Strong analytical writing does not only depend on having more vocabulary. It depends on choosing verbs that match the strength of the evidence. Shows, suggests, indicates, demonstrates, claims and proves do different jobs.
This original Secondary 3–4 practice lab trains that calibration. It is not an official examination paper and does not replace the existing Secondary 3 or Secondary 4 vocabulary owners.
Why evidence verbs matter
Compare these sentences:
“The survey suggests that students prefer shorter sessions.”
“The survey proves that students prefer shorter sessions.”
The second sentence makes a much stronger claim. Whether it is justified depends on the quality, scope and design of the evidence. Vocabulary here controls reasoning, not just style.
A working scale
Use this as a teaching guide rather than a rigid hierarchy:
reports / states / claims — identifies what a source says.
suggests / points to / is consistent with — supports a possible interpretation without claiming certainty.
indicates / shows — stronger support when the evidence directly reveals a pattern or result.
demonstrates — often signals especially clear evidence within the stated task or method.
proves — should be used cautiously where proof is genuinely available. In many empirical contexts, evidence supports or strongly supports a conclusion rather than proving it in an absolute sense.
Worked example: source versus fact
The principal said that the new timetable had reduced congestion.
A faithful analytical sentence is: “The principal claims that the new timetable reduced congestion.” This preserves attribution.
“The timetable proved that congestion had been reduced” changes the structure. A timetable cannot itself prove the outcome, and the original supplies only the principal’s statement.
“The principal’s statement suggests that the timetable may have reduced congestion” is more cautious, but it also changes the writer’s stance toward the source. Use that wording only when the task asks you to evaluate or interpret the claim rather than simply report it.
Practice A: choose the verb that matches the evidence
A1. A chart records that attendance rose from 60 to 75 students over four weeks. Which is better: shows or claims that attendance rose?
A2. One participant says the new system is easier. Which is better: proves or suggests that the system may be easier for some users?
A3. An author writes, “The policy has failed.” Which verb best preserves source attribution: claims, demonstrates, or proves?
A4. A controlled mathematical derivation establishes that two expressions are equivalent under the stated conditions. Which may be justified: proves or speculates?
Suggested answers
A1: shows. The chart directly displays the reported change in attendance. It does not necessarily show why attendance changed. A2: suggests. One response is limited evidence. A3: claims. This reports what the author says without automatically endorsing it. A4: proves may be appropriate if the derivation is valid and the conditions are satisfied.
Practice B: repair an overclaim
Rewrite each sentence so that the verb matches the evidence.
B1. “Two students preferred the digital worksheet, proving that digital worksheets are better.”
B2. “The article proves that the programme caused the improvement.” The article only reports that improvement occurred after the programme began.
B3. “The photograph demonstrates that the person intended to break the rule.” The photograph only shows the person standing in a restricted area.
Possible repairs:
“Two students’ responses suggest that some learners may prefer the digital worksheet.”
“The article shows that improvement followed the programme, but this alone does not establish that the programme caused it.”
“The photograph shows the person in a restricted area; it does not by itself establish intent.”
Practice C: separate source verbs from evidence verbs
Source verbs tell us what another person or text does: argues, claims, states, reports, observes, proposes.
Evidence verbs tell us how the evidence relates to a conclusion: suggests, supports, indicates, shows, demonstrates.
Rewrite:
The report says the trial was successful.
Two different versions are possible:
“The report claims that the trial was successful.” This focuses on attribution.
“The reported results suggest that the trial was successful.” This focuses on what the evidence may support. The second version requires actual results, not merely the existence of the report.
Practice D: calibrate certainty
Match each phrase to a suitable level of certainty:
D1. The evidence is limited and one alternative explanation remains.
D2. Repeated measurements consistently support the same result within the tested conditions.
D3. A source simply gives its opinion without supporting data.
Useful choices include: suggests, strongly indicates, and claims. The exact phrase should reflect the sentence, discipline and evidence.
Practice E: build an analytical paragraph
Source material:
In a fictional trial, 18 of 24 participants completed a task faster after receiving clearer instructions. Six did not improve. The trial did not include a comparison group.
Model response:
The trial shows that 18 of 24 participants completed the task faster after receiving clearer instructions. This pattern suggests that instruction clarity may have contributed to improved performance. However, because there was no comparison group, the trial does not prove that clearer instructions caused the improvement.
The paragraph uses different verbs for different jobs: description of the observed result, interpretation, and limit.
A claim-strength check
Before submitting analytical writing, ask: Who is making the claim? What evidence is actually present? Does the verb add more certainty than the evidence allows? Is the sentence describing a result, interpreting it, or evaluating it?
This is especially useful in comprehension, summary, situational writing, discursive and argumentative writing, and subject-based explanations where students must separate observation from inference.
Return task
Later, give this statement:
Five respondents said the new route felt safer, but no accident data were collected.
Ask the learner to write one sentence using reports or claims, one using suggests, and one sentence explaining why proves would be too strong for the supplied evidence.
Continue through the existing Vocabulary estate
Use the Secondary 3 vocabulary owner, the Secondary 4 vocabulary owner, and Vocabulary in Real English. For related certainty language, continue through the existing Secondary 3 vocabulary work on fact, inference, probability and qualification.