your sources, observe the tone and language. 

While reviewing the first draft of your research paper, conduct an inventory of your verbs. Are they tired and weak or strong and effective? This list of verbs provides suggestions to make your research paper sound more authoritative.

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Tips and Examples for Writing Thesis Statements

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Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

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Dissertations / Theses on the topic 'Verb phrases'

Create a spot-on reference in apa, mla, chicago, harvard, and other styles.

Consult the top 50 dissertations / theses for your research on the topic 'Verb phrases.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

Hewlett, Daniel Krishnan. "A Framework for Recognizing and Executing Verb Phrases." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/203490.

Ritter, Elizabeth Ann. "A case study in the syntax of agreement : Hebrew noun phrases and Benoni verb phrases." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/14452.

Nicol, Janet L., Andrew Barss, and Jason E. Barker. "Minimal Interference from Possessor Phrases in the Production of Subject-Verb Agreement." FRONTIERS MEDIA SA, 2016. http://hdl.handle.net/10150/615107.

Thomas, Patricia C. "Orientation in multiple lexical terms and verb phrases : a model for special language combinants." Thesis, University of Surrey, 1995. http://epubs.surrey.ac.uk/844287/.

Izumi, Tomoko. "Normalization and Similarity Recognition of Complex Predicate Phrases Based on Linguistically-Motivated Evidence." 京都大学 (Kyoto University), 2014. http://hdl.handle.net/2433/185200.

MacDonald, Jonathan Robert. "Discourse features in deontic verb phrases as an indicator of Omani attitude towards academic authority." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/79620/.

Kashiwagi, Kazuko. "Early adolescent learners’ noticing of language structures through the accumulation of formulaic sequences: Focusing on increasing the procedural knowledge of verb phrases." Kyoto University, 2019. http://hdl.handle.net/2433/242743.

Maseko, Julia Refilwe. "Copulative verbs in Northern Sotho :a morphosemantic study." Thesis, University of Limpopo, 2005. http://hdl.handle.net/10386/2050.

Wong, Kwong-cheong, and 黃廣昌. "Serial verb constructions in Cantonese and Dagaare: a head-driven phrase structure grammar analysis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36934057.

Martinez, Blasco Iván. "Etude, analyse contrastive et traduction espagnol-français des constructions à verbe support." Thesis, Paris 13, 2014. http://www.theses.fr/2014PA131026.

Stewart, Osamuyimen Thompson. "The serial verb construction parameter." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0021/NQ44600.pdf.

Stutzman, Verna. "A study of the Lou verb phrase." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24285.pdf.

No, Yongkyoon. "Case Alternations on Verb-Phrase International Arguments." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392646096.

No, Yongkyoon. "Case alternations on verb-phrase internal arguments /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759055157541.

Chau, Ching-yi, and 周靜儀. "A study on serial verb constructions in the modern Chinese language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43959830.

Fung, So-hing Sandra, and 馮素卿. "The emergence of serial verb constructions in child Cantonese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47869975.

Lam, Shi-ching Olivia, and 林思騁. "Aspects of the Cantonese verb phrase: order and rank." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29966814.

Marten, Lutz. "Syntactic and semantic underspecification in the verb phrase." Thesis, SOAS, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313787.

Miyamoto, Tadao. "The light verb construction in Japanese, the role of the verbal noun." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ32719.pdf.

Åkerhage, Jessica. "Complete vs Abridged: A Readability Study of Charlotte Brontë's Jane Eyre ." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-2787.

Pan, Yanhong, and 潘艳红. "On the verb phrase in Qinzhou Zhuang: an LFG analysis of serial verb constructions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43703975.

Pan, Yanhong. "On the verb phrase in Qinzhou Zhuang an LFG analysis of serial verb constructions /." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B43703975.

Mazaherylaghab, Hamzeh [Verfasser], and Christian [Akademischer Betreuer] Mair. "Iranian learner English : a corpus-based study of phrasal verb usage = Der englische persischsprachige Lerner : korpusgestützte Untersuchungen zum Gebrauch der englischen "phrasal verbs"." Freiburg : Universität, 2015. http://d-nb.info/1114887579/34.

Štrėmaitė, Monika. "Idiomatic english phrasal verbs." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110802_145100-61663.

Kovitz, David Immanuel. "Looking into phrasal verbs." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2362.

Benmakrouha, F. "Exploiting semantic parallels between the noun phrase and the verb phrase : a study in pedagogical grammar." Thesis, University of Edinburgh, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.641523.

Abd, Halim Hasliza. "Restricted Verb Phrase Collocations in Standard and Learner Malaysian English." Thesis, University of Canterbury. Linguistics, 2014. http://hdl.handle.net/10092/10362.

Tatjana, Milicev. "Syntax and information structure of the Old English Verb Phrase." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. https://www.cris.uns.ac.rs/record.jsf?recordId=100340&source=NDLTD&language=en.

Gábor, Kata. "Computational syntax of Hungarian : from phrase chunking to verb subcategorization." Thesis, Besançon, 2012. http://www.theses.fr/2012BESA1020/document.

Zhang, Bin. "Serial verb constructions or verb compounds? : a prototype approach to resultative verb constructions in Mandarin Chinese." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/762995.

Ndungu, Francis Gitonga. "Vers l'acquisition de la morphosyntaxe du français chez les lycéens nairobiens : perspectives sociolinguistiques et didactiques." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0271.

Pierce, Robert D. "Phrasal verbs in academic lectures." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4140.

Nielsen, Leif Arda. "A corpus-based study of verb phrase ellipsis identification and resolution." Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424330.

Hu, Yang. "Acquisition of English verb-prepositional phrase and verb-particle constructions by native speakers of Mandarin and Spanish." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502176.

Molina, Villegas Alejandro. "Compression automatique de phrases : une étude vers la génération de résumés." Phd thesis, Université d'Avignon, 2013. http://tel.archives-ouvertes.fr/tel-00998924.

Armstrong, K. "Aspectuality, telicity and the phrasal verb construction in English." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596151.

Matsuoka, Mikinari. "Linking arguments to phrase structure : a study of passives, psych verbs, and ditransitive verbs in Japanese." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38231.

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Garnier, Mélodie. "English phrasal verbs : usage, knowledge, acquisition." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38662/.

Cromières, Fabien. "Vers un plus grand lien entre alignement, segmentation et structure des phrases." Grenoble, 2010. http://www.theses.fr/2010GRENM001.

Goldberg, Lotus Madelyn. "Verb-stranding VP ellipsis : a cross-linguistic study." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=50177.

Marruche, Vanessa de Sales. "Uma análise do verbo poder do português brasileiro à luz da HPSG e do léxico gerativo." Universidade Federal do Amazonas, 2012. http://tede.ufam.edu.br/handle/tede/2375.

ALTURKI, Fadwi Waleed. "LEXICAL KNOWLEDGE OF VERB-PARTICLE BY SAUDI ENGLISH LEARNERS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1609.

Brady, Brock. "The function of phrasal verbs and their lexical counterparts in technical manuals." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4181.

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Wong, Kwong-cheong. "Serial verb constructions in Cantonese and Dagaare a head-driven phrase structure grammar analysis /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36934057.

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Chor, Oi-wan Winnie, and 左靄雲. "A semantic and pragmatic analysis of verbal particles in Cantonese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B2914744X.

Labanauskaitė, Alina. "English Deverbal Causative Phrasal Verbs with the Postverb OUT." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100902_232430-07952.

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The Verb "Drive" in English

Conjugation of "to drive", the five forms of "to drive", "to drive" in all the tenses, past tenses, present tenses, future tenses, most common irregular verbs.

• the verb "to be"
• the verb "to have"
• see , say , go , come , know , get , give , become , find , and think

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