Grammar Review: Reporting Verbs + Tenses

David Sotir

Higher Education Language & Presentation Support

Present Simple

• I get up at 6.00 every morning to get to uni. • The Present Simple is used to talk about routines or

habits. • The train for Central leaves at 6.00 on Monday.

• The Present Simple is used to talk about future events on a timetable or programme of events. This use is sometimes called the ‘timetable future’.

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Present Continuous

• I am meeting my tutor at 3.30 on Friday. • The Present Continuous is used to talk about

definite future events. This is sometimes called the ‘diary future’. The time reference is given or understood.

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…going to…

• I am going to enrol in MBA. • This is used to express an intention or plan. The

decision was made before the moment of speaking. It was not a definite arrangement.

• A: Everyone is so quiet in class. B: Mmm. The tutor is going to have a hard time. • This is used to make a prediction about the future,

based on evidence in the present.

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Future Simple

• A: There are no trains today. • B: OK. I will take a bus to uni.

• The Future Simple is used to express a decision made at the moment of speaking, i.e. it is a spontaneous decision.

• I will be 43 in April. • The Future Simple is used to talk about inevitable

future events, i.e. things in the future that cannot be changed.

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Future Continuous

• I will be attending a lecture at 8.00. • The Future Continuous is used to talk about an

activity in progress at a future point in time. It is used in the same way as the Past Continuous and the Present Continuous, but refers to the future.

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Future Perfect Simple

• I will have finished my assignment by Friday. • The Future Perfect Simple is used to talk about an

action that will be completed at or before a specified time (in the future). It is often used with the word by.

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Future Perfect Continuous

• I will have been studying here for 2 years by the end of June. • The Future Perfect Continuous is used to talk

about the duration of an activity that started in the past and extends to a future point in time. It is often used with the word by.

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Past Simple

• I chatted with my tutor on Skype last night. • The Past Simple is used to talk about things that

happened in the past, are finished and have no connection with the present. We usually know when the action happened.

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Present Perfect Simple

• Have you seen Joe this morning? • The Present Perfect Simple is used to talk about things

that have happened in an unfinished period of time that includes the present. It is used with expressions like this morning, this week, this month, this year.

• Compare: Did you see Joe this morning? • She has studied here for 3 years.

• The Present Perfect Simple is used to talk about the duration of an action that started in the past and continues up to and includes the present. It is often used with for and since.

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Present Perfect Simple

• Oh, you have completed your assignment. • The Present Perfect Simple is used to talk about

the present result of an action completed at an unspecified time in the past.

• He has travelled all around Australia. • The Present Perfect Simple is used to talk about

experiences people have had at some time in their lives. When it happened is not specified.

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Present Perfect Continuous

• He has been working on his assignment since 8.00. • The Present Perfect Continuous is used to talk

about the duration of an activity that started in the past and continues up to and includes the present.

• He has been working on his assignment. He is exhausted. • The Present Perfect Continuous is used to talk

about the result of a recently stopped activity. The result of the activity is evident in the present.

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Past Continuous

• I was doing my assignment at 8.00. • The Past Continuous is used to talk about an

action that was in progress at a past point in time. • I was doing my assignment when the phone

rang. • The Past Continuous is used to talk about an

activity that was in progress and interrupted by a single complete action in the past. It is made with the Past Continuous, the Past Simple and the words when or while.

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Past Perfect

• The tute had finished when he arrived. • The Past Perfect is used to talk about two actions

in the past and to make clear the sequence of events. It shows that one action happened before the other.

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Past Perfect Continuous

• They had been researching in the library for 2 hours when the siren went off. • The Past Perfect Continuous is used to talk about

the duration of an activity that continued up to a specified point in time in the past. The words for and since are used to talk about the duration of the activity. The word when is often used to introduce the past time reference.

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Past Perfect Continuous

• I got home last night and the place was a mess. My flatmates had been partying. • The Past Perfect Continuous is used to talk about

the result of a past activity that stopped before a point in time in the past. The result of the activity is evident at this past point in time.

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Zero Conditional

• If you press this button, the trash is gone forever. • Zero Conditional is used to express a general rule

or scientific fact that is always true.

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First Conditional

• If it rains, I will not go to uni. • The First Conditional is used to talk about a

situation that we see as possible in the future. It is called the ‘possible conditional’. It can be used to express a variety of functions, e.g. an offer, a threat, a warning, a consequence.

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Second Conditional

• If I won a lot of money, I would quit uni and travel around the world.

• If I were you, I would stop worrying about the assignment. • The Second Conditional is used to talk about a

situation that we see as either improbable or unreal. It is called the ‘improbable conditional’. It can be used to give advice, make offers, and talk about a variety of hypothetical situations.

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Third Conditional

• If I had studied harder, I would have passed the exam. • The Third Conditional is used to speculate about

the consequences of something that did not happen in the past. It is called the ‘impossible conditional’. It can be used to express regret or relief.

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Reporting verbs

Reporting verbs are used with: • quotes • paraphrases • summaries • (author prominent writing and citation)

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Considerations

Choosing the ‘right’ reporting verb depends on: • what the author is doing • the extent to which you agree with the author • the significance the author has placed on the

information • the way the reporting verb fits together with

other words in a sentence

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What the author is doing

ARGUE: verbs concerned with writing or saying • argue, suggest, propose, point out, observe,

explain, conclude, claim, state THINK: verbs concerned with thinking, knowing, understanding • think, believe, assume, feel, hold, hope

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What the author is doing

SHOW: verbs concerned with indicating a fact or situation • show, demonstrate, reveal, indicate, confirm,

imply FIND: verbs concerned with the research process • find, discover, observe, establish, identify, infer

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Agreement with author

You can indicate, through a choice of reporting verbs, your viewpoint: • a belief that the information is correct • a neutral attitude towards the veracity of the

information • a belief that the information is incorrect

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Agreement with author

Correct: • acknowledge, define, demonstrate, explain,

identify, observe, outline, show, throw light on

Neutral: • add, argue, claim, clarify, conclude, describe,

express, feel, find, indicate, inform, present, propose, remark, remind, report, state, use

Incorrect: • allege, confuse, disregard, ignore

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Agreement with author

Stein-Parbury (2000) defines listening as the ability to hear, understand, and appreciate a patient’s experience. De Cieri et al. (2003) clarify the role of human resources in terms of a company’s 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.

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Agreement with author

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. Lygon (2001) ignores conflicting data in his review of the literature, thereby compromising the credibility of his research in the field.

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Significance of information

It is possible to indicate whether the author is positive or negative in their attitude to the content of the information. Positive • accept, advise, affirm, agree, applaud, assert,

concur, insist, maintain, note, praise, point out, posit, recommend, remark, stress, subscribe to, suggest, support, think, urge

Negative/uncertain: • attack, challenge, disagree, dismiss, dispute, doubt,

mistrust, oppose, question, reject, suspect, warn

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Significance of information

The author is very assertive/certain • argue, challenge, claim, insist, refute, reject The author is tentative • propose, speculate, suggest

The author believes the information is very important • contend, emphasise, stress The author believes the information is of lesser importance • mention, note, say

The author is offering advice to the reader • caution, recommend, warn, urge

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Taib (2003) and Patridge (2003) concur that the most effective way of improving second language proficiency is through social and linguistic immersion in a country’s 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 the 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.

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Beaumont (1998) challenges many long-held beliefs amongst the medical fraternity about mind-body-spirit connections. 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. Kennedy (1998) questions the claims made in Beaumont’s paper (1998) on the role of meditation amongst sufferers of post-traumatic stress.

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How it fits in the sentence

Mostly in the present tense • ARGUE (concerned with writing or saying),

THINK (concerned with thinking, knowing and understanding) and SHOW (concerned with indicating a fact/situation) verbs

Occasionally in the present perfect tense • ARGUE, FIND and SHOW verbs

Mostly in the past tense • FIND (concerned with the research process)

verbs

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Verbs followed by a preposition UTS:HELPS 35

Verbs followed by a noun or ‘ing’ form UTS:HELPS 36

Verbs followed by ‘that’ UTS:HELPS 37

References

Centre for Learning and Professional Development 2010, Reporting verbs, University of Adelaide. Craven, E. n.d., Which reporting verb should I use?, ELSSA Centre, University of Technology, Sydney. Office of Student Success 2010, Reporting verbs, Australian Catholic University. Workman, G. 2008, Concept questions and time lines, Gem Publishing.

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Location: CB01.03.08 Telephone: 9514 9733 Email: helps@uts.edu.au Website: www.helps.uts.edu.au

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