This document discusses the proper use of several sets of similar verbs that have different meanings:
- Sit/set, lie/lay, rise/raise - These verbs are related but have distinct definitions and uses.
- Lend/borrow, let/leave - These verbs also have specific meanings that should not be confused.
- Teach/learn - One verb refers to giving instruction while the other means receiving instruction.
The document encourages using more exact verbs beyond "said" when writing, to make descriptions clearer and avoid repetition. It provides an example comparing the overused "said" with more descriptive alternatives like "asked" and "replied".
2. Sit, Set; Lie, Lay; Rise, Raise
Some verbs are related but have
different meanings.
Verb Definition
Sentence
Sit
Set
Lie
Lay
To rest in an upright position
To put or place an object
I sit in the chair.
I set the cup down.
To rest or recline
To put or place an object
I lie on the blanket.
I lay the book on the
shelf.
Rise
Raise
To get up or go up
To move something up, to grow
up, or to increase
We will rise early.
They raise their hands.
Farmers raise corn.
Ed will raise his fee.
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3. lend, borrow; let, leave; teach, learn
Here are three more confusing verbs.
Verb
Definition
Sentence
Lend
Borrow
Let
Leave
To give temporarily
To take temporarily
Will you lend me your boots?
May I borrow them for a hike?
To permit
To go away or
To allow to remain in one place
My brothers let me go with them.
Tomorrow we leave for a camping
trip.
I will leave my camera in the tent.
Teach
Learn
To give instructions
To get instructions
Alice will teach tennis.
Babies learn fast.
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4. Use Exact Verbs
When you write, you use verbs to tell about
actions. Some verbs, such as said, are often
overused. You can avoid repeating said by
choosing other verbs that have similar meanings
and are more exact.
Overused verb:
"Why aren't we having a talent show?" Blake
said.
"That's what I want to know," Heather said.
More exact verb:
"Why aren't we having a talent show?" Blake
asked.
"That's what I want to know," Heather replied.
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