direct speech in academic writing

Direct Speech and Reported Speech

There are two ways to report what someone says or thinks:

Direct Speech

Direct speech shows a person's exact words. Quotation marks ("....") are a sign that the words are the exact words that a person used.

Hai asked, "Where are you going?"

Manny replied, "I'm going home."

Reported Speech

Reported speech puts the speaker's words or ideas into a sentence without quotation marks. Noun clauses are usually used. In reported speech, the reader does not assume that the words are the speaker's exact words; often, they are a paraphrase of the speaker's words.

Hai asked Manny where he was going.

Manny said he was going home.

Note: Use of the word "that" is optional in reported speech. Both of the following sentences are correct:

• The child said that they were lost.
• The child said they were lost.

Verb Tense in Reported Speech

When you report what someone said in the past, you usually shift back a verb tense from the tense the speaker used. These are some examples of verb shifts:

• simple present to simple past
• past to past perfect
• present perfect to past perfect

*If the reported information is still true, you may use the same tense.

Questions in Reported Speech

Word order: The word order in a reported question is the same as in a statement. The subject comes before the verb.

• Question: Are you ready?
• Statement: I am ready.
• Question in reported speech: She wanted to know if I was ready.

Punctuation: If the sentence is a statement, end it with a period even if it contains a reported question.

• Statement containing a reported question: She asked me what I thought of the book.
• Question containing a reported question: Did she ask what you thought of the book?

Yes or No Questions

To change a yes/no question to a noun clause in reported speech, introduce the noun clause "if" or "whether." "Whether or not" may also be used.

Information Questions

To change an information question to a noun clause in reported speech, begin the noun clause with the question word and remember to use sentence word order.

The person who is reporting what someone said is usually different from the person who made the original statement. As a result, pronouns in reported speech often change.

Place and Time

Changes in the situation between direct and reported speech can result in changes to words indicating place and time.

Recommend and Suggest

The subjunctive, or base, form of the verb (no tense, without "to") is used in reported speech when the main verb is "recommend" or "suggest."

Infinitives

Infinitives (to + the simple form of the verb) may sometimes be used instead of noun clauses, especially in commands and in requests for action or permission.

Commands can be reported two ways:

• A noun clause with a modal (usually "should")
• An infinitive

Requests for Action or Permission

Requests for action or permission can be reported two ways:

• A noun clause with "if"

4.3 GRAMMAR: Reported Speech

There are two basic ways: direct speech and indirect speech. Direct speech is an exact account of what someone said or wrote. To include direct speech in your writing, enclose the words in “quotation marks.” Indirect speech is a restatement of what someone said or wrote. Indirect speech does not use the person’s exact words. You do not need to use quotation marks for indirect quotations.

Direct speech (quoting)

One way to report what a person said or wrote is to repeat their exact words. This is called direct speech. The person’s words are called a quotation.

To use direct speech, you must repeat the person’s words exactly. You use a verb of attribution and specific punctuation. Quotation marks show readers another person’s exact words. Often, you will want to identify who is speaking. You can do this at the beginning, middle, or end of the quote. Notice the use of commas and capitalized words.

Look at these examples:

• “I’m no prophet. My job is making windows where there were once walls,” said philosopher Michel Foucault.
• Michel Foucault said, “I’m no prophet. My job is making windows where there were once walls.”
• “I’m no prophet,” said philosopher Michel Foucault. “My job is making windows where there were once walls.”

They all mean exactly the same thing. The difference between these three options is merely a matter of style. What is important, however, is the punctuation. Pay attention to quotation marks, commas, periods, and spaces.

Use single quotation marks to enclose a quote within a quote. For example: “He said, ‘The futurist told me to buy stock in plastics.'”

• A quotation must be exactly the same as the original text.
• A quotation must use “quotation marks” surrounding the exact text.
• A quotation must give credit to the original author or speaker.
• According to  Sports Illustrated , “Eliminating drug use from Olympic Sports would be no small challenge.”
• “ Eliminating drug use from Olympic Sports would be no small challenge,” according to  Sports Illustrated .

Indirect speech (paraphrasing)

Another way to report what a person says is indirect speech. Here, you don’t need to use the other person’s exact words. In informal situations, you may change only a word or two (such as the verb tense). Other times, such as in formal academic research writing, you paraphrase, or say the same thing using different words or a different word order. When you paraphrase, you usually use a verb of attribution followed by a noun clause, often introduced by the relative pronoun  that . Here’s how you can paraphrase the example from above:

• Philosopher Michel Foucault says he doesn’t see the future, but instead helps people find ways to put windows in walls.
• Michel Foucault says he’s not a philosopher; rather, he helps people see beyond what is immediately in front of them.

The 4 Rs of paraphrasing

According to the Virtual Library, here are four steps to paraphrase:

• Reword  the text by using synonyms or different parts of speech; change verb tense or change active verbs to passive and vice versa.
• Rearrange  by moving words to make new sentences or reorganize the sentences in a passage.
• Realize  that not all words or phrases can be changed; you won’t be able to replace names, dates, titles, or technical words.
• Recheck  your work to make sure it carries the same meaning as the original; a paraphrase does not add or omit any information, and it does not include your personal opinion.

NOTE: In formal academic writing, we often use a reporting verb in the present simple tense. Example:  The author of this book suggests that the real reason for the wildfires was human carelessness.

Let’s look at another example:

Using quotation :  Many people believe they can get more done if they do several things at the same time. However, Steven Pinker disagrees. In his article “Mind Over Mass Media” in  The New York Times (2010), Pinker says, “Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S.U.V. undulating between lanes as the driver cuts deals on his cellphone” (A31). Pinker goes on to explain that there are better ways to be more effective and efficient …

Using paraphrase :  Many people believe they can get more done if they do several things at the same time. However, Steven Pinker disagrees. Pinker (2010) writes that people cannot really do more than one thing at a time; one can see this from scientific research projects and also from just watching a car moving unpredictably down the highway while the driver is talking on a cell phone (A31). Pinker goes on to explain that there are better ways to be more effective and efficient …

Note the three steps we took in making this paraphrase:

• We defined the key term. (“Genuine multitasking” = “do more than one thing at a time”)
• We used different vocabulary. (“laboratory studies” = “scientific research projects”; “an S.U.V. undulating between lanes” = “a car moving unpredictably down the highway”)
• We used different grammar. (“has been exposed” = “one can see”; “by the familiar sight” = “from just watching”)
• A paraphrase has the same meaning (all main ideas included; no new ideas added).
• A paraphrase is different enough to be considered your own words (uses no more than a few words in a row from the original source; changes vocabulary and grammar as much as possible)
• A paraphrase refers to (cites) the original source.

Use the following exercise to check your understanding. This exercise is for practice; it is not graded, and you may complete it as many times as you wish.

1.  Which of the options below describes this sentence best? The artist said the studio smelled like “paint and possibility.”

• The sentence uses a quotation to explain what the artist said.
• There is no paraphrase (because there are “quotation marks”), but there is also no direct speech because the quote is not a full sentence.
• The sentence uses a quotation, but the whole sentence is incomplete and therefore only a fragment.
• The sentence paraphrases what the artist said.

2. Paraphrasing, which is also called “indirect speech,” uses the exact same words as the original source.

3. Here is a sentence from an article by Mary Lynch:  The value of education is more than knowledge. How would I report this as indirect speech (paraphrase)?

• The value of education is more than knowledge, believes Mary Lynch.
• In Mary Lynch’s opinion, “The value of education is more than knowledge.”
• Mary Lynch suggests that knowledge is not the only important thing about learning.
• Mary Lynch says education and training are very important.

4. Here is a sentence from an article by Doug Drial: Oregon became a state on February 14, 1859. How would I report this as direct speech (quotation)?

• Doug Drial writes Oregon as a state in 1859.
• According to Doug Drial, February 14, 1859 was the date when Oregon became a state.
• Doug Drial says Oregon became a state on February 14, 1859.
• Doug Drial says, “Oregon became a state on February 14, 1859.”

5. In formal academic writing, we should …

• use a variety of both direct and indirect speech
• use only direct speech
• always use only my own ideas and never support from outside sources
• use only indirect speech

6. Which of the following are ways to help you paraphrase? (choose all that apply)

• change only the punctuation
• change the word forms
• change the word order
• use the other person’s exact words
• use synonyms
• use quotation marks
• change the verb tense
• use a metaphor or simile

7. In formal academic writing, you usually use the __________________ tense to report what others have said or written.

• present perfect
• simple future
• simple present
• simple past

8. A comma or period usually goes outside (after) the quotation mark.

9. Which of the following uses correct grammar?

• My teacher said me to cite my outside sources of information.
• My teacher told me to cite my outside sources of information.
• My teacher says me to cite my outside sources of information.
• My teacher tells to cite my outside sources of information.

10.  A quotation, which is also called “direct speech,” must use the speaker’s or writer’s exact words.

Some text has been adapted from “Quotation Marks | English 112: Exposition and Persuasion.” Courses.lumenlearning.com, courses.lumenlearning.com/ivytech-engl112/chapter/quotation-marks/ . Accessed 29 Dec. 2021.

Synthesis Copyright © 2022 by Timothy Krause is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Reporting verbs help you introduce the ideas or words of others as paraphrase or quotation from scholarly literature. Always accompanied by a reference, they indicate where you’re drawing on other people’s work to build your own argument. They also indicate  your stance  (agree, disagree, etc) on the scholarship you’re describing, highlighting your critical contribution. There are lots of reporting verbs to choose from and, depending on the context, they might be used to convey more than one stance, so you’ll notice that some appear in more than one category. 

The following reporting verbs have been organised according to the critical stances they signal.

Neutral description of what the text says

Reporting verbs.

• Observes 
• Describes 
• Discusses 
• Reports 
• Outlines 
• Remarks 
• States 
• Goes on to say that 
• Quotes that 
• Mentions 
• Articulates 
• Writes  
• Relates  
• Conveys 

Abrams mentions that culture shock has “long been misunderstood as a primarily psychological phenomenon” (34)  

Chakrabarty outlines the four stages of mitosis (72-3)

Acceptance as uncontested fact, having critiqued it

• Recognises 
• Clarifies 
• Acknowledges 
• Concedes 
• Accepts 
• Refutes 
• Uncovers 
• Admits 
• Demonstrates 
• Highlights 
• Illuminates 
• Supports  
• Concludes 
• Elucidates 
• Reveals 
• Verifies  

Abrams refutes the idea that culture shock is a “primarily psychological phenomenon” (34)

Chakrabarty demonstrates that mitosis actually occurs over five stages (73)

Recognition that this is one perspective on or interpretation of an issue or conclusion, and others might be possible

• Argues 
• Reasons 
• Maintains 
• Contends 
• Hypothesises 
• Proposes 
• Theorises  
• Feels 
• Considers 
• Asserts 
• Disputes 
• Advocates 
• Opines  
• Thinks  
• Implies  
• Posits 

Abrams contends that culture shock is socially produced (38)

Chakrabarty hypothesises that metaphase is a more complex process than previously thought (77)

Agreement with that perspective, interpretation or conclusion

• Shows 
• Illustrates  
• Points out 
• Proves 
• Finds 
• Explains 
• Agrees 
• Confirms 
• Identifies 
• Evidences  
• Attests  

Abrams points out that culture shock is a “stress response mechanism” (34)

Chakrabarty proves that mitosis is irreversible, once triggered (80)

Disagreement with that perspective, interpretation or conclusion

• Believes 
• Claims 
• Justifies 
• Insists  
• Assumes  
• Alleges 
• Denies 
• Speculates  
• Disregards 
• Supposes  
• Conjectures  
• Surmises 

Abrams’ analysis disregards the neurochemical factors that contribute to culture shock (36)

Chakrabarty speculates that “metaphase is the most important stage of mitosis” (78)

Slight reservations held - probably true but being cautious

Reporting verb.

• Notes 
• Suggests 
• Challenges 
• Critiques  
• Emphasises 
• Declares 
• Indicates 
• Comments 
• Upholds  

Abrams asserts that theories of culture shock have moved away from psychological explanations.

Chakrabarty emphasises the role of metaphase within mitosis (78)

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Direct and Indirect Speech: Useful Rules and Examples

Are you having trouble understanding the difference between direct and indirect speech? Direct speech is when you quote someone’s exact words, while indirect speech is when you report what someone said without using their exact words. This can be a tricky concept to grasp, but with a little practice, you’ll be able to use both forms of speech with ease.

Direct and Indirect Speech

When someone speaks, we can report what they said in two ways: direct speech and indirect speech. Direct speech is when we quote the exact words that were spoken, while indirect speech is when we report what was said without using the speaker’s exact words. Here’s an example:

Direct speech: “I love pizza,” said John. Indirect speech: John said that he loved pizza.

Using direct speech can make your writing more engaging and can help to convey the speaker’s tone and emotion. However, indirect speech can be useful when you want to summarize what someone said or when you don’t have the exact words that were spoken.

To change direct speech to indirect speech, you need to follow some rules. Firstly, you need to change the tense of the verb in the reported speech to match the tense of the reporting verb. Secondly, you need to change the pronouns and adverbs in the reported speech to match the new speaker. Here’s an example:

Direct speech: “I will go to the park,” said Sarah. Indirect speech: Sarah said that she would go to the park.

It’s important to note that when you use indirect speech, you need to use reporting verbs such as “said,” “told,” or “asked” to indicate who is speaking. Here’s an example:

Direct speech: “What time is it?” asked Tom. Indirect speech: Tom asked what time it was.

In summary, understanding direct and indirect speech is crucial for effective communication and writing. Direct speech can be used to convey the speaker’s tone and emotion, while indirect speech can be useful when summarizing what someone said. By following the rules for changing direct speech to indirect speech, you can accurately report what was said while maintaining clarity and readability in your writing.

Differences between Direct and Indirect Speech

When it comes to reporting speech, there are two ways to go about it: direct and indirect speech. Direct speech is when you report someone’s exact words, while indirect speech is when you report what someone said without using their exact words. Here are some of the key differences between direct and indirect speech:

Change of Pronouns

In direct speech, the pronouns used are those of the original speaker. However, in indirect speech, the pronouns have to be changed to reflect the perspective of the reporter. For example:

• Direct speech: “I am going to the store,” said John.
• Indirect speech: John said he was going to the store.

In the above example, the pronoun “I” changes to “he” in indirect speech.

Change of Tenses

Another major difference between direct and indirect speech is the change of tenses. In direct speech, the verb tense used is the same as that used by the original speaker. However, in indirect speech, the verb tense may change depending on the context. For example:

• Direct speech: “I am studying for my exams,” said Sarah.
• Indirect speech: Sarah said she was studying for her exams.

In the above example, the present continuous tense “am studying” changes to the past continuous tense “was studying” in indirect speech.

Change of Time and Place References

When reporting indirect speech, the time and place references may also change. For example:

• Direct speech: “I will meet you at the park tomorrow,” said Tom.
• Indirect speech: Tom said he would meet you at the park the next day.

In the above example, “tomorrow” changes to “the next day” in indirect speech.

Overall, it is important to understand the differences between direct and indirect speech to report speech accurately and effectively. By following the rules of direct and indirect speech, you can convey the intended message of the original speaker.

Converting Direct Speech Into Indirect Speech

When you need to report what someone said in your own words, you can use indirect speech. To convert direct speech into indirect speech, you need to follow a few rules.

Step 1: Remove the Quotation Marks

The first step is to remove the quotation marks that enclose the relayed text. This is because indirect speech does not use the exact words of the speaker.

Step 2: Use a Reporting Verb and a Linker

To indicate that you are reporting what someone said, you need to use a reporting verb such as “said,” “asked,” “told,” or “exclaimed.” You also need to use a linker such as “that” or “whether” to connect the reporting verb to the reported speech.

For example:

• Direct speech: “I love ice cream,” said Mary.
• Indirect speech: Mary said that she loved ice cream.

Step 3: Change the Tense of the Verb

When you use indirect speech, you need to change the tense of the verb in the reported speech to match the tense of the reporting verb.

• Indirect speech: John said that he was going to the store.

Step 4: Change the Pronouns

You also need to change the pronouns in the reported speech to match the subject of the reporting verb.

• Direct speech: “Are you busy now?” Tina asked me.
• Indirect speech: Tina asked whether I was busy then.

By following these rules, you can convert direct speech into indirect speech and report what someone said in your own words.

Converting Indirect Speech Into Direct Speech

Converting indirect speech into direct speech involves changing the reported speech to its original form as spoken by the speaker. Here are the steps to follow when converting indirect speech into direct speech:

• Identify the reporting verb: The first step is to identify the reporting verb used in the indirect speech. This will help you determine the tense of the direct speech.
• Change the pronouns: The next step is to change the pronouns in the indirect speech to match the person speaking in the direct speech. For example, if the indirect speech is “She said that she was going to the store,” the direct speech would be “I am going to the store,” if you are the person speaking.
• Change the tense: Change the tense of the verbs in the indirect speech to match the tense of the direct speech. For example, if the indirect speech is “He said that he would visit tomorrow,” the direct speech would be “He says he will visit tomorrow.”
• Remove the reporting verb and conjunction: In direct speech, there is no need for a reporting verb or conjunction. Simply remove them from the indirect speech to get the direct speech.

Here is an example to illustrate the process:

Indirect Speech: John said that he was tired and wanted to go home.

Direct Speech: “I am tired and want to go home,” John said.

By following these steps, you can easily convert indirect speech into direct speech.

Examples of Direct and Indirect Speech

Direct and indirect speech are two ways to report what someone has said. Direct speech reports the exact words spoken by a person, while indirect speech reports the meaning of what was said. Here are some examples of both types of speech:

Direct Speech Examples

Direct speech is used when you want to report the exact words spoken by someone. It is usually enclosed in quotation marks and is often used in dialogue.

• “I am going to the store,” said Sarah.
• “It’s a beautiful day,” exclaimed John.
• “Please turn off the lights,” Mom told me.
• “I will meet you at the library,” said Tom.
• “We are going to the beach tomorrow,” announced Mary.

Indirect Speech Examples

Indirect speech, also known as reported speech, is used to report what someone said without using their exact words. It is often used in news reports, academic writing, and in situations where you want to paraphrase what someone said.

Here are some examples of indirect speech:

• Sarah said that she was going to the store.
• John exclaimed that it was a beautiful day.
• Mom told me to turn off the lights.
• Tom said that he would meet me at the library.
• Mary announced that they were going to the beach tomorrow.

In indirect speech, the verb tense may change to reflect the time of the reported speech. For example, “I am going to the store” becomes “Sarah said that she was going to the store.” Additionally, the pronouns and possessive adjectives may also change to reflect the speaker and the person being spoken about.

Overall, both direct and indirect speech are important tools for reporting what someone has said. By using these techniques, you can accurately convey the meaning of what was said while also adding your own interpretation and analysis.

Frequently Asked Questions

What is direct and indirect speech?

Direct and indirect speech refer to the ways in which we communicate what someone has said. Direct speech involves repeating the exact words spoken, using quotation marks to indicate that you are quoting someone. Indirect speech, on the other hand, involves reporting what someone has said without using their exact words.

How do you convert direct speech to indirect speech?

To convert direct speech to indirect speech, you need to change the tense of the verbs, pronouns, and time expressions. You also need to introduce a reporting verb, such as “said,” “told,” or “asked.” For example, “I love ice cream,” said Mary (direct speech) can be converted to “Mary said that she loved ice cream” (indirect speech).

What is the difference between direct speech and indirect speech?

The main difference between direct speech and indirect speech is that direct speech uses the exact words spoken, while indirect speech reports what someone has said without using their exact words. Direct speech is usually enclosed in quotation marks, while indirect speech is not.

What are some examples of direct and indirect speech?

Some examples of direct speech include “I am going to the store,” said John and “I love pizza,” exclaimed Sarah. Some examples of indirect speech include John said that he was going to the store and Sarah exclaimed that she loved pizza .

What are the rules for converting direct speech to indirect speech?

The rules for converting direct speech to indirect speech include changing the tense of the verbs, pronouns, and time expressions. You also need to introduce a reporting verb and use appropriate reporting verbs such as “said,” “told,” or “asked.”

What is a summary of direct and indirect speech?

Direct and indirect speech are two ways of reporting what someone has said. Direct speech involves repeating the exact words spoken, while indirect speech reports what someone has said without using their exact words. To convert direct speech to indirect speech, you need to change the tense of the verbs, pronouns, and time expressions and introduce a reporting verb.

You might also like:

• List of Adjectives
• Predicate Adjective
• Superlative Adjectives

This website is AMNAZING

MY NAAMEE IS KISHU AND I WANTED TO TELL THERE ARE NO EXERCISES AVAILLABLEE BY YOUR WEBSITE PLEASE ADD THEM SSOON FOR OUR STUDENTS CONVIENCE IM A EIGHT GRADER LOVED YOUR EXPLABATIO

sure cries l miss my friend

he saiad,” we are all sinners”. convert into indirect speech

He said that they were all sinners.

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When to Use Quotation Marks ("") | Rules & Examples

Published on May 21, 2019 by Shona McCombes . Revised on November 29, 2022 by Jack Caulfield.

Quotation marks (also known as quotes or inverted commas) are used to indicate direct speech and quotations.

In academic writing, you need to use quotation marks when you quote a source . This includes quotes from published works and primary data such as interviews . The exception is when you use a block quote, which should be set off and indented without quotation marks.

Whenever you quote someone else’s words, use a signal phrase to introduce it and integrate the source into your own text. Don’t rely on quotations to make your point for you.

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Table of contents

Single vs. double quotation marks, quotes within quotes, punctuation following quotations, quotation marks for source titles, indirect quotation, scare quotes, frequently asked questions about quotation marks.

There are two types of quotation marks: ‘single’ and “double.” Which one to choose generally depends on whether you are using US or UK English . The US convention is to use double quotation marks, while the UK convention is usually to use single quotation marks.

Double quotation marks can also be acceptable in UK English, provided you are consistent throughout the text. APA Style requires double quotations.

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When your quotations are nested (i.e., a quote appears inside another quote), you should use the opposite style of quotation marks for the nested quotation.

US and UK English also differ on where to place punctuation within quotation marks.

• In US English,  commas and periods that follow a quote are placed within the quotation marks.
• In UK English, all punctuation marks are placed outside the quotation marks, except when they are part of the original quotation.

In all variants of English, a question mark appears inside the quotation marks when the person quoted was asking a question, but outside when it’s you asking the question.

• Smith asks, “How long can this situation continue?”
• How many participants reported their satisfaction as “high”?

Note that when you include a parenthetical citation after a quote, the punctuation mark always comes after the citation (except with block quotes ).

• Solis described the situation as “precarious” (2022, p. 16).

Some source titles (e.g., the title of a journal article) should be presented in quotation marks in your text. Others are italicized instead (or occasionally written in plain text).

The rules for how to format different source titles are largely the same across citation styles, though some details differ. The key principles apply in all the main styles:

• Use italics for sources that stand alone
• Use quotation marks for sources that are part of another source

Some examples are shown below, with the proper formatting:

• The Routledge Companion to Critical Theory [book]
• “Poststructuralism” [book chapter]
• Philosophy, Psychiatry & Psychology [journal]
• “What Is Personality Disorder?” [journal article]
• Friends [TV series]
• “The One Where Rachel Quits” [TV episode]

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Indirect quotation means reporting what someone said without using exactly the same words they did.

It’s a lot like paraphrasing , except that you’re only changing the words you need to in order to fit the statement into your new sentence grammatically. For example, changing the pronouns or the verb tense .

Indirect quotation is more common in everyday speech, but it can occur in academic writing too. When it does, keep in mind that you should only use quotation marks around words taken directly from the original speaker or author.

• One participant stated that “he found the exercises frustrating.”
• One participant stated that he found the exercises frustrating.
• One participant described the exercises as “frustrating.”

“Scare quotes” are quotation marks used around words that are not a direct quotation from a specific source. They are used to signal that a term is being used in an unusual or ironic way, that it is borrowed from someone else, or that the writer is skeptical about the term.

• Many politicians have blamed recent electoral trends on the rise of “fake news.”

While scare quotes have their uses in academic writing (e.g., when referring to controversial terms), they should only be used with good reason. Inappropriate use of scare quotes creates ambiguity.

• The institution organized a fundraiser in support of “underprivileged children.”
• Scientists argue that “global warming” is accelerating due to greenhouse gas emissions.
• The “Brexit” negotiations are still ongoing.

In these examples, the words within scare quotes are widely accepted terms with clear meanings that can’t be attributed to a specific person or source. Using quotation marks implies skepticism about the concepts in question.

The use of single and double quotation marks when quoting differs between US and UK English . In US English, you must use double quotation marks. Single quotation marks are used for quotes within quotes.

In UK English, it’s most common to use single quotation marks, with double quotation marks for quotes within quotes, although the other way around is acceptable too.

A quote is an exact copy of someone else’s words, usually enclosed in quotation marks and credited to the original author or speaker.

If you’re quoting from a text that paraphrases or summarizes other sources and cites them in parentheses , APA and Chicago both recommend retaining the citations as part of the quote. However, MLA recommends omitting citations within a quote:

• APA: Smith states that “the literature on this topic (Jones, 2015; Sill, 2019; Paulson, 2020) shows no clear consensus” (Smith, 2019, p. 4).
• MLA: Smith states that “the literature on this topic shows no clear consensus” (Smith, 2019, p. 4).

Footnote or endnote numbers that appear within quoted text should be omitted in all styles.

If you want to cite an indirect source (one you’ve only seen quoted in another source), either locate the original source or use the phrase “as cited in” in your citation.

Quotes within quotes are punctuated differently to distinguish them from the surrounding quote .

• If you use double quotation marks for quotes, use single quotation marks for quotes within quotes.
• If you use single quotation marks for quotes (e.g., in UK English ), use double quotation marks for quotes within quotes.

Make sure to close both sets of quotes!

Indirect quotation means reporting what someone said (or wrote) but not using their exact words. It’s similar to paraphrasing , but it only involves changing enough words to fit the statement into your sentence grammatically (e.g., changing the tense or the pronouns ).

Since some of the words have changed, indirect quotations are not enclosed in quotation marks .

Sources in this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

McCombes, S. (2022, November 29). When to Use Quotation Marks ("") | Rules & Examples. Scribbr. Retrieved August 21, 2024, from https://www.scribbr.com/language-rules/quotation-marks/

Butterfield, J. (Ed.). (2015).  Fowler’s dictionary of modern English usage  (4th ed.). Oxford University Press.

Garner, B. A. (2016).  Garner’s modern English usage (4th ed.). Oxford University Press.

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The Art of Grammar Docs

Direct speech.

Direct speech is a grammatical construction used to report the exact words spoken by a person. It is a vital tool in writing and conversation, providing a clear and vivid account of spoken language. Understanding direct speech is essential for mastering dialogue writing, accurately quoting sources, and enhancing narrative style.

Defining Direct Speech

Direct speech involves quoting the exact words spoken by a person, enclosed in quotation marks. This technique conveys the speaker’s original phrasing, tone, and intent, allowing the reader or listener to experience the dialogue as if they were present. Direct speech stands in contrast to indirect speech, where the original words are paraphrased or summarized.

Examples of Direct Speech

• Simple Dialogue : He said, “I’m going to the store.”
• Quoting : “We will succeed,” the manager assured the team.
• Narrative Writing : “It’s a beautiful day,” she exclaimed, looking at the clear sky.

Characteristics of Direct Speech

• Quotation Marks : Direct speech is always enclosed in quotation marks to distinguish the speaker’s words from the rest of the text.
• Punctuation : Proper punctuation within and around the quotation marks is crucial. Commas, periods, question marks, and exclamation points often appear inside the quotation marks, while commas and periods can follow the closing quotation mark in specific contexts.
• Attribution : Direct speech often includes an attribution tag (e.g., “he said,” “she asked”) to indicate who is speaking.

The Importance of Direct Speech

Direct speech is essential for several reasons:

• Clarity and Precision : It provides a clear and precise account of what was said, preserving the speaker’s exact words.
• Engagement : Direct speech can make narratives more engaging and dynamic by incorporating realistic dialogue.
• Authenticity : It adds authenticity to writing, as readers can “hear” the voices of the characters or speakers.

Using Direct Speech Effectively

To use direct speech effectively, consider the following tips:

• Accurate Quotation : Ensure the quoted words are precisely as spoken without altering the original meaning.
• Clear Attribution : Use attribution tags to clarify who speaks, especially in dialogues involving multiple speakers.
• Natural Dialogue : Aim for realistic and natural-sounding dialogue that reflects how people naturally speak.

Examples of Effective Direct Speech

• In Literature : “I can’t believe it!” she shouted. “This is amazing.”
• In Journalism : The CEO stated, “We are committed to achieving our goals by the end of the year.”
• In Academic Writing : According to Smith (2020), “The results indicate a significant improvement in performance.”

Direct Speech vs. Indirect Speech

Direct speech should be distinguished from indirect speech, which paraphrases the original words spoken:

• Direct Speech : He said, “I’m tired.”
• Indirect Speech : He said that he was tired.

Punctuation in Direct Speech

Correct punctuation is vital in direct speech:

• Commas and Periods : These are usually placed inside quotation marks. Example : “I’ll be there soon,” she said.
• Question Marks and Exclamation Points : Place them inside the quotation marks if they are part of the quoted material. Example : “Are you coming?” he asked.

Direct speech is a powerful tool in writing and communication, allowing for accurate and engaging spoken word presentation. Mastering direct speech involves correctly using quotation marks, punctuation, and attribution tags to preserve the speaker’s original intent and enhance the narrative. Whether used in literature, journalism, or everyday conversation, direct speech adds clarity, authenticity, and dynamism to language, making it an essential component of effective communication.

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The Art of Grammar Courses Master the art of language with our comprehensive Grammar 101/102, Punctuation 101/102, and Mastery Quiz courses. Perfect your writing skills with expert guidance and quizzes tailored to reinforce your understanding of grammar and punctuation rules. Chicago Manual of Style Dive into the definitive guide for writers, editors, and publishers with our Chicago Manual of Style course. Explore the intricacies of citation, formatting, and language usage to elevate your writing to professional standards. Garner’s Modern English Usage Embark on a journey through the nuances of contemporary English usage with Garner’s Modern English Usage. Delve into Bryan A. Garner’s authoritative insights to refine your language skills and master the subtleties of modern communication. The AP Stylebook Navigate the complexities of journalistic writing with the AP Stylebook, your essential companion for media communication. Learn the rules and conventions of the Associated Press style to ensure accuracy and consistency in your news reporting and writing. APA Style Master the standards of academic writing with the APA Style Guide, your indispensable resource for scholarly communication. Gain proficiency in citing sources, formatting manuscripts, and adhering to APA guidelines to produce polished research papers and publications. Fowler’s Dictionary of Modern English Usage Unlock the richness of the English language with Fowler’s Dictionary of Modern English Usage, curated to refine your language precision and fluency. Delve into the timeless wisdom of H.W. Fowler’s insights to navigate contemporary language dilemmas and enhance communication skills.

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Reporting Verbs in English: List with Examples & Exercises

Reporting verbs are used when you want to tell someone about another conversation. We also call this reported speech or indirect speech. Two examples of reporting verbs are say and tell. There are many others and these have different meanings and grammar structures. In this study guide, we’ll look at examples of these verbs and show you how to use them correctly. We’ll also look at reporting verbs to improve your academic writing. Let’s go!

What are reporting verbs?

Reporting verbs list.

• How do I use them?

Reporting verbs in academic writing

• Test your knowledge: exercises

What you will learn: 

Reporting verbs (or referring verbs) are words used to report about (or refer to) what another person has said, written or done. These verbs are used in reported speech, which can be direct or indirect.

The first reporting verbs that English students learn are usually say and tell . For example compare i) and ii) below:

• “It’s my birthday next weekend. Please, make a birthday cake for me!” Charlotte said to her mum ( direct speech)

Charlotte told her mum to make a birthday cake for her. ( indirect speech)

There are many other reporting verbs in English. These can be particularly useful in formal and academic writing.

General reporting verbs

In this table, we have listed out some common reporting verbs that are used in everyday English. To help you understand how to correctly place them in a sentence, we have put them into approximate categories based on their most common usage. However, you should remember that some of these reporting verbs can be used in difference contexts and sometimes with different grammar structures.

Academic reporting verbs

In the table below, we’ve listed out the reporting verbs in groups based on their general meanings. We have also indicated the relative “strength” of each verb. For example, if I imply (suggest/hint, weak) that you are wrong, this is very different from if I assert (state/say, strong) that you are wrong. Remember that English is seldom “black vs. white” – there are often several degrees of meaning.

How do I use reporting verbs?

Understanding what the verbs mean is generally the easiest step. You see a new word, you learn what the word means in your own language and you learn how to pronounce it in English. In actual fact, you can only really say you’ve learnt a word when you also know how to accurately use it in a sentence.

Let’s return to our example with Charlotte’s birthday cake:

 “It’s my birthday next weekend. Make a birthday cake for me,” Charlotte said to her mum ( direct speech)

Easy, right? Now let’s consider that there are many other ways that Charlotte could say this in English. Depending on what she said and how she said it, you might need to use a different reporting verb, not just say or tell . For example:

• If you want to express the idea of “ Don’t forget ” “ Don’t forget to make a birthday cake for me.” Charlotte reminded her mum to make a cake.
• If you want to express the idea of “ No, I don’t want to do something ” (i) “ I’m not going to make my own birthday cake!” Charlotte said that she wouldn’t make her own cake.(ii) “ I’m not going to make my birthday cake. You can do it!” Charlotte refused to make a cake. (iii) “I’ve got lots of work to do this weekend and I might be too busy for other things”Charlotte hinted that she wouldn’t make the cake.  

In these sentences, there are three different verbs (say, hint, refuse). They all mean “no” but say is a neutral verb, hint is a weak verb, and refuse is much stronger .

• If you want to express the idea of “Please do this!” “ Can you make a birthday cake for me, please ?” Charlotte asked her mum to make a cake. “ Please, please, please, can you make a cake for my birthday?” Charlotte begged her mum to make a cake (or) Charlotte pleaded with her mum to make a birthday cake. Ask, plead and beg all have a similar meaning, but plead and beg are much stronger than ask.

Learning words in English is like collecting bricks to build a house. It’s not enough just to get the bricks. You also need to learn how to arrange them correctly so that your house is solid! You can’t build a good house from just a couple of bricks (e.g. say and tell). That’s why you need to learn more vocabulary – like reporting verbs. We don’t want the Big Bad Wolf to blow your house down!

Let’s take a look at HOW to use reporting verbs in real sentences. Below, we have divided the verbs into their different grammar structures so they are easier for you to learn.

1. Reporting verb + infinitive

Verbs: Refuse, decide, promise, demand, agree, threaten, plead with Examples:

• Charlotte refused to make a cake. ( NOT : Charlotte refused making a cake)
• My boss decided to give me a promotion.
• The teacher demanded to know who was responsible for the mess.
• We agreed to keep quiet and not tell anyone the news. (or) We agreed that we would keep quiet.
• We threatened to go to the police.
• They pleaded with the man to release the hostage.

2. Reporting verb + somebody + (not) infinitive

Verbs : remind, ask, beg, warn , order, encourage, persuade, advise, urge, agree Examples :

• Charlotte reminded her mum to make a cake.
• They asked me to cook
• He begged his friend not to tell
• They warned me not to go there by myself.
• The government has ordered everybody to stay at home.
• Her parents always encourage her to work
• They persuaded me to stay for another drink.
• The doctor advised me to stop
• Our new neighbours have invited us to have dinner with them tomorrow.

3. Reporting verb + verb +ing

Verbs: Deny, suggest, recommend, report, propose, admit

These verbs can be used with +ing or with that , but it’s generally better to be concise and use the +ing verb. Short and sweet! Examples :

• They denied taking the last biscuit. (short) (or) They denied that they had taken the last biscuit. (long)
• She admitted stealing the money. (or) She admitted that she had stolen the money. / She admitted to me that she had stolen the money.
• She suggested taking a taxi because it would be quicker. (or) She suggested that we took a taxi.
• I recommend going in the morning when the weather isn’t so hot. (or) I recommend ( that) we go in the morning.
• I propose cancelling the next meeting until we have made a decision. (or) I propose that we cancel the next meeting.

4. Reporting verb + preposition + verb + ing

Verbs: Blame smbd for, accuse smbd of, insist on, apologise for, complain about, confess to, forbid smbd from, agree to, think about Examples :

• They blamed me for missing the train.
• She accused her friend of
• He apologised for breaking the window.
• She is thinking about moving to France.
• He insisted on paying for everybody. / He insisted that he paid for everybody.
• They complained about not having a small hotel room. / They complained that they didn’t have a bigger room.

The reporting verbs we use in academic writing also follow specific grammatical patterns. Again, it is important to know whether the verb needs +ing, the infinitive , or that after it.

5. Academic reporting verb + that

Verbs: Point out, find, observe , state, agree, believe, assert, claim, contend, explain, guess, assert, imply, reason, prove, note, report, reveal.

• Bosley (2017) found that elderly patients experience fewer symptoms of pain when they have regular access to some form of nature. (or) Bosley (2017) found a link between symptoms and access to nature. ( find smth )
• Martinez (2008) and Zhang (2009) agree that … (or) Martinez (2008) and Zhang (2009) agree with this theory . ( agree with + smth/smbd )
• Persson (2003) claims that a community is impossible without a shared aim.
• Research conducted by Bradwell in 2017 revealed that there was a considerable difference in the amount of time UK and US teenagers spent with their families. (or) Research conducted by Bradwell in 2017 revealed a considerable difference in the amount of time UK and US teenagers spent with their families.

6. Academic reporting verb + smth

Verbs: Develop, study, focus on, acknowledge, doubt, contribute to, echo, subscribe to, question, disapprove of, dispute, reject, discuss, investigate, illustrate, present, outline, put forward, consider, support, emphasise, challenge, analyse, discard, identify, explore, propose, highlight, stress. Examples:

• Wang (2016) supports the idea that there is a significant link between play and child development. NOT : Wang (2016) supports that there is a significant link between play and child development.  
• Roberts (2018) identifies three possible factors in early diagnosis.
• Solara (2015) questions the importance of this approach. (or) Solara (2015)  questions whether this approach is important.
• Barboza (2018) rejects the three factors presented by Solara.
• Miller (2016) discusses this theory in detail. NOT : Miller (2016) discusses about this theory in detail

In academic writing, reporting verbs are used when you want to refer to what another person has said. You do this to strengthen your own argument and to show that other academics think the same as you.

It would be easy to just learn the verb “to state”, and use this all the time. However, using a range of other verbs can allow you to express your opinion about the author’s idea more precisely. For example, “to state” is quite neutral , but “to claim” implies that there is no proof behind what the author is saying.

Past or present tense?

You can use both the past and the present tense in academic writing.

If you are talking about recent research, use the present. This makes a connection between past research and now, which adds weight to your argument.

• Wang (2016) support s the idea that there is a significant link between play and child development. (present simple)

If you are talking about how research was conducted, you will need to use the past simple (either active or passive voice).

• Wang (2016) examin ed fifty groups of siblings. (past simple) The siblings were asked the following questions. (passive voice)

Avoid these common mistakes!

• It’s possible to express someone’s opinion using “According to…”. This does not need a reporting verb. “According to” does the job of a reporting verb already. e.g. “According to Covey (2017)…” (Not: “ According to Covey (2017) states that… ”)
• A source written by one author will need a singular verb with “-s” at the end e.g. “Liu (2016) suggest s that…” (Not: “ Liu (2016) suggest that… ”)
• A source written by more than one author will need a plural verb. e.g. “Liu and Helzer (2016) suggest that…” (Not: “ Liu and Helzer (2016) suggests that… ”)
• If you use “et al.” to indicate multiple authors, this will also require a plural verb as it means “they”. e.g. “Rosenberg et al. (2018) argue that…” (Not: “ Rosenberg et al. (2018) argues that…” )

Reporting verbs: Exercises

• Why didn’t you _____________ me that you don’t eat meat? a) say.  b) tell
• I didn’t ____________ anything to you, because I was too worried. a) tell.    b) say
• We __________ them to meet us in the main square at half past eleven. a) told.  b) said
• You should ________ her that you don’t want to go on holiday. a) say.  b) tell
• Are you going to ___________ anything to Sue about your good news? a) say.  b) tell
• They have ________ that we will need to bring our own bed linen and towels. a) told.    b) said

Which of these sentences are right and which are wrong? Choose correct or incorrect.

• She suggested to study together for the exam. a . Correct    b. Incorrect
• I said you not to do that. a. Correct    b. Incorrect
• I didn’t tell anyone anything. a . Correct.  b . Incorrect
• We have decided live in the countryside. a. Correct    b. Incorrect
• My grandmother always encouraged to learn to cook. a. Correct    b. Incorrect

Choose the correct verb to complete the sentences.

• She invited me ________ to her house for a drink after work. a. go    b. going  c. to go
• She asked me _________ some money. a. lending    b. to lend    c . to lend her
• They persuaded me _________ to London with them. a. go    b. to go    c. of going
• He advised _______ more exercise. a. I do    b. me to do    c. me doing
• He begged me not _______ anybody about the accident. a. of telling    b. tell    c. to tell
• He reminded ________ to renew the car insurance. a . to me    b. me    c. of me
• She refused _______ the washing-up again! a. me to do    b. to do.  c. doing
• She apologised _________ me an angry text message. a. of sending. b. for sending    c. sending
• He admitted ________ the red wine on the sofa. a. spilling    b. to spill    c. spill of
• He suggested _________ on a cycling holiday next year. a. go    b . going c. we going
• He denied _________ my car. a. taking    b . to take    c. taking of
• She decided __________ the risotto. a. having.  b. to have    c. to having

Exercise 1:

Exercise 2:

• b. Incorrect (She suggested studying together for the exam.)
• b. Incorrect (I told you not to do that.)
• b. Incorrect (We have decided to live in the countryside.)
• b. Incorrect (My grandmother always encouraged me to learn to cook.)

Exercise 3:

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Reported speech: direct speech

Direct speech is a representation of the actual words someone said. A direct speech report usually has a reporting verb in the past simple. The most common reporting verb is said . The reporting clause may come first or second.

The reporting clause may sometimes come in the middle of the reported clause, especially in literary styles:

“No,” she said , “I’ve never seen it before.”

‘Was it,’ he asked , ‘the first time you had spoken to Mrs Dalton?’

We can use adverbs with the reporting verb to describe the way someone said something. This is more common when the reporting clause comes second:

“I will not accept it!” he said angrily .

‘Can I speak to the doctor?’ she asked rather nervously .

Reported speech: punctuation

Reported speech: reporting and reported clauses

Direct speech: inversion of subject and reporting verb

In narratives, especially novels and short stories, when the reporting clause comes second, we often invert the subject (s) and reporting verb (v):

“Things have always been the same in this village,” [V] said [S] the old man .

‘Hold on! I’m coming!’ [V] cried [S] Maurice .

Direct speech: present simple and continuous reporting verbs

Informal narratives.

In informal conversation, we sometimes use the present simple in the reporting clause. This makes the direct speech more vivid and dramatic:

So then this guy says , “I’ve got something for you. Come over here.” And he picked up a box and he says , “Open that.”

We can make the direct speech even more vivid and dramatic by using the present continuous. This is very informal:

And he’s looking at me and he ’s asking , “Who are you?” and I said, “I’m your nephew” and he ’s mumbling , “I don’t know you. I’ve never seen you before in my life.”

In very informal conversation, people sometimes use says as a reporting verb for all persons ( I, you, she, he, we, they ):

She says , ‘What’s going on here?’ and I says , ‘Nothing. There’s nothing happening – everything’s okay.’

Many speakers consider the above examples to be incorrect. This applies especially to the use of says with all persons.

Newspaper headlines

We also use the present simple in newspaper headlines. This makes the reported words more dramatic:

‘I WON’T RESIGN,’ SAYS MINISTER

Say or tell ?

Word of the Day

out of harm's way

in a position that is safe from harm or from which harm cannot be done

Trial, judge, and jury: talking about what happens when a criminal is caught

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Academic writing

Strategies and advice on how to communicate your ideas using an appropriate academic register

Introduction to academic writing

Producing written work as part of a university exam, essay, dissertation or another form of assignment requires an approach to organisation, structure, voice and use of language that differs from other forms of writing and communication.

Academic writing is a language that no one is born speaking. Understanding more about the conventions of your discipline and the specific features and conventions of academic writing can help you develop confidence and make improvements to your written work.

Academic writing is part of a complex process of finding, analysing and evaluating information, planning, structuring, editing and proofreading your work, and reflecting on feedback that underpins written assessment at university.

Here we focus on the key principles of academic writing as a way to communicate your ideas using appropriate language, structure and organisation. 

301 Recommends:

Our Academic Writing Essentials workshop will explore the challenges of writing in an academic register and provide a range of strategies that can be used to develop your academic voice. The workshop will cover the use of language, structuring your writing and critical writing to take a holistic view of the writing process from a blank page through to a completed piece of work.

Try out our Academic Writing Interactive Digital Workshop  to explore the key principles of good academic writing.

Our Paraphrasing workshop will explore the roles of paraphrasing, quoting and 'para-quoting' and provide strategies for formulating and referencing paraphrases.

Join our 301 Writing Club sessions which include three 25-minute blocks of silent writing time, plus time to share your writing goals and progress with others. This is not a workshop, please bring an piece of academic writing to work on.

Academic language

Academic writing is defined by conventions rather than rules. This means that they are flexible and adaptable at least some of the time.

The point is not for you and your peers to produce identical pieces of work, but to provide a shared framework of communication that allows specialists within a field to access information, ideas and concepts quickly and easily.

It goes without saying that academic writing uses a more formal register than everyday communication. The following are four important conventions to follow that will help you to hit the right level of formality in your writing:

Use formal language

Academic writing tends to adopt formal language derived from Latinate, rather than Anglo-Saxon roots. This distinction is particularly evident in the use of verbs in academic language.

In general, phrasal verbs are used when speaking (eg in presentations), whilst Latinate verbs are used in academic writing (eg essays). Phrasal language is more informal, whilst Latinate verbs sound 'posher' and more formal.

Phrasal verbs tend to come in two parts: they use a  verb  together with an  adverb  or preposition.

There is often a one-word equivalent, which usually comes from Latin root, reflecting the origins of formal English among educated Romans and the Church.

Examples include: 

Carry out = perform

Talk about = discuss

Look up to = respect

Why is this useful? Latinate verbs use fewer words, so can help you develop a more concise writing style.

Latinate verbs can also be more specific than their phrasal equivalents, for example, the phrasal verb 'set up' has several Latinate equivalents: 

Set up a room: I’m going to  arrange  the room for the meeting.

Set up an experiment: The experiment was  prepared.

Set up an organisation: The NSPCC was  established  in 1884.

You may wish to use a mixture of phrasal and Latinate verbs in your writing, and to tailor it to your assignment. For example, if writing a more informal blog post, you may want to use more phrasal language.

Some common examples of academic verb use include:

Carry out: Perform "The experiment was carried out/performed..."

Find out:   Investigate "The aim of this project is to find out/investigate…"

Leave out: Omit "Therefore this was left out of/omitted from the analysis..."

Awareness of how and when to use different registers of language can help to improve the level of formality of your writing. 

Avoid contractions and abbreviations

Academic writing tends to avoid the types of contractions and abbreviated language that you might use in other forms of communication.

In some cases, this is obvious, but in other cases, where abbreviations have become commonly used forms of words, it can be more difficult to spot.

For example:

Are not/is not: Aren't/isn't

Quotation: Quote

UK: United Kingdom

However, some commonly used abbreviations or acronyms relating to the discipline will often need to be used to enhance the clarity of your writing and reduce the word count.

In these cases, it is important to use the full form of the abbreviated name or phrase in the first instance, including the abbreviation in parentheses.

A key role has always been played by the North Atlantic Treaty Organisation (NATO)...

World Health Organisation (WHO) recommendations state...

The use of an Electrocardiogram (ECG) is recommended...

Certain extremely commonly used acronyms have become part of common usage and do not require further explanation within a text. For example, AIDS, laser, radar, scuba. 

Write objectively

Academic writing tends to strive for an appearance of objectivity.

Although you will no doubt have an informed opinion or theory that you are trying to get across in your writing, it is important to build a compelling objective case for your ideas using evidence and data.

Secondary sources should be used to build a foundation of background thinking, ideas and theories to support your approach.

All secondary sources (books, journals, webpages, conference presentations, films, audio recordings, etc.) should be referenced using the standard system recommended by your department.

A bibliography of all referenced works should be included at the end of your assignment, ordered alphabetically and formatted using the recommended standard system. 

Visit the  library referencing pages  for more information, examples and tutorials.

Primary sources include any information or data that you have found, collected or generated to illustrate your arguments or explore your hypotheses. Primary sources may include texts that you are analysing, survey responses, experimental data, artefacts and much more.

When writing about primary and secondary sources, it is usually better to avoid using the first person ('I' or 'we' forms), as your focus should be on an objective interpretation of that evidence. 

The first person is most commonly used to indicate where you are going beyond an objective analysis to put forward your own informed opinions, for example as part of a discussion section or conclusion. 

Some principles of using the first person include:

Avoid overusing the first person (I) and use passive forms where possible: "the experiment was conducted..."; "evidence suggests..."; "a sample was taken..."

Watch out for adjectives that imply a value judgement: fantastic, brilliant, rubbish, interesting, good, etc.

Avoid using cliched phrases: "a hot topic..."; "the other side of the coin..."; "at the end of the day..."; "the fact of the matter..."; "in the current climate..."

Avoid overstatement. Make cautious use or avoid the following altogether: extremely, very, really, always, never, a lot, the most, the least

Note: always check department guidelines   on the use of first-person forms in your writing.

301 Recommends: Manchester University Academic Phrasebank

The Academic Phrasebank is a repository of the most commonly-used phrases in published academic work, organised according to purpose and function. Explore the Phrasebank for ideas on how to express yourself using established academic language.

Paragraphs and flow

Paragraphs are the building blocks of your written work, and a good essay or assignment will organise the content clearly at a paragraph level.

However, in a piece of academic writing paragraphs can be tricky to structure due to the complexity of ideas that you are likely to be working with.

The following structure is not the only way to write a paragraph, but it is a common model that is used in academic writing to build sources and evidence into your writing in a critical and analytical way. 

Writing good paragraphs: structure

Most paragraphs of academic writing tend to follow a similar organisational structure:

The topic sentence:  States the main idea or area to be covered by the paragraph.

Explanation or definitions (optional):  Can be used to clarify any difficult or uncertain terminology introduced in the topic sentence.

Evidence and examples:  One or more sentences introducing key ideas, sources, quotes, case studies, evidence or data.

Comment:  Explores what the evidence means, how it can be summarised or whether it needs to be challenged.

Concluding sentence:  Relates the paragraph to your overall argument and links forward to the next paragraph.

The final sentence is often the most important part of a paragraph as it clarifies your interpretation of the topic area and identifies how it contributes to your overall argument.

Watch this short  study skills hacks video  for more information. 

Writing good paragraphs: unity

A paragraph will usually discuss only one idea as outlined in the first sentence, the  topic sentence . If you find a paragraph drifting away from this controlling idea, it is time to split it into more than one paragraph:

The opening sentence of paragraph should outline the main idea (topic sentence).

Every supporting sentence should directly explain, refer back to, or build on the main idea using specific evidence and examples where possible.

Use the final sentence(s) to refer back to the topic sentence and lead into the following paragraph.

Writing good paragraphs: flow 

The skill of structuring your writing and building effective connections between paragraphs is one that will allow you to develop and sustain a compelling argument in your written work.

By setting out your ideas and evidence with a natural flow, you will make your work much more readable.

This important technique will help you work towards higher levels of attainment in assignments and help to improve the quality of your everyday writing.

Paraphrasing and quoting

When you are producing a piece of writing at university, you will often want to talk about what someone else has written about the topic.

There are four distinct ways of doing this.

Quoting:  directly including in your work the published words or other data you have found in a source

Paraphrasing:  expressing in your own words the ideas, arguments, words or other material you have found published elsewhere

Para-quoting:  paraphrasing an idea or area but retaining one or more important words and phrases from the original in quotation marks

Summarising:  providing a top-level overview of a single larger area of work or multiple sources

There are many reasons for quoting or paraphrasing in your own work, but essentially these techniques allow you to show your understanding of current knowledge about the topic you are studying and respond to that knowledge in your work.

Remember that you will need to cite and reference all of the sources that have informed your work.

It is a complex linguistic skill to incorporate others’ work smoothly and efficiently into your own by quoting or paraphrasing.

Skilful use of sources and selective quoting and paraphrasing are important elements of the critical writing process, which is in greater detail on the critical thinking pages – see  Legitimation Code Theory  for more ideas.

It is also a key skill of academic writing that will help to ensure that your work does not include elements of plagiarism.

For more information on unfair means and plagiarism, including suggestions on how to avoid it, see the following  resource .

As with other aspects of working with sources, it is important to  follow your department's specific guidelines about these skills.

When to quote and when to paraphrase

You should direct quote

if you are referring to a formal definition in which the specific language is important

if you are quoting an opinion (with which you do not necessarily agree)

if you are reporting direct speech, eg the reactions or experience of someone actually involved

if you wish to highlight specific features of the author's writing style

 You should paraphrase

to elaborate on or explain a concept or definition to your reader

to engage critically with an opinion or source and demonstrate that you understand it fully

to summarise the reactions or experience of one or more individual

if the general concept is more important than the specific language used

Writing to a word count

If you find you often go over the word count on an assignment, there are several possible causes and solutions.

In this online resource, we will think about the purpose of the word count, the reasons why we might go over it, and strategies to tackle it.

Why is there a word count?

Word counts are part of the challenge of academic writing for several reasons:

To suggest a level of detail: with one topic, you could write a 100-word summary, 1,000-word essay, 10,000-word dissertation, or a 100,000 word PhD thesis. The word count gives an indication of the level of depth you are expected to go into

To ensure fairness: each student has the same number of words to show the marker what they know. 

To test your communication skills: being able to keep within a word count requires a concise writing style and excellent communication skills – it helps you get straight to the point.

To demonstrate your critical thinking skills: to stay within word counts, you need to focus on what is most important and select the best examples and case studies. It puts critical thinking into practice

As a matter of practicality: markers only have a finite amount of time to mark work.

Why do we go over the word count?

First of all, it is important to remember that being over the word count is better than having a blank page. The ideas are down on the page but might need refining. There are several reasons why you might have exceeded the word count: 

Still developing an effective structure: Do you have a clear plan and have you stuck to it? If not, can you map out an overall structure for your essay and identify areas where you have departed from it?

Fear of missing out on something important: try to be selective with examples and arguments. What is your mission statement or key argument, and how does each section help you make it?

Waffling (using 200 words when 100 will do): work on developing a concise academic writing style. Even if you’re not over the word count, this leaves you more words for your critical analysis and discussion

Writing to a word count involves careful planning and organisation to make sure that you get your main points across. The following points might help you to stay within the parameters that you are aiming for:

• Plan what your key points are, and what percentage of your word count to spend on each. Are any sections disproportionately long?
• Avoid repeating arguments – try reading your work backwards (paragraph by paragraph, not word by word). This can make it easier to spot ideas that are repeated, as you are viewing each paragraph individually rather than your argument as a whole
• Use topic sentences at the start of each paragraph. This can help you (and the marker) to identify what key point you are trying to make. Are there any paragraphs that are making the same point? Can you link them?
• It might be tempting to show all of the reading you have done, but select the most important case studies, and explain why you have chosen them. This can be evidence of critical thinking (eg whilst many studies have examined X, a key paper is Y because…)
• Are you using 200 words where 100 will do? One way of testing this is to calculate your  Fog Index  to find out how clear and concise your writing is.

Remember: Having a more concise academic writing style gives you more words to use on things that are important, eg critical analysis and discussion. It’s not just about cutting the odd word here and there to get you under the word count.

The following are some simple tips to make sure you stay within your word count:

Find out what counts towards your word count (for references, footnotes, abstract, captions, tables, text boxes…)

Consider combining related sections or cutting irrelevant sections.

Focus on condensing your key arguments.

Use a concise academic writing style, eg avoid excessive hedging, remove redundant adjectives.

Lie about your word count.

Cut sections just to meet the word count.

Focus on removing individual words – this will be extremely time consuming and will make little impact on your overall count.

Use contractions to meet the word count (eg isn't, doesn't, shouldn't) – this is not academic.

Useful resources

Internal resources.

University of Sheffield Library –  R esearch and Critical Thinking Resources

Digital Learning - Using Turnitin  (login required)

English Language Teaching Centre (ELTC) –   P araphrasing

External Resources

Manchester University –  Academic phrasebank

UCL Institute of English –  Word count

Gunning Fog Index Calculator –  Online tool

Purdue Online Writing Lab –  Quoting, paraphrasing and summarising

Wisconsin Writing Centre –  Paraphrasing vs. quoting

Using English for academic purposes –  Writing paragraphs

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Direct and indirect speech

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When using indirect or reported speech, the form changes. Usually indirect speech is introduced by the verb said , as in I said , Bill said , or they said . Using the verb say in this tense, indicates that something was said in the past. In these cases, the main verb in the reported sentence is put in the past. If the main verb is already in a past tense, then the tense changes to another past tense; it can almost be seen as moving even further into the past.

Verb tense changes also characterize other situations using indirect speech. Note the changes shown in the chart and see the table below for examples. With indirect speech, the use of that is optional.

The situation changes if instead of the common said another part of the very to say is used. In that case the verb tenses usually remain the same. Some examples of this situation are given below.

Another situation is the one in which modal constructions are used. If the verb said is used, then the form of the modal, or another modal that has a past meaning is used.

While not all the possibilities have been listed here, there are enough to provide examples of the main rules governing the use of indirect or reported speech. For other situations, try to extrapolate from the examples here, or better still, refer to a good grammar text or reference book.

Some other verbs that can be used to introduce direct speech are ask, report, tell, announce, suggest, and inquire. They are not used interchangeably; check a grammar or usage book for further information.

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Undergraduate Writing: Directness

Introduction.

Writing is different than speaking. In speaking, you might use metaphors or cliches to get a point across. You might go off on tangents and use long phrases instead of addressing an issue head-on. In academic writing, you do not have the luxury of eye contact, expression, and follow-up to clarify meaning. Therefore, you need to express yourself in the clearest and most direct way possible so that the reader can understand.

The following exercise will help you identify and improve directness in your writing.

Read over this next paragraph and pinpoint areas that you think should be clearer or more direct. If you are confused about what something means, highlight it. If you think there is a simpler or more straightforward way of writing a particular phrase, highlight that as well. You might find that reading the paragraph aloud helps you determine what is not working in the text.

Once you have highlighted these areas, rewrite the paragraph in a new way, with clear, straightforward, and direct expression. What does the paragraph look like now?

It appears that more and more students are being bullied in high schools today. In order to halt the progression of it, something needs to be done. Teenagers should feel safe so that they can learn and go to the next level. Due to the fact that bullies are constantly zoning in on others, many will not get the chance. We need to put peer mediation and a "no tolerance" policy in place in all our schools.

Exercise Discussion

Here is what one writer's exercise looks like, with indirect passages underlined :

It appears that more and more students are being bullied in high schools today. In order to halt the progression of it, something needs to be done. Teenagers should feel safe so that they can learn and go to the next level . Due to the fact that bullies are constantly zoning in on others, many will not get the chance. We need to put peer mediation and a "no tolerance" policy in place in all our schools.

She revised the paragraph in this way:

Many students are being bulled in high schools today. To halt the progression of bullying, educators need to implement policies. Teenagers should feel safe so that they can learn, graduate, and attend college. Because bullies are constantly targeting others, many students will not get the chance. Educators and administrators need to put peer mediation and a "no tolerance" policy in place in all schools.

Explanation:

• "It appears that " implies that the writer is unsure about the statement. Eliminating these words makes the sentence more direct and confident.
• "In order to" is just another way of saying the simpler "To." Similarly, "Due to the fact that" can be reduced to "Because."
• "It" and "something" are vague. In the revision, the writer has gotten more specific by naming bullying and policy implementation. This vagueness also applies to "zoning in on " and "many."
• "Go to the next level " is a phrase that might be used in speech, but in writing it can be confusing. The writer has revised to specify what the next level is: attending college.
• "We" should be used in academic writing only for self-reference when the writing is being done by a group of coauthors. Other uses, such as in this paragraph, are unclear. Does "we" mean students, teachers, principals, lawmakers, or just people in general? The revised version clearly states the people involved.

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• Reported Speech /

Direct Speech Vs Reported Speech: Differences, Rules, Examples, and Exercises

• Updated on  
• Jan 9, 2024

For effective communication , the students need to learn the difference between the two types of speech. Direct speech adds authenticity and captures the speaker’s tone or emotions. On the other hand, reported speech is used to report the content of the speech in a more generalized or summarized manner. 

Direct Speech is often involved in writing literature, storytelling, and news reporting. The primary purpose of direct speech is to add an immediate impact and create a vivid impression of the speaker’s words. In contrast, Reported Speech is found in academic writing, official reports, and formal contexts.

In this blog post, you will learn about direct and reported speech and practical exercises to master the concept of direct and reported speech.

Explore Now Test Your English Proficiency with this Editing Quiz!

Important Differences Between Direct And Reported Speech

The table below represents the important differences between direct and reported speech that will help you to understand the structure of speech in a better way:

Must Read: Subject-Verb Agreement: Definition, 12 Rules & Examples

Rules For Changing Direct Speech to Reported Speech

The below table highlights the rules from changing direct speech to the reported speech for a better understanding of the concept.

Also Read: Tenses Rules: Charts, Examples, Types [PDF Available]

Examples of Direct Speech vs. Reported Speech

Some of the examples of direct and indirect speech are given below:

Exercises of Direct Speech vs. Reported Speech

Change the following sentences to indirect speech:

• “I am going to the store,” she said.
• “We have completed the project,” they announced.
• “He plays the guitar very well,” she commented.
• “I can’t believe you did that!” he exclaimed.
• “It’s my birthday tomorrow,” she informed us.
• “Please turn off the lights,” he requested.
• “I will help you with your homework,” she promised.
• “They won the competition,” he revealed.
• “Do you want some coffee?” she asked.
• “I have never been to Paris,” he admitted.

Match the answers with the following sentences:

• She said that she was going to the store.
• They announced that they had completed the project.
• She commented that he played the guitar very well.
• He exclaimed that he couldn’t believe I had done that.
• She informed us that it was her birthday the next day.
• He requested us to turn off the lights.
• She promised to help me with my homework.
• He revealed that they had won the competition.
• She asked if I wanted some coffee.
• He admitted that he had never been to Paris.

What is the difference between Direct and Indirect Speech?

Direct Speech represents the exact words of the speaker whereas reported speech refers to the idea behind to what the speaker said instead of using the exact words of the speaker.

What are the four types of reported speech?

The four types of reported speech are Assertive, Interrogative, Exclamatory, and Imperative.

What is the example of Direct and Indirect Speech?

An example of direct and indirect speech is 

Sita said,” I have done my work”.

Sita said that she had done her work.

To advance your grammar knowledge and read more informative blogs, check out our Learn English page, and don’t forget to follow Leverage Edu .

Amanpreet Kaur

📚✨ From Classroom Chats Entered Into The Wordy World ….. Yes , If you all Remember that teacher who kept you on your toes with pop quizzes and endless homework? YEP! THAT WAS Me ! 🌟 But with the blessings of almighty and the key motivation of my husband who came across the spark of writing in me has insisted me to pave my way away from chalk dust to creative burst!💫  Being in this new world of writing I can compose pun-tastic content, poetry full of emotions and humorous articles that can even make Shakespeare envious of me 📝🎭.Yippee! from teaching young minds to educating worldwide readers it's an epic career switch. From teaching grammar lessons to grammatically flawless copy, I'm todays' wordsmith on a mission! Let me spin literary magic all around and conquer my exact destination of proving myself as The Best Writer in The World.🚀🏆 My promise is to provide you with valuable insights, solutions to your questions, and a momentary escape from the routine. I believe in the power of words to create connections, provoke thought, and foster growth. Woods are lovely dark and deep  But I have promises to keep and  Miles to go before I sleep ……..🌳✨🌌

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Say What You Mean: An Easy-to-Understand Guide to Direct Speech

As an English learner, you’ve probably heard of “direct speech,” right? But what does it really mean, and how can you use it in your own writing and speaking? In this post, we’ll explore the definition and examples of direct speech, as well as the differences between direct and indirect speech.

What is Direct Speech? 

Direct speech, or quoted speech, is when you report someone’s exact words. It’s called “direct” because you’re repeating the words exactly as they were spoken, without changing them in any way. 

Direct speech can be used in various contexts, from everyday conversation to formal writing. Here are some examples:

Example 1: Everyday conversation Direct speech: “Hey, how are you doing?” asked John. In this example, John’s exact words are being reported using direct speech.

Example 2: News article Direct speech: “We are deeply saddened by the loss of our beloved friend and colleague,” said the company’s CEO in a statement. In this example, the exact words spoken by the CEO are being reported using direct speech.

Example 3: Fictional writing Direct speech:John says, “I can’t believe we’re stuck here. What are we going to do?” In this example, John is speaking directly, and his words are placed in quotation marks. It’s pretty simple, right? It adds a layer of realism to the story, making the dialogue more engaging and believable. 

Differences Between Direct Speech and Indirect Speech 

While direct speech reports someone’s exact words, indirect speech (also known as reported speech) reports the meaning of someone’s words without using their exact words. 

Here’s an example:

Direct speech: “I’ll be home late,” said John. Indirect speech: John said he would be home late. In indirect speech, the words are changed slightly to fit into the context of the sentence. Notice that in the indirect speech example, we use “he” instead of “John” and change the tense of the verb.

So, that’s it for our discussion on direct speech! I hope you’ve learned something new and found it helpful in improving your English skills. Remember, direct speech is a useful tool in writing. So go ahead, give it a try in your own writing, and see the difference it can make!

• Engaging: interesting and enjoyable
• Stuck: unable to move or proceed
• Quotation: a group of words taken from a text or speech and repeated by someone else

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Literary English

Direct and Indirect Speech in English | A Complete Guide

Direct and indirect speech are two ways to report what someone else has said. In direct speech, the exact words spoken by a person are quoted within quotation marks. In indirect speech, the words of the speaker are reported without using their exact words and without using quotation marks. Instead, the reported speech is often introduced by verbs such as “said,” “told,” “asked,” etc. Indirect speech allows us to convey what someone else said without necessarily repeating their exact words, often to provide a summary or to integrate it into a larger narrative.

Direct Speech

Direct speech is also called reporting speech. There are two parts in a sentence in direct speech first part is known as reporting speech (in this sentence we know about reporting person) and the second part which is known as reported speech (indirect narration “example”, or indirect discourse). When we want to describe what someone said, one option is to use  direct speech . We use direct speech when we simply repeat what someone says, putting the phrase between speech marks:

• Saif came in and said, “I’m really happy”.

As you can see, with direct speech it is common to use the verb ‘to say’ and ‘to says’ (‘said’ in the past). But you can also find other verbs used to indicate direct speech such as ‘ask’, ‘reply’, and ‘shout’.

Indirect Speech

In grammar, when we want to report what someone said, without speech marks and without necessarily using exactly the same words, we use indirect speech. It is also known as reported speech. Look at the following sentences:

• Direct speech:  he says, “I am going to school.”
• Indirect speech:  he says that he is going to school.

In above sentences, the reporter delivers the message of the boy using his real words (e.g.“I am going to school.”) In the indirect speech sentence, the reporter delivers his message but in his own words without any change in the meaning. Thus, both direct and indirect speeches are two different ways of reporting a statement of person. In simple words, quoting a person using your own words is called an indirect speech.

Basic Rules for Direct and Indirect Speeches

• When we change direct speech to indirect speech always we will replace inverted commas with word ‘ that’ .
• When we combine reporting and reported speech we use  that  between these sentences.
• If the first part of the sentence does not include word  said  then tense will not be changed.
• At the end of reporting speech if there is a comma then it will be removed.
• Say  always will be changed into  tell .
• Says  always will be changed into  tells .
• Said  will be changed into  told  only in one condition when there is object in reporting speech.
• Direct : You said to Saif, “you are going to Lahore”.
• Indirect : you told Saif that he was going to Lahore. 

Changes in the Person of Pronouns

1 st  person                             2 nd  person                             3 rd  person

Subject                                  Object                                    No change

I, we,                                       you                                         he, she, it,

My, our, us, me                     your                                        they and noun.

• 1 st person pronouns in reported speech are always changed according to the subject of the reporting speech.
• 2 nd person pronouns in reported speech are always changed according to the object of the reporting speech.
• 3 rd person pronouns in reported speech are not changed.

Important word changes

The above rules are mandatory for converting direct speech into indirect speech. Hence, they should be memorized thoroughly. The following examples cover all the aforementioned rules. So, focus on every sentence to know how the above-mentioned rules have been used here.

Some special words will be changed when direct speech changes into indirect speech

• Now into then
• Today into that day
• Yesterday into the previous day
• This into that
• Last night into the previous night
• Tomorrow into the next day
• These into those
• Here into there
• Next day into the following day
• Ago into before
• Come into go
• Will into would
• Shall into should
• May into might
• Can into could
• Good Morning, into greeted
• Good Evening, into greeted
• Good Day into greeted
• Madam into Respectfully
• Sir into Respectfully

Changes in Verbs

If the reporting speech is in present tense or future tense, then no change is required to be made in the verb of reported speech.

Direct Speech:  he says, “I live in Pakistan”.

Indirect Speech:  he tells that he lives in Pakistan.

Direct Speech:  you say to me, “you will go to Lahore”.

Indirect Speech:  you tell me that I shall go to Lahore.

Direct Speech:  I say, “she was ill”.

Indirect Speech:  I tell that she was ill.

How to Make Direct and Indirect Speeches in Different Tenses

Present indefinite  will be changed into past into  past indefinite  tense.

(First form  into  second form)

• Direct:  I said, “I go to school”.
• Indirect:  I said that I went to school.

Present continues  will be changed into  past continues  tense.

(is, am, are  into  was, were)

• Direct:  Raza said, “I am a boy”.
• Indirect : Raza said that he was a boy.

Present perfect  will be changed into  past perfect  tense.

(has, had  into  had)

• Indirect : You told Saif that he was going to Lahore. 

Present perfect continues  will be changed into  past perfect continues  tense.

(has been, have been  into  had been)

• Direct : The guard said to the passenger, “the train has come”
• Indirect : The guard told to the passenger that the train had come.

Past indefinite will be changed into  past perfect  tense.

(second form  into  had)

• Direct : Aslam said, “They played cricket”.
• Indirect:  Aslam said that they had played cricket.

Past continues  will be changed into  past perfect continues  tense.

(was, were  into  had been)

• Direct : The policeman said, “The thief has been stealing for two year”.
• Indirect : The policeman told that the thief had been stealing for two year.

Note :  Past perfect, past perfect continues, future indefinite, future continues, future perfect, future perfect continues tense will not be changed.

Direct and Indirect Speech in Assertive Sentences

Sentences that make a declaration are called assertive sentences. These sentences may be positive, negative, false, or true statements. To convert such sentences into indirect speech, use the rules as declared above except  said  is sometimes replaced with  told . Look at the following examples:

Direct Speech:  She says, “I am writing a letter to my brother.”

Indirect Speech:  She says that she is writing a letter to her brother.

Direct Speech:  She says, “I was not writing a letter to my brother.”

Indirect Speech:  She says that she was not writing a letter to her brother.

Direct Speech:  She said to me, “I am writing a letter to my brother.”

Indirect Speech:  She told me that she was writing a letter to her brother.

Direct and Indirect Speech in Imperative Sentences

Imperative sentences are sentences that give an order or a direct command. These sentences may be in the form of advice, appeal, request, or order. Mostly, it depends upon the forcefulness of the presenter. Thus, a full stop (.) or sign of exclamation (!) is used at the end of the sentence.

When we will be convert these types of sentences into indirect speech, follow the following rules along with the above-mentioned rules:

• Both sentences will be joined with the conjunction
• If in the reported sentence has word do not,  then it will be changed with the word  not to.
• Direct speech : Aslam said, “Do not beat him”.
• Indirect speech: Aslam ordered to not beat him.

The direct verb is changed according to indirect speech in case order the speaker gives a direct command. Then said  will be changed into  ordered  For example:

• Direct Speech:  The father said to me, “Sit down.”
• Indirect Speech:  The father ordered me to sit down.

The direct verb is changed according to indirect speech in case request the speaker gives a request command. Then said  will be changed into  request.

For example:

• Direct Speech:  The man said, “Please show me your pen.”
• Indirect Speech:  the man requested to show him my door.

The direct verb is changed according to indirect speech in case guide the speaker gives a piece of advice. Then said  will be changed into  advised .

• Direct Speech:  The headmaster said, “Write neat and clean.”
• Indirect Speech:  the headmaster advised to write neat and clean.

The direct verb is changed according to indirect speech in case forbade the speaker stopped to do something. Then said  will be changed into  forbade .

• Direct Speech:  The teacher said, “Don’t sit.”
• Indirect Speech:  The teacher forbade to sit.

Optative & Exclamatory Sentences

The sentence, which expresses a prayer, keen wish, curse, happiness etc., is called an  optative sentence . This kind of sentence generally starts with ‘may’ and ‘wish’. Sometimes, ‘may’ remains hidden.

The sentence, which expresses a sudden and deep excitement, wonder, shock, or sorrow, etc., is called an  exclamatory sentence . In this kind of sentence must have exclamation mark (!) at the end of the sentence or in the central of the sentence.

• May you succeed in the test!
• May you get well soon!
•   Would that I was rich!

When we will be converted these types of sentences into indirect speech, follow the following rules along with the above-mentioned rules:

In a prayer  sentence  said  will be replaced by

When we will be changed direct speech to indirect speech always we will be replaced inverted commas  that .

• Direct speech : He said, “May you live long”.
• Indirect speech : He prayed that I might live long.

In a  hope  sentence  said  will be replaced by

When we will be changed direct speech to indirect speech always we will be replaced inverted commas that .

• Direct speech:  The father said, “May my son get first position”.
• Indirect speech:  The father wished that his son might get first position.

In a glad & happy sentence, said  will be replaced by  exclaimed with joy  or  exclaimed with joyfully.  And exclamatory  mark  (!) will be removed.

• Direct speech:  The boys said, “Hurrah! We have won the match”.
• Indirect speech:  The boys exclaimed with joy that they had won the match.

In a sad or sorrow sentence, said  will be replaced by  exclaimed with sorrow  or  exclaimed with sorrowfully.

• Direct speech:  The bagger said, “Ah! I am undone”.
• Indirect speech:  The exclaimed with sorrow that he was undone.

Interrogative Sentences

Which sentences, ask questions, are called interrogative sentences. Every interrogative sentence has question mark (?) at the ends.

• Where are you going?
•   Where did you live?
• Are you want to go with me?

To change interrogative sentences from direct speech into indirect speech, follow the following rules along with the above-mentioned rules:

  When we will be changed sentence direct speech to indirect  Said  will be replaced by  asked .

If interrogative sentence will be started from “ Wh ” mean when, whom, what, where, who, which, why, how, whose when we will be changed sentence direct speech to indirect speech  inverted commas  will not be replaced. Just it will be removed.

If the reported sentence will be started form helping verb, then  if will be used in place of  that .

After the changing sentence mark of interrogation (?) will be replaced with full stop (.).

Direct speech:  He said to me, “Who are you”?

Indirect speech:  He asked me who I was.

Direct speech:  He said to me, “Where are you going”?

Indirect speech:  He asked me where I was going.

Direct speech:  Sunny said to me, “will you help me”?

Indirect speech:  Sunny asked me if I would help him.

Direct and indirect Speech in Universal Sentence

Sentences which have natural truth or universal truth in the part of reported speech are called universal sentences .

• Allah is one.
• Honesty is the best policy.

To change universal sentences from direct speech into indirect speech, follow the following rules along with the above-mentioned rules:

When we will be changed sentence direct speech to indirect  Said  will be replaced by

When we will be changed direct speech to indirect speech always we will be replaced inverted commas with  that .

Always remember that universal truth will never change so we will not be changed reported speech portion.

Direct speech:  The teacher said to the boys, “The earth revolves around the sun”.

Indirect speech:  The teacher told the boys that the earth revolves around the sun.

Direct speech:  Saif said, “Allah is one”.

Indirect speech:  Saif told that Allah is one.

Direct speech:  She said to him, “Honesty is the best policy”.

Indirect speech:  She told him that honesty is the best policy.

Direct speech:  Sunny said to Farrukh, “The sun rises in the east”.

Indirect speech:  Sunny told Farrukh that the sun rises in the east.

Directness in Speech and Writing

Glossary of Grammatical and Rhetorical Terms

• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

In speech and writing , directness is the quality of being straightforward and concise : stating a main point early and clearly without embellishments or digressions . Directness contrasts with circumlocution , verbosity , and indirectness .

There are different degrees of directness, which are determined in part by social and cultural conventions. In order to communicate  effectively with a particular audience , a speaker or writer needs to maintain a balance between directness and politeness . 

Examples and Observations

• "The whole world will tell you, if you care to ask, that your words should be simple & direct . Everybody likes the other fellow's prose plain . It has even been said that we should write as we speak. That is absurd. ... Most speaking is not plain or direct, but vague, clumsy, confused, and wordy. ... What is meant by the advice to write as we speak is to write as we might speak if we spoke extremely well. This means that good writing should not sound stuffy, pompous, highfalutin, totally unlike ourselves, but rather, well—'simple & direct.' "Now, the simple words in the language tend to be the short ones that we assume all speakers know; and if familiar, they are likely to be direct. I say 'tend to be' and 'likely' because there are exceptions. ... "Prefer the short word to the long; the concrete to the abstract; and the familiar to the unfamiliar. But: "Modify these guidelines in the light of the occasion, the full situation, which includes the likely audience for your words." (Jacques Barzun, Simple & Direct: A Rhetoric for Writers , 4th ed. Harper Perennial, 2001)
• Revising for Directness "Academic audiences value directness and intensity. They do not want to struggle through overly wordy phrases and jumbled sentences. ... Examine your draft . Focus specifically on the following issues: 1. Delete the obvious: Consider statements or passages that argue for or detail what you and your peers already assume. ... 2. Intensify the least obvious: Think about your essay as a declaration of new ideas. What is the most uncommon or fresh idea? Even if it's a description of the problem or a slightly different take on solving it, develop it further. Draw more attention to it." (John Mauk and John Metz,  The Composition of Everyday Life: A Guide to Writing , 5th ed. Cengage, 2015)
• Degrees of Directness "Statements may be strong and direct or they may be softer and less direct. For example, consider the range of sentences that might be used to direct a person to take out the garbage: Take out the garbage! Can you take out the garbage? Would you mind taking out the garbage? Let's take out the garbage. The garbage sure is piling up. Garbage day is tomorrow. "Each of these sentences may be used to accomplish the goal of getting the person to take out the garbage. However, the sentences show varying degrees of directness, ranging from the direct command at the top of the list to the indirect statement regarding the reason the activity needs to be undertaken at the bottom of the list. The sentences also differ in terms of relative politeness and situational appropriateness. ... "In matters of directness vs. indirectness, gender differences may play a more important role than factors such as ethnicity, social class, or region, although all these factors tend to intersect, often in quite complex ways, in the determination of the 'appropriate' degree of directness or indirectness for any given speech act ." (Walt Wolfram and Natalie Schilling-Estes, American English: Dialects and Variation . Wiley-Blackwell, 2006)
• Directness and Gender "While some of us will think that without the skills of 'good' writing a student cannot truly be empowered, we must be equally aware that the qualities of 'good' writing as they are advocated in textbooks and rhetoric books —  directness , assertiveness and persuasiveness , precision and vigor—collide with what social conventions dictate proper femininity to be. Even should a woman succeed at being a 'good' writer she will have to contend with either being considered too masculine because she does not speak 'like a Lady,' or, paradoxically, too feminine and hysterical because she is, after all, a woman. The belief that the qualities that make good writing are somehow 'neutral' conceals the fact their meaning and evaluation changes depending on whether the writer is a man or woman." (Elisabeth Daumer and Sandra Runzo, "Transforming the Composition Classroom."  Teaching Writing: Pedagogy, Gender, and Equity , ed. by Cynthia L. Caywood and Gillian R. Overing. State University of New York Press, 1987)
• Directness and Cultural Differences "The U.S. style of directness and forcefulness would be perceived as rude or unfair in, say, Japan, China, Malaysia, or Korea. A hard-sell letter to an Asian reader would be a sign of arrogance, and arrogance suggests inequality for the reader." (Philip C. Kolin, Successful Writing at Work . Cengage, 2009)

Pronunciation: de-REK-ness

• Definition and Examples of Plain English
• Plain Style in Prose
• Ways of Achieving Emphasis in Writing and in Speech
• The Power of Indirectness in Speaking and Writing
• Definition and Examples of Metanoia
• Direct Speech Definition and Examples
• A Guide to All Types of Narration, With Examples
• What is Bureaucratese?
• Bombast in Speech and Writing
• Dialogue Guide Definition and Examples
• Explicature (Speech Acts)
• grand style (rhetoric)
• Indian English, AKA IndE
• persiflage (small talk)
• What is Judicial Rhetoric?

Riccardo Dalisi

Writing For Students

Why and When To Use Direct Speech

There are occasions when it is best to use direct speech , and others when indirect speech is more appropriate. Here are some guidelines:

1. Use direct speech to create a strong impression. When you want to make a point in a powerful way, quoting someone directly can be the most effective way to do it. For example, imagine you’re giving a persuasive speech about the need for gun control. You could quote statistics about gun deaths in the United States, but this would likely be less effective than quoting someone who has been affected by gun violence. A powerful quotation from a victim’s family member or friend can have a much greater impact on your audience.

2. Use direct speech for emphasis. If there’s something you want your reader to pay attention to, quoting it directly can help. For example, imagine you’re writing an essay about the importance of staying in school. You could say “It’s important to stay in school,” but this would be less effective than quoting someone who has benefited from continuing their education. A quote from a successful graduate can underscore the importance of getting an education.

3. Use direct speech when you want to sound authoritative. If you’re trying to convince your reader of something, using direct quotations from experts can give your argument more weight. For example, if you’re writing an essay arguing that climate change is real, you could include quotes from scientists who have studied the issue. This will help your reader trust your argument more.

4. Use direct speech to create a personal connection with your reader. Quotations can help your reader feel like they’re getting to know you better. For example, if you’re writing about your own experiences with a mental health disorder, you could include quotations from people who have shared their experiences with mental illness. This will help your reader feel like they’re connecting with you on a personal level.

5. Use indirect speech when you want to provide more context. If you want to give your readers all the information they need before making up their own minds, using indirect speech is the best way to do it. For example, if you’re writing an essay arguing for or against gun control, you could start by providing statistics about gun deaths in the United States. This will give your readers a better understanding of the issue before you present your argument.

6. Use indirect speech when you want to avoid offending your reader. Sometimes it’s best to avoid using direct quotations, especially if they could be seen as offensive. For example, if you’re writing about a sensitive topic like rape, you might want to use indirect speech instead of quoting directly from survivors’ stories. This will help ensure that your readers don’t feel uncomfortable or offended by what you’ve written.

7. Use indirect speech when you want to sound more objective. If you’re trying to provide an impartial overview of a topic, using indirect speech is the best way to do it. For example, if you’re writing an essay about the Syrian Civil War, you could start by providing a brief summary of the conflict. This will give your readers a better understanding of the issue before you present your argument.

8. Use indirect speech when you want to avoid sounding biased. Sometimes it’s best to avoid using direct quotations, especially if they could be seen as biased. For example, if you’re writing an essay about gun control and you only use quotes from people who support gun control, your essay might seem biased. Using indirect speech instead will help ensure that your readers don’t think you’re trying to push an agenda.

9. Use indirect speech when you want to sound more professional. If you’re trying to sound like a credible source, using indirect speech is the best way to do it. For example, if you’re writing an essay about the history of the United States, you could start by providing a brief overview of the country’s history. This will give your readers a better understanding of the issue before you present your argument.

10. Use indirect speech when you want to provide more information. If you want to give your readers all the information they need before making up their own minds, using indirect speech is the best way to do it. For example, if you’re writing an essay about gun control, you could start by providing statistics about gun deaths in the United States. This will give your readers a better understanding of the issue before you present your argument.

In conclusion, there are many times when it’s best to use indirect speech instead of direct quotations. Using quotations can help your reader feel like they’re getting to know you better, but it’s important to use them wisely. If you’re trying to provide an impartial overview of a topic, sound more professional, or provide more information, then using indirect speech is the best way to do it.

Thank you for reading! I hope this article was helpful. 🙂

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Home » Blog » General » Direct vs. Indirect Speech Examples: Unveiling the Variances and Usage

Direct vs. Indirect Speech Examples: Unveiling the Variances and Usage

I. introduction.

Welcome to my blog on Social Emotional Learning (SEL)! In today’s post, we will explore the difference between direct and indirect speech examples. But first, let’s briefly understand what SEL is and why it is important in our personal and professional lives.

A. Brief explanation of Social Emotional Learning (SEL)

Social Emotional Learning (SEL) is the process of acquiring and applying the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

B. Importance of SEL in personal and professional life

SEL plays a crucial role in our personal and professional lives. It helps us develop self-awareness, self-management, social awareness, relationship skills, and responsible decision-making abilities. These skills are essential for building healthy relationships, managing conflicts, and succeeding in various aspects of life.

C. Purpose of the blog post – exploring the difference between direct and indirect speech examples

In this blog post, we will focus on the difference between direct and indirect speech examples. Understanding and effectively using both forms of speech is vital for effective communication and enhancing our social and emotional skills.

II. Understanding Direct Speech

Direct speech is a form of speech where the exact words spoken by a person are quoted and presented within quotation marks. Let’s delve deeper into its definition, characteristics, and examples.

A. Definition of direct speech

Direct speech refers to the exact words spoken by someone, presented within quotation marks. It allows us to directly quote what someone said, capturing their tone, emotions, and intentions.

B. Characteristics and features of direct speech

Direct speech has the following characteristics:

• Quotation marks are used to indicate the exact words spoken.
• The verb tense and pronouns are used as per the original speaker.
• The sentence structure is preserved.

C. Examples of direct speech in everyday conversations

Direct speech can be observed in various types of conversations. Let’s explore some examples:

1. Simple statements

“I love ice cream,” said Sarah.

“I can’t wait for the weekend,” exclaimed John.

2. Questions

“Are you coming to the party?” asked Lisa.

“What time does the movie start?” inquired Tom.

3. Commands

“Please clean your room,” instructed the mother.

“Don’t forget to bring your umbrella,” reminded the teacher.

D. Importance of using direct speech in effective communication

Direct speech allows us to accurately convey the speaker’s words, emotions, and intentions. It adds authenticity and clarity to our communication, fostering better understanding and connection with others.

III. Unveiling Indirect Speech

Indirect speech, also known as reported speech, is a form of speech where the speaker’s words are paraphrased or reported without using quotation marks. Let’s explore its definition, differences from direct speech, and examples.

A. Definition of indirect speech

Indirect speech refers to reporting or paraphrasing someone’s words without using quotation marks. It involves transforming the original speaker’s words into our own words while maintaining the meaning and essence of the message.

B. Key differences between direct and indirect speech

The key differences between direct and indirect speech are:

• Direct speech uses quotation marks, while indirect speech does not.
• Direct speech preserves the original speaker’s words, while indirect speech paraphrases or reports them.
• Direct speech maintains the original sentence structure, while indirect speech may require changes in tense, pronouns, and word order.

C. Examples of indirect speech in various contexts

Indirect speech can be observed in different contexts. Let’s explore some examples:

1. Reporting statements

Sarah said that she loved ice cream.

John exclaimed that he couldn’t wait for the weekend.

2. Reporting questions

Lisa asked if you were coming to the party.

Tom inquired about the movie’s starting time.

3. Reporting commands

The mother instructed to clean your room.

The teacher reminded not to forget to bring your umbrella.

D. Advantages and challenges of using indirect speech

Indirect speech offers certain advantages, such as allowing us to summarize or report longer conversations concisely. However, it can also pose challenges in accurately conveying the speaker’s tone, emotions, and intentions.

IV. Variances in Usage

Several factors influence the choice between direct and indirect speech. Let’s explore these factors and understand when to use each form of speech in different scenarios.

A. Factors influencing the choice between direct and indirect speech

The choice between direct and indirect speech is influenced by:

• Formality of the situation: Direct speech is often used in informal conversations, while indirect speech is more common in formal settings.
• Cultural norms and expectations: Different cultures have varying preferences for direct or indirect communication styles.
• Emotional impact and empathy: Direct speech may be more appropriate when conveying strong emotions, while indirect speech can be used to soften the impact or show empathy.

B. Appropriate usage of direct and indirect speech in different scenarios

Let’s explore the appropriate usage of direct and indirect speech in various scenarios:

1. Personal conversations

In personal conversations with friends and family, direct speech is often preferred as it allows for a more authentic and immediate exchange of thoughts and emotions.

2. Professional settings

In professional settings, indirect speech is commonly used to report conversations, summarize meetings, or convey information in a more formal and concise manner.

3. Educational contexts

In educational contexts, both direct and indirect speech can be used depending on the purpose and formality of the communication. Direct speech can be useful for role-playing or reenacting historical events, while indirect speech is often used in academic writing and research.

V. Enhancing Social Emotional Learning through Direct and Indirect Speech

Both direct and indirect speech play a significant role in developing social and emotional skills. Let’s explore the impact of these forms of speech on SEL and strategies for improving our communication skills.

A. Impact of direct and indirect speech on SEL skills

1. Active listening: Both direct and indirect speech require active listening skills to accurately understand and interpret the speaker’s words, emotions, and intentions.

2. Empathy and understanding: Indirect speech, in particular, allows us to show empathy and understanding by paraphrasing and summarizing the speaker’s words in a compassionate manner.

3. Conflict resolution: Both direct and indirect speech can be effective in resolving conflicts by promoting open and honest communication, understanding different perspectives, and finding common ground.

B. Strategies for developing effective direct and indirect speech skills

1. Active practice and role-playing: Engage in role-playing activities to practice both direct and indirect speech. This will help improve your listening, speaking, and paraphrasing skills.

2. Reflective listening exercises: Practice reflective listening by summarizing and paraphrasing what others say in your own words. This will enhance your understanding and empathy.

3. Mindful communication techniques: Develop mindfulness in your communication by being aware of your own words and their impact on others. Practice using direct and indirect speech consciously and purposefully.

VI. Conclusion

In conclusion, understanding the difference between direct and indirect speech examples is essential for effective communication and enhancing our social and emotional skills. Both forms of speech have their advantages and appropriate usage in different scenarios. By mastering both direct and indirect speech, we can improve our active listening, empathy, and conflict resolution skills. So, let’s continue exploring Social Emotional Learning and communication skills to foster better connections and understanding in our personal and professional lives.

C. Encouragement to continue exploring SEL and communication skills

Start your EverydaySpeech Free trial today and embark on a journey of enhancing your Social Emotional Learning and communication skills. Sign up now at https://everydayspeech.com/start-free-trial/ .

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Direct & indirect quotations

Punctuating direct and indirect speech.

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