Reporting Verbs For Quotes

In my heart, I knew that Whorf was right. I knew I thought differently in Turkish and English - not because thought and language were the same, but because different languages forced you to think about different things. Turkish, for example, had a suffix, -mis, that you put on verbs to report anything you didn't witness personally. You were always stating your degree of subjectivity. You were always thinking about it, every time you opened your mouth. The suffix -mis had not exact English equivalent. It could be translated as "it seems" or "I heard" or "apparently." I associated it with Dilek, my cousin on my father's side - tiny, skinny, dark-complexioned Dilek, who was my age but so much smaller. "You complained-mis to your mother," Dilek would tell me in her quiet, precise voice. "The dog scared-mis you." "You told-mis your parents that if Aunt Hulya came to America, she could live in your garage." When you heard -mis, you knew that you had been invoked in your absence - not just you but your hypocrisy, cowardice, and lack of generosity. Every time I heard -mis, I felt caught out. I was scared of the dogs. I did complain to my mother, often. The -mis tense was one of the things I complained to my mother about. My mother thought it was funny.

Write like you speak with the 'rhythms of human speech,' as William Zinsser said, and in as few words as possible. Use action verbs to carry water.

First off, calibrated questions avoid verbs or words like “can,” “is,” “are,” “do,” or “does.” These are closed-ended questions that can be answered with a simple “yes” or a “no.” Instead, they start with a list of words people know as reporter’s questions: “who,” “what,” “when,” “where,” “why,” and “how.” Those words inspire your counterpart to think and then speak expansively.

The best way to calibrate a question is to avoid verbs or words that illicit a yes-no answer, like "can" or "does".   Instead,  use reporter question words like "how " and "what"  for open-ended responses, but be very careful of "why" because it often leads to defensiveness.

Hope is a verb with its sleeves rolled up,” David Orr, a leading environmental thinker, famously said back in 2008 in a conversation reported in the Earth Island Journal.17

Turkish, for example, had a suffix, -miş, that you put on verbs to report anything you didn’t witness personally. You were always stating your degree of subjectivity. You were always thinking about it, every time you opened your mouth.

Laundry Sandra’s birthday cake Accounts receivable report Car tires Breakfast with parents Notice how the tasks lack emotional and motivational power. We can fix that by adding verbs to them: Start a load of laundry Buy a cake for Sandra’s birthday Finish the accounts receivable report Check the pressure in my car’s tires Call parents to plan breakfast date Notice how the verbs (start, buy, finish, check, and call) tell us exactly what to do. There’s no ambiguity. You don’t have to guess at the type of activity the task involves.

Having studied workplace leadership styles since the 1970s, Kets de Vries confirmed that language is a critical clue when determining if a company has become too cultish for comfort. Red flags should rise when there are too many pep talks, slogans, singsongs, code words, and too much meaningless corporate jargon, he said. Most of us have encountered some dialect of hollow workplace gibberish. Corporate BS generators are easy to find on the web (and fun to play with), churning out phrases like “rapidiously orchestrating market-driven deliverables” and “progressively cloudifying world-class human capital.” At my old fashion magazine job, employees were always throwing around woo-woo metaphors like “synergy” (the state of being on the same page), “move the needle” (make noticeable progress), and “mindshare” (something having to do with a brand’s popularity? I’m still not sure). My old boss especially loved when everyone needlessly transformed nouns into transitive verbs and vice versa—“whiteboard” to “whiteboarding,” “sunset” to “sunsetting,” the verb “ask” to the noun “ask.” People did it even when it was obvious they didn’t know quite what they were saying or why. Naturally, I was always creeped out by this conformism and enjoyed parodying it in my free time. In her memoir Uncanny Valley, tech reporter Anna Wiener christened all forms of corporate vernacular “garbage language.” Garbage language has been around since long before Silicon Valley, though its themes have changed with the times. In the 1980s, it reeked of the stock exchange: “buy-in,” “leverage,” “volatility.” The ’90s brought computer imagery: “bandwidth,” “ping me,” “let’s take this offline.” In the twenty-first century, with start-up culture and the dissolution of work-life separation (the Google ball pits and in-office massage therapists) in combination with movements toward “transparency” and “inclusion,” we got mystical, politically correct, self-empowerment language: “holistic,” “actualize,” “alignment.

As for the apostles, Luke tells us, once they had returned from their mission, they told him “all that they had done” (9:10a). One would like to have a record of this—and not least an account of what was said by Judas. Yet the verb Luke uses here is diēgēsanto (“they recounted”), a verbal form of the noun Luke uses to describe the genre in which he himself has written (diēgēsis), further strengthening our sense of his Gospel as a gathering of oral reports from participants or eyewitnesses.

the Man with the Muckrake, the man who could look no way but downward with muckrake in his hand; who was offered a celestial crown for his muckrake but who would neither look up nor regard the crown he was offered but continued to rake to himself the filth of the floor. Roosevelt’s subsequent remarks about “a certain magazine” that he had just read “with great indignation” could not be reported, due to the Gridiron’s tradition of confidentiality. He spoke for nearly three quarters of an hour over a white, twelve-foot model of the Capitol, glowing with internal lights. According to one member of the audience, he “sizzled” with moral disdain. Since his listeners represented all of official Washington, and since The Cosmopolitan had just published another installment of “The Treason of the Senate,” it was not long before the Man with the Muckrake was identified as David Graham Phillips. Nor was it long before the Man became plural—denoting all writers of Phillips’s type—and the noun a verb, as in muckrakers, muckraking, to muckrake. A new buzzword was born. Ray Stannard Baker reacted to it as if stung. Opprobrium cast on all investigative journalists, he wrote Roosevelt, might discourage the honest ones, leaving the field to “outright ranters and inciters.” Roosevelt’s reply indicated a determination to give the Gridiron speech again, in some more public forum. “People so persistently misunderstand what I said that I want to have it reported in full.

off a direct address with commas. Examples Gentlemen, keep your seats. Car fifty-four, where are you? Not now, Eleanor, I’m busy. 8. Use commas to set off items in addresses and dates. Examples The sheriff followed me from Austin, Texas, to question me about my uncle. He found me on February 2, 1978, when I stopped in Fairbanks, Alaska, to buy sunscreen. 9. Use commas to set off a degree or title following a name. Examples John Dough, M.D., was audited when he reported only $5.68 in taxable income last year. The Neanderthal Award went to Samuel Lyle, Ph.D. 10. Use commas to set off dialogue from the speaker. Examples Alexander announced, “I don’t think I want a second helping of possum.” “Eat hearty,” said Marie, “because this is the last of the food.” Note that you do not use a comma before an indirect quotation or before titles in quotation marks following the verbs “read,” “sang,” or “wrote.” Incorrect Bruce said, that cockroaches have portions of their brains scattered throughout their bodies. Correct Bruce said that cockroaches have portions of their brains scattered throughout their bodies. Incorrect One panel member read, “Aunt Jennifer’s Tigers,” and the other sang, “Song for My Father.” Correct One panel member read “Aunt Jennifer’s Tigers,” and the other sang “Song for My Father.” 11. Use commas to set off “yes,” “no,” “well,” and other weak exclamations. Examples Yes, I am in the cat condo business. No, all the units with decks are sold. Well, perhaps one with a pool will do. 12. Set off interrupters or parenthetical elements appearing in the middle of a sentence. A parenthetical element is additional information placed as explanation or comment within an already complete sentence. This element may be a word (such as “certainly” or “fortunately”), a phrase (“for example” or “in fact”), or a clause (“I believe” or “you know”). The word, phrase, or clause is parenthetical if the sentence parts before and after it fit together and make sense.

Still, most fathers would want to see their child happily settled.” “Yes, indeed. He would be one of the first to wish me well … but…” “But?” “Change is not his ally. Father doesn’t realize it, of course, but he falls into a decline whenever there is the slightest deviation of his routine. He leans on it most heavily and would tumble if the prop disappeared. Even my summer away will be detrimental to his well-being.” “Indeed?” “Yes, indeed, most heartily. I have reports that he has not been eating as he should. Needs my cajoling, I suspect.” “Still, your papa would not want to see you sacrifice your happiness for his.” “No more than I would want to sacrifice his happiness for mine.” “Dear me, that is quite the quandary.” “Yes, quite.” “He might be more adaptable than you think.” Juliana held up her hand to stop his continuing protest. “Do not believe it is in any way a hardship on my part. I have other interests that keep me well occupied.” She could safely allude to her research without actually tipping her hand. “Such as watercolor and arranging flowers.” “Not to mention walking around with a tome on my head.” “Yes, I can see how that would keep you busy.” He paused and glanced at her bonnet, as if the imaginary book were sitting on it. “Would you read said tome?” “Of course, especially if were something truly fascinating like Latin verbs.” “Or how to grow grass.” “Exactly.” Juliana laughed, quite enjoying herself.

Paul admitted to knowing fear, but it never stopped him. “I came to you in weakness and fear, and with much trembling,” he reported in 1 Corinthians 2:3, but the verb is came. He did not stay home out of fear for the journey.

Past subjunctive forms are used when reporting: May/might as well can be translated using the verb poder. When the speaker expresses advice in a mild way (that is, the advice is not emphasized or insisted on), por las mismas can be added (usually preceding the verb poder):

a vast majority of employers now Google your name—yes, Google has become both noun and verb—before they’ll consider hiring you. There’s your new resume, using the word resume loosely. Bye, bye, control. Statistics are hard to come by, and they tend to be all over the map. Some are from very old surveys or very limited surveys (such as 100 employers). What we know for sure is that somewhere between 35% and 70% of employers now report that they have rejected applicants on the basis of what they found through Google. Things that can get you rejected: bad grammar or gross misspelling on your Facebook or LinkedIn profile; anything indicating you lied on your resume; any badmouthing of previous employers; any signs of racism, prejudice, or screwy opinions about stuff; anything indicating alcohol or drug abuse; and any—to put it delicately—inappropriate content, etc.

say   v. (says; past and past part.said) 1 [reporting verb] utter words so as to convey information, an opinion, a feeling or intention, or an instruction: [with direct speech] “Thank you,” he said | [with clause] he said the fund stood at $100,000 | [trans.] our parents wouldn't believe a word we said | [with infinitive] he said to come early.    (of a text or a symbolic representation) convey specified information or instructions: [with clause] the law says such behavior is an offense.  [trans.] enable a listener or reader to learn or understand something by conveying or revealing (information or ideas): I don't want to say too much | FIGURATIVEthe movie's title says it all.  [trans.] (of a clock or watch) indicate (a specified time): the clock says ten past two.  (be said) be asserted or reported (often used to avoid committing the speaker or writer to the truth of the assertion): [with infinitive] they were said to be training freedom fighters | [with clause] it is said that she lived to be over a hundred.  [trans.] (say something for) present a consideration in favor of or excusing (someone or something): all I can say for him is that he's

Difficulties of technical translation: features, problems, rules Technical translation is one of the most important areas of written translation in modern translation practice. Like the interpretation technique, it has its own characteristics and requirements. The need for this type of work is due to economic and scientific and technical progress, as well as the development of international relations. Thanks to technical translation, people share experience, knowledge and developments in various fields. What are the features of this type of translation? What pitfalls can be encountered on the translator's path? You will learn about this and much more from our article. ________________________________________ Technical translation is one of the most difficult types of legal translation. This is due to the large number of requirements for such work. Technical translation includes all scientific and technical texts, documents, instructions, reports, reference books and dictionaries. The texts of this plan contain a lot of specific terminology, which is the main difficulty of technical translation. A term is a word or a combination of words that accurately names a phenomenon, subject or scientific concept, revealing its meaning as much as possible. The most common technical texts in the following areas: • engineering; • defense; • physics and mathematics; • aircraft construction; • oil industry; • shipbuilding, etc. The main feature of technical translation is the requirement for its high accuracy (equivalence). The task of the translator is to convey information as close as possible to the original. Otherwise, distortions may appear in the text, leading to a misunderstanding of important information. Vocabulary selection is carried out carefully and carefully. The construction of phrases should be logical and meaningful. Other technical translation requirements include adequacy and informativeness. It is equally important to maintain the style of such texts. This includes not only vocabulary, but also the grammatical structure of the text, as well as the way the material is presented. Most often, this is a formal and logical style. Unlike artistic translation, where the main task is to convey the content, and the translator can use his imagination, include fancy turns and various figures of speech, the presence of emotionality and subjectivity is unacceptable in technical translation. Let's consider the peculiarities of technical translation in English. According to the well-known linguist and translator Y. Y. Retsker, English technical literature is characterized by the predominant use of complex or complex sentences, which include adjectives, nouns, as well as impersonal forms of verbs (infinitives, gerundial inflections, etc.). Passive constructions are also often found. In this direction, it is permissible to use only generally accepted grammatical structures. Another feature of such texts may be the absence of a predicate or subject and a large number of enumerations. In addition, the finished text should have an appropriate layout equivalent to the original. Let's consider the basic rules of technical translation for a specialist: • knowledge of the vocabulary, grammar and word structure of the foreign language from which the translation is performed (at the level required for understanding the source text); • knowledge of the language into which the translation is performed (at a level sufficient for a competent presentation of the material); • excellent knowledge of the specifics of texts and terminology; • ability to use linguistic and technical sources of information; • familiarity with the specifics of the field

The truthful—though unhelpful—answer to the question: "How did we come by our primary knowledge of causality?" is that in learning to speak we learned the linguistic representation and application of a host of causal concepts. Very many of them were represented by transitive and other verbs of action used in reporting what is observed. Others—a good example is "infect"—form, not observation statements, but rather expressions of causal hypotheses. The word "cause" itself is highly general. How does someone show that he has the concept cause? We may wish to say: only by having such a word in his vocabulary. If so, then the manifest possession of the concept presupposes the mastery of much else in language. I mean: the word "cause" can be added to a language in which are already represented many causal concepts. A small selection: scrape, push, wet, carry, eat, burn, knock over, keep off, squash, make (e.g. noises, paper boats), hurt. But if we care to imagine languages in which no special causal concepts are represented, then no description of the use of a word in such languages will be able to present it as meaning cause. Nor will it even contain words for natural kinds of stuff, nor yet words equivalent to "body", "wind", or "fire". For learning to use special causal verbs is part and parcel of learning to apply the concepts answer to these and many other substantives. As surely as we learned to call people by name or to report from seeing it that the cat was on the table, we also learned to report from having observed it that someone drank up the milk or that the dog made a funny noise or that things were cut or broken by whatever we saw cut or break them.

It's easy to love someone healthy and happy. What if I couldn't love him? What if he was so damaged that I prayed for him to die? Would those prayers be for good or evil? I don't have anything sweet or wise to say about those thoughts. I can't report that I found new courage in God, or that God gave me strength to face my fears, or that my wife's love saved me, or anything cool and poetic like that. I just tell you that I had those thoughts, late at night, in the dark, and they haunt me still. I can't even push them across the page here and have them sit between you and me unattached to either of us, for they are bout to me always, like the dark fibers of my heart. For our hearts are not pure; our hearts are filled with need and greed as much as with love and grace; and we wrestle with our hearts all the time. The wrestling is who we are. How we wrestle is who we are. It never stops. We are never complete. We are verbs. What we want to be is never what we are. Not yet. Maybe that's why we have these relentless engines in our chests, driving us forward toward what we might be.

Unistructural Memorize, identify, recognize, count, define, draw, find, label, match, name, quote, recall, recite, order, tell, write, imitate Multistructural Classify, describe, list, report, discuss, illustrate, select, narrate, compute, sequence, outline, separate Relational Apply, integrate, analyse, explain, predict, conclude, summarize (précis), review, argue, transfer, make a plan, characterize, compare, contrast, differentiate, organize, debate, make a case, construct, review and rewrite, examine, translate, paraphrase, solve a problem Extended abstract Theorize, hypothesize, generalize, reflect, generate, create, compose, invent, originate, prove from first principles, make an original case, solve from first principles Table 7.2  Some more ILO verbs from Bloom’s revised taxonomy Remembering Define, describe, draw, find, identify, label, list, match, name, quote, recall, recite, tell, write Understanding Classify, compare, conclude, demonstrate, discuss, exemplify, explain, identify, illustrate, interpret, paraphrase, predict, report Applying Apply, change, choose, compute, dramatize, implement, interview, prepare, produce, role play, select, show, transfer, use Analysing Analyse, characterize, classify, compare, contrast, debate, deconstruct, deduce, differentiate, discriminate, distinguish, examine, organize, outline, relate, research, separate, structure Evaluating Appraise, argue, assess, choose, conclude, critique, decide, evaluate, judge, justify, monitor, predict, prioritize, prove, rank, rate, select Creating Compose, construct, create, design, develop, generate, hypothesize, invent, make, perform, plan, produce

Rules for the Use and Arrangement of Words The following rules for the use and arrangement of words will be found helpful in securing clearness and force. 1. Use words in their proper sense. 2. Avoid useless circumlocution and "fine writing." 3. Avoid exaggerations. 4. Be careful in the use of not ... and, any, but, only, not ... or, that. 5. Be careful in the use of ambiguous words, e. g., certain. 6. Be careful in the use of he, it, they, these, etc. 7. Report a speech in the first person where necessary to avoid ambiguity. 8. Use the third person where the exact words of the speaker are not intended to be given. 9. When you use a participle implying when, while, though, or that, show clearly by the context what is implied. 10. When using the relative pronoun, use who or which, if the meaning is and he or and it, for he or for it. 11. Do not use and which for which. 12. Repeat the antecedent before the relative where the non-repetition causes any ambiguity. 13. Use particular for general terms. Avoid abstract nouns. 14. Avoid verbal nouns where verbs can be used. 15. Use particular persons instead of a class. 16. Do not confuse metaphor. 17. Do not mix metaphor with literal statement. 18. Do not use poetic metaphor to illustrate a prosaic subject. 19. Emphatic words must stand in emphatic positions; i. e., for the most part, at the beginning or the end of the sentence. 20. Unemphatic words must, as a rule, be kept from the end. 21. The Subject, if unusually emphatic, should often be transferred from the beginning of the sentence. 22. The object is sometimes placed before the verb for emphasis. 23. Where several words are emphatic make it clear which is the most emphatic. Emphasis can sometimes be given by adding an epithet, or an intensifying word. 24. Words should be as near as possible to the words with which they are grammatically connected. 25. Adverbs should be placed next to the words they are intended to qualify. 26. Only; the strict rule is that only should be placed before the word it affects. 27. When not only precedes but also see that each is followed by the same part of speech. 28. At least, always, and other adverbial adjuncts sometimes produce ambiguity. 29. Nouns should be placed near the nouns that they define. 30. Pronouns should follow the nouns to which they refer without the intervention of any other noun. 31. Clauses that are grammatically connected should be kept as close together as possible. Avoid parentheses. 32. In conditional sentences the antecedent or "if-clauses" must be kept distinct from the consequent clauses. 33. Dependent clauses preceded by that should be kept distinct from those that are independent. 34. Where there are several infinitives those that are dependent on the same word must be kept distinct from those that are not. 35. In a sentence with if, when, though, etc. put the "if-clause" first. 36. Repeat the subject where its omission would cause obscurity or ambiguity. 37. Repeat a preposition after an intervening conjunction especially if a verb and an object also intervene. 38. Repeat conjunctions, auxiliary verbs, and pronominal adjectives. 39. Repeat verbs after the conjunctions than, as, etc. 40. Repeat the subject, or some other emphatic word, or a summary of what has been said, if the sentence is so long that it is difficult to keep the thread of meaning unbroken. 41. Clearness is increased when the beginning of the sentence prepares the way for the middle and the middle for the end, the whole forming a kind of ascent. This ascent is called "climax." 42. When the thought is expected to ascend but descends, feebleness, and sometimes confusion, is the result. The descent is called "bathos." 43. A new construction should not be introduced unexpectedly.

Rule number one: The Game is secret. But I listened and, once or twice when temptation drove me and the coast was clear, I peeked inside the box. This is what I learned. The Game was old. They'd been playing it for years. No, not playing. That is the wrong verb. Living; they had been living The Game for years. For The Game was more than its name suggested. It was a complex fantasy, an alternate world into which they escaped. There were no costumes, no swords, no feathered headdresses. Nothing that would have marked it as a game. For that was its nature. It was secret. Its only accoutrement was the box. A black lacquered case brought back from China by one of their ancestors; one of the spoils from a spree of exploration and plunder. It was the size of a square hatbox- not too big and not too small- and its lid was inlaid with semiprecious gems to form a scene: a river with a bridge across it, a small temple on one bank, a willow weeping from the sloping shore. Three figures stood atop the bridge and above them a lone bird circled. They guarded the box jealously, filled as it was with everything material to The Game. For although The Game demanded a good deal of running and hiding and wrestling, its real pleasure was enjoyed elsewhere. Rule number two: all journeys, adventures, explorations and sightings must be recorded. They would rush inside, flushed with danger, to record their recent adventures: maps and diagrams, codes and drawings, plays and books. The books were miniature, bound with thread, writing so small and neat that one had to hold them close to decipher them. They had titles: Escape from Koshchei the Deathless; Encounter with Balam and His Bear, Journey to the Land of White Slavers. Some were written in code I couldn't understand, though the legend, had I had the time to look, would no doubt have been printed on parchment and filed within the box. The Game was simple. It was Hannah and David's invention really, and as the oldest they were its chief instigators. They decided which location was ripe for exploration. The two of them had assembled a ministry of nine advisers- an eclectic group mingling eminent Victorians with ancient Egyptian kings. There were only ever nine advisers at any one time, and when history supplied a new figure too appealing to be denied inclusion, an original member would die or be deposed. (Death was always in the line of duty, reported solemnly in one of the tiny books kept inside the box.) Alongside the advisers, each had their own character. Hannah was Nefertiti and David was Charles Darwin. Emmeline, only four when governing laws were drawn up, had chosen Queen Victoria. A dull choice, Hannah and David agreed, understandable given Emmeline's limited years, but certainly not a suitable adventure mate. Victoria was nonetheless accommodated into The Game, most often cast as a kidnap victim whose capture was precipitant of a daring rescue. While the other two were writing up their accounts, Emmeline was allowed to decorate the diagrams and shade the maps: blue for the ocean, purple for the deep, green and yellow for land.