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When my students struggle to understand complex texts or need to articulate their thinking processes, phrasal verbs about learning come alive. One student once said, “Teacher, I’m trying to puzzle out this grammar rule,” and suddenly I realised how many phrasal verbs they needed for academic English. These 16 phrasal verbs help you describe mental processes — thinking, understanding, learning, revising — in ways that feel natural and authentic to native English speakers. For more, see our business presentation phrases. For more, see our English job interview tips.
This guide focuses on phrasal verbs used when thinking, learning, and processing information. Each verb comes with clear explanations of meaning, whether it’s separable, its formality level, and multiple examples you can adapt to your own learning or teaching context. Whether you’re struggling to figure out a problem or need to brush up on your skills, these verbs will help.
Key Takeaways
- Practice and revision — brush up (on), read up (on), swot up (on) — describe updating your knowledge.
- Problem-solving — figure out, puzzle out, piece together — show how you work through challenges.
- Understanding — take in, make out, come up with — describe what happens when ideas click into place.
- Thinking processes — think over, think through, think up, mull over — distinguish different kinds of reflection.
- Persuasion — come (a)round (to) — shows how someone changes their mind based on new information.
Phrasal Verbs for Study and Revision
These verbs describe how you actively improve or refresh your knowledge before an exam, interview, or important situation.
Brush up (on)
/brʌʃ ʌp ɒn/ — phrasal verb (separable). Practice and improve your skills or knowledge of something that you haven’t used in a while.
Separability: Separable. Brush up your Spanish = brush your Spanish up (though brush up on keeps the “on”).
Transitivity: Transitive.
Register: Neutral to casual. Common in academic, professional, and learning contexts.
Example 1: I must brush up on my Spanish before I go to Seville.
Example 2: She brushed up her piano skills before the recital.
Example 3: In my classroom, I remind students, “Don’t forget to brush up on the vocabulary before the test.”
Read up (on / about)
/riːd ʌp ɒn/ — phrasal verb (inseparable). Research or learn a topic thoroughly by reading extensively about it.
Separability: Inseparable.
Transitivity: Transitive (requires an object — the topic).
Register: Neutral. Standard in academic and professional environments.
Example 1: I’ll need to read up on the case before the meeting tomorrow.
Example 2: She read up about climate change before writing her essay.
Example 3: My students often read up about topics for their presentations — it really shows in the quality of their work.
Swot up (on)
/swɒt ʌp ɒn/ — phrasal verb (separable). Study something very hard, especially for an examination; cram.
Separability: Separable. Swot up maths = swot maths up (British English primarily).
Transitivity: Transitive.
Register: Casual to informal. More common in British English; implies last-minute, intense studying.
Example 1: Make sure you swot up on the company before the interview.
Example 2: He swotted up on biology the night before the exam.
Example 3: I tell my students not to swot up at the last minute — study consistently instead.
Phrasal Verbs for Understanding and Processing
These verbs describe what happens when you receive information, process it, and finally understand it.
Take in
/teɪk ɪn/ — phrasal verb (separable). Understand and remember information that you hear or read; absorb knowledge.
Separability: Separable. Take in the information = take the information in.
Transitivity: Transitive.
Register: Neutral. Common in learning and academic contexts.
Example 1: Halfway through the chapter I realised I hadn’t taken anything in.
Example 2: The lecture was so fast that I couldn’t take in all the details.
Example 3: In my experience, students take in more when they actively participate rather than passively listen.
Make out
/meɪk aʊt/ — phrasal verb (separable). See, hear, or understand something with difficulty; discern or decipher.
Separability: Separable. Make out the words = make the words out.
Transitivity: Transitive.
Register: Neutral to formal. Used when clarity or effort is required to understand.
Example 1: I could hear voices but I couldn’t make out what they were saying.
Example 2: The handwriting was so bad that I couldn’t make it out.
Example 3: In my ESL classes, students struggle to make out regional accents at first, but with practice it gets easier.
Phrasal Verbs for Problem-Solving and Analysis
When you’re working through a difficult problem or trying to understand something complex, these verbs describe the mental work involved.
Figure out
/ˈfɪɡər aʊt/ — phrasal verb (separable). Understand or solve something; work out the answer to a problem or puzzle.
Separability: Separable. Figure out the answer = figure the answer out.
Transitivity: Transitive.
Register: Casual to neutral. One of the most common phrasal verbs in everyday English.
Example 1: We couldn’t figure her out — no one could understand why she behaved that way.
Example 2: It took me hours to figure out the solution to that maths problem.
Example 3: Students often say to me, “I finally figured it out!” — it’s the best moment as a teacher.
Piece together
/piːs təˈɡeðər/ — phrasal verb (separable). Discover the truth about something by combining separate pieces of information; reconstruct.
Separability: Separable. Piece together the facts = piece the facts together.
Transitivity: Transitive.
Register: Neutral to formal. Often used in investigative or analytical contexts.
Example 1: Police are trying to piece together the last hours of her life.
Example 2: From the clues, I pieced together what had actually happened.
Example 3: When reading a mystery novel, students have to piece together clues — it’s great reading practice.
Puzzle out
/ˈpʌzəl aʊt/ — phrasal verb (separable). Solve a confusing or complicated problem by thinking carefully about it; work through a difficult situation.
Separability: Separable. Puzzle out the mystery = puzzle the mystery out.
Transitivity: Transitive.
Register: Neutral to casual. Slightly less common than figure out, but more thoughtful-sounding.
Example 1: He was trying to puzzle out why he had been brought to the house.
Example 2: We puzzled out the meaning of the strange poem together.
Example 3: In grammar lessons, students often puzzle out the rules by looking at examples rather than just reading the rule.
Hit upon / Hit on
/hɪt əˈpɒn/ — phrasal verb (inseparable). Suddenly have an idea; discover something, often by chance or insight.
Separability: Inseparable.
Transitivity: Transitive.
Register: Neutral to semi-formal. Often used when success comes from a sudden insight.
Example 1: She hit upon the perfect title for her new novel after weeks of brainstorming.
Example 2: We hit on the solution quite by accident when testing a different approach.
Example 3: My best teaching ideas sometimes hit me when I’m not even looking for them.
Phrasal Verbs for Thinking and Reflection
These verbs describe different ways of thinking — some quick and intuitive, others slow and deliberate.
Come up with
/kʌm ʌp wɪð/ — phrasal verb (inseparable). Think of something such as an idea, a plan, or an answer; devise or invent.
Separability: Inseparable.
Transitivity: Transitive.
Register: Casual to neutral. Very common in brainstorming and creative contexts.
Example 1: She came up with a new idea for increasing sales.
Example 2: The students came up with some brilliant solutions to the problem.
Example 3: In my classroom, I love when students come up with creative answers — it shows they’re thinking critically.
Mull over
/mʌl ˈəʊvər/ — phrasal verb (separable). Think carefully about something over a period of time; contemplate or ponder.
Separability: Separable. Mull over an idea = mull an idea over.
Transitivity: Transitive.
Register: Neutral to semi-formal. Suggests thoughtful, unhurried thinking.
Example 1: I need some time to mull it over before making a decision.
Example 2: She mulled over the proposal for several days before accepting.
Example 3: Before giving feedback, I like to mull over what my students have produced rather than react immediately.
Think over
/θɪŋk ˈəʊvər/ — phrasal verb (separable). Consider a problem, decision, or situation carefully; weigh the options.
Separability: Separable. Think over the decision = think the decision over.
Transitivity: Transitive.
Register: Neutral. Very common for deliberation.
Example 1: He’d like more time to think things over.
Example 2: Before you answer, think it over carefully.
Example 3: I often tell my students to think over their exam answers before submitting.
Think through
/θɪŋk ˈθruː/ — phrasal verb (separable). Consider the facts about something in an organised and thorough way; analyse comprehensively.
Separability: Separable. Think through the plan = think the plan through.
Transitivity: Transitive.
Register: Neutral to semi-formal. Implies systematic thinking rather than casual consideration.
Example 1: They had failed to think the policy through before implementing it.
Example 2: You need to think through all the consequences before deciding.
Example 3: Good problem-solvers think through every angle before taking action.
Think up
/θɪŋk ʌp/ — phrasal verb (separable). Invent or imagine something, especially an excuse or creative idea.
Separability: Separable. Think up an excuse = think an excuse up.
Transitivity: Transitive.
Register: Casual to neutral. Often used lightly, especially about excuses.
Example 1: Can’t you think up a better excuse than that?
Example 2: The children thought up an elaborate game to play in the garden.
Example 3: My creative students can think up amazing stories in just five minutes.
Come (a)round (to)
/kʌm əˈraʊnd tuː/ — phrasal verb (inseparable). Change your opinion or decision because someone has persuaded you; be convinced.
Separability: Inseparable.
Transitivity: Intransitive or transitive. She came round (intransitive) = She came round to our way of thinking (transitive).
Register: Neutral to formal. Respectful when discussing changed minds.
Example 1: He’ll never come round to our way of thinking.
Example 2: At first she disagreed, but eventually she came around.
Example 3: In classroom debates, I’ve seen students come round to opposite viewpoints when presented with good evidence.
Face up to
/feɪs ʌp tuː/ — phrasal verb (inseparable). Accept something difficult or unpleasant and try to deal with it; confront reality.
Separability: Inseparable.
Transitivity: Transitive.
Register: Neutral to formal. Often used about difficult or painful realities.
Example 1: She had to face up to the fact that she would never walk again.
Example 2: We need to face up to the reality that some students will not pass.
Example 3:
Part of growing up is facing up to your mistakes and learning from them.
Quick Reference Table: Thinking & Learning Phrasal Verbs
| Phrasal Verb | Meaning | Example |
|---|---|---|
| Brush up (on) | Refresh or improve knowledge/skills | I must brush up on my Spanish. |
| Come up with | Think of an idea or solution | She came up with a brilliant idea. |
| Come (a)round (to) | Change your mind; be persuaded | He eventually came round to our view. |
| Face up to | Accept and deal with difficulty | She had to face up to the truth. |
| Figure out | Understand or solve something | I finally figured it out! |
| Hit upon / on | Have an idea suddenly; discover | She hit upon the perfect answer. |
| Make out | Understand with difficulty; discern | I couldn’t make out what he said. |
| Mull over | Think carefully over time; contemplate | I need time to mull it over. |
| Piece together | Reconstruct truth from pieces | Police pieced together the events. |
| Puzzle out | Solve by careful thinking | We puzzled out the meaning. |
| Read up (on) | Research thoroughly by reading | I’ll read up on the topic. |
| Swot up (on) | Study very hard for exam | He swotted up for the test. |
| Take in | Understand and remember information | I couldn’t take in all the details. |
| Think over | Consider carefully; weigh options | I need to think it over. |
| Think through | Analyse systematically and thoroughly | Think the plan through first. |
| Think up | Invent or imagine something | Can you think up a better excuse? |
Common Mistakes Learners Make
✗ Incorrect: I need time to think it.
✓ Correct: I need time to think it over. or I need time to think about it.
Why: “Think” requires a particle (over, through, about) or a specific object to make sense in this context.
✗ Incorrect: She swot up for the exam.
✓ Correct: She swotted up for the exam.
Why: Swot is regular; past tense is swotted (double the t before adding -ed).
✗ Incorrect: I came round to the idea.
✓ Correct: I came round to the idea. or I came around to the idea.
Why: Both came round (British) and came around (American) are correct. The confusion arises because the verb can stand alone (I came round = regained consciousness) or take “to” for a different meaning.
✗ Incorrect: The new students must take in all information immediately.
✓ Correct: The new students should try to take in the key information.
Why: Take in suggests absorbing information at a reasonable pace, not instantly. The verb acknowledges the cognitive effort involved.
Two students discussing exam prep
Alex: I’m trying to figure out how to study for this test. There’s so much to take in!
Jordan: I know. I’m going to read up on the chapters we covered and then think things through section by section.
Alex: That sounds smart. I was just going to swot up the night before, but that’s probably not the best approach.
Jordan: Definitely not. Trust me, I tried that once and couldn’t make out anything from my notes!
Alex: OK, let’s mull over a study plan together. Maybe we can come up with something that works.
Jordan: Great idea. What if we puzzle out past exam questions?
Quick Quiz
- What does “figure out” mean? (a) To calculate numbers (b) To understand or solve something (c) To draw a shape
- Which verb means “to invent an excuse”? (a) think over (b) think up (c) think through
- “She read up on the topic” means: (a) She read quickly (b) She researched thoroughly (c) She read something upstairs
- If you “mull over” a decision, you: (a) Decide immediately (b) Think about it carefully over time (c) Refuse to decide
- “I couldn’t make it out” means: (a) I couldn’t go outside (b) I couldn’t understand it (c) I couldn’t create it
Answers: 1. (b) To understand or solve something · 2. (b) think up · 3. (b) She researched thoroughly · 4. (b) Think about it carefully over time · 5. (b) I couldn’t understand it.
Related Phrasal Verbs Articles
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- Phrasal Verbs about Work and Career
- Phrasal Verbs about Travel
- ↑ Back to pillar: English Phrasal Verbs (Pillar)
Frequently Asked Questions
What’s the difference between “think over” and “think through”?
Think over means to consider something, often without deep analysis. Think through is more systematic and implies working through every angle carefully. Think it over is casual; think it through sounds more methodical.
Can you use “figure out” for simple problems?
Yes. Figure out is very flexible and works for simple and complex problems. I figured out the answer to question 3 is just as natural as I figured out the theory behind quantum mechanics.
Is “come round” the same as “come around”?
Come round is British English; come around is American English. They mean the same thing. She came round to our idea (British) = She came around to our idea (American).
What’s the difference between “mull over” and “think over”?
Mull over suggests leisurely, reflective thinking over a longer period. Think over can be quicker. I’ll mull it over sounds more contemplative; let me think it over is more neutral and could be either quick or slow.
When should I use “swot up” vs. “brush up”?
Swot up (British, casual) means last-minute, intense studying before an exam. Brush up means refreshing knowledge you already have over time. Swot up for the test is urgent; brush up your French is more gradual.
Can “read up” be separated?
No, read up is inseparable. You must say read up on the topic, not read the topic up. The preposition “on” or “about” is essential.
Related
- ↑ Master Pillar: English Grammar