Reducing Be Verbs in Writing

Writers regularly use forms of the verb be (am, is, are, was, were, be, being, been). These forms are sometimes necessary, but writers often rely on them too heavily instead of choosing stronger main verbs or rewriting sentences in active voice. Overuse of be verbs can lead to vague, repetitive, and unengaging writing.

Why Writers Use “Be” Verbs

Forms of be are commonly used to:

Help main verbs communicate a sense of time
(was typing, will be typing, is typing)
Link one idea to another, similar to an equal sign
(The water bottle is black.)
Indicate passive voice, when the subject receives the action
(was purchased, will be finished, was hit, will be spent)

While these uses are sometimes unavoidable, relying too heavily on be verbs can weaken writing. Replacing or revising them helps:

Increase the clarity and coherence of claims
Identify redundant or repetitive sentences
Broaden vocabulary
Energize writing and speaking

A Process for Reducing “Be” Verbs

Step 1: Identify the “Be” Verbs

Circle every form of the verb be in your paper, or use the “Find” feature in Microsoft Word to highlight them.

Step 2: Identify the Function of the “Be” Verb

A. “Be” + –ing verb

Example: is finishing

This use functions as a helping verb to communicate time. It is usually unavoidable.

B. “Be” + past participle (–ed or irregular form)

Example: was finished, was hit

This construction indicates passive voice. Try to rewrite the sentence in active voice. See Step 4.

C. “Be” linking a subject to a description

Example: Yesterday was fun.

This use functions as a linking verb. Try replacing be with a stronger verb. See Step 3.

Step 3: Replace “Be” with a Stronger Linking Verb

It is not always possible to replace be, but when it is, try a stronger linking verb such as:

seem
appear
become
grow
remain
stay
prove
feel
look
smell
sound
taste

Example:

The sunset was magnificent.
The sunset looked magnificent.

Step 4: Change Passive Voice to Active Voice

A “be verb + past participle” construction usually signals passive voice. Passive voice often creates longer, more confusing sentences and can obscure who is performing the action. When possible, revise sentences into active voice.

Active voice: The subject performs the action.
The car hit the tree.

Passive voice: The subject receives the action.
The tree was hit by the car.

Tips for Changing Passive Voice to Active Voice

Use a list of irregular past tense and past participle verbs
(A Writer’s Reference, pp. 384–90; 436–38; 544–46)
Ask who or what performs the action in the past participle verb.
Example:

The speeding ticket was contested.
Ask: Who contested the speeding ticket?
Brian contested the speeding ticket.
Apply the same approach to longer sentences.
Example:

In 1942, Lidice, a Czech town, was destroyed, and all surviving women and children were placed in Nazi concentration camps.

Who destroyed Lidice? Who placed the survivors in concentration camps?

In 1942, the Nazis destroyed Lidice, a Czech town, and placed all surviving women and children in concentration camps.

Note: If the writer does not know who or what performed the action, the sentence may remain in passive voice.
Look for phrases beginning with by. If they appear in a sentence with “be + past participle,” they usually identify the true subject. Rearrange the sentence so the subject performs the action.
Example:

It is believed by teachers that students should be required by the school to have textbooks.
Teachers believe that the school should require students to have textbooks.

More than five hundred homes were damaged by tornadoes and flooding.
Tornadoes and flooding damaged more than five hundred homes.
When the subject is unknown, use general terms such as researchers, the study, or experts in this field.
Example:

The students were surveyed in class on Tuesday.
Researchers surveyed the students in class on Tuesday.

It was discovered that endorphins are released when athletes run.
The study discovered that running releases endorphins.

For additional guidance, see A Writer’s Reference, pp. 339–342.