reported speech in academic writing

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.

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"

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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 has 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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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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Reporting verbs Link in-text citations to the information cited

In academic writing, you will need to cite (or 'refer to') other people's work or ideas. In order to do this accurately, you will need to use reporting verbs to link your in-text citation to the information cited. This section looks at what reporting verbs are , then looks at the strength and grammar of reporting verbs. Finally, there is a table which lists some of the most common reporting verbs , giving meaning, strength and usage. At the end there are some exercises to help you practice.

What are reporting verbs?

For another look at the same content, check out YouTube or Youku , or the infographic . There is a worksheet (with answers and teacher's notes) for this video.

Reporting verbs, also known as referring verbs, are verbs which are used when you report or refer to another writer's work. They are needed to connect the in-text citation to the information which you are citing. See the following examples, in which the reporting verbs ( point out and state ) are shown in bold.

• Sharpling (2012) points out that reporting verbs have subtle differences in meaning.
• University of Adelaide (2014) states that using the same reporting verb all the time is both repetitive and boring.

The most common reporting verb is state . However, while it is simpler to use the same verb over and over, this will not give your writing much variation. In addition, each reporting verb has a slightly different meaning, depending on what the writer you are citing is saying. It is therefore important for you to be aware of and try to use a range of reporting verbs, depending on the information you are citing.

Note that According to is another common way to refer to a writer's work. This is not a reporting verb, but is used in the same way. A common student mistake is to use this with a reporting verb such as state , which makes the sentence grammatically incorrect. See the following examples.

• According to Smith (2016), using According to and state in the same sentence is a common student error.
• Smith (2016) states that using According to and state in the same sentence is a common student error.
• According to Smith (2016) states that using According to and state in the same sentence is a common student error.

Strength of reporting verbs

Check out the reporting verbs infographic »

Reporting verbs vary in terms of strength. Consider the following examples.

• Smith (2016) assumes that reporting verbs have different strengths.
• Smith (2016) insists that reporting verbs have different strengths.

Although both verbs have the same general meaning, namely believe , the verb assume is quite weak, while the verb insist is much stronger. The second verb most closely matches the information above on this page, i.e. as a fact, and is therefore more accurate than the first one.

Grammar of reporting verbs

Reporting verbs are often followed by a that clause. However, not all verbs follow this pattern. It is important, when using reporting verbs, to check the grammar usage to make sure that your writing is accurate. Consider the following examples.

• Smith (2016) insists that reporting verbs have different strengths. [ insist + that ]
• Smith (2016) agrees with Sharpling (2012) that reporting verbs have subtle differences in meaning. [ agree with sb ]
• Smith (2016) challenges writers to use reporting verbs accurately. [ challenge sb to do sth ]

Note that it is usually acceptable to use reporting verbs in either the past or present tense. The present tense is more common as this brings the past research into the present and therefore makes it more current and important. There may, however, be special requirements for your course, so it is always useful to check the style guide for assignments.

Examples of usage for the most common reporting verbs are given in the table in the following section.

Examples of reporting verbs

The table below lists some of the most common reporting verbs. They are listed according to their general meaning. Usage and strength are also given. Verbs which are in the same cell have the same general meaning, usage and strength (e.g. admit and concede both mean agree , are both followed by that clauses, and are both weak verbs).

To aid in studying reporting verbs, frequency data for the verbs have been added, for two academic corpora : the BAWE (British Academic Written English), a 6.5 million word corpus of written academic English, and the academic section of the BNC Baby, a 1 million word sub-corpus of the BNC (British National Corpus). The frequencies given are total counts for the verbs and corresponding forms. Click on the buttons to show the frequencies .

There is another version of the list, sorted by frequency , on another page.

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Bailey, S. (2000). Academic Writing. Abingdon: RoutledgeFalmer

EIT Online (n.d.). Reporting Verbs . Available at: http://www2.eit.ac.nz/library/ls_guides_reportingverbs.html (Access date: 17/6/16)

Hampton, M. (n.d.). Writing about others’ work: verbs for citations (Harvard APA style) . Available at: http://www.port.ac.uk/media/contacts-and-departments/student-support-services/ask/downloads/Verbs-for-citation.pdf (Access date: 17/6/16)

Sharpling, G. (2012). Reporting Verbs . Available at: https://www2.warwick.ac.uk/fac/soc/al/globalpad/openhouse/academicenglishskills/grammar/reportingverbs/ (Access date: 17/6/16)

University of Adelaide (2014). Verbs for Reporting . Available at: https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide-verbsforreporting.pdf (Access date: 17/6/16)

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Author: Sheldon Smith    ‖    Last modified: 25 February 2024.

Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .

Compare & contrast essays examine the similarities of two or more objects, and the differences.

Cause & effect essays consider the reasons (or causes) for something, then discuss the results (or effects).

Discussion essays require you to examine both sides of a situation and to conclude by saying which side you favour.

Problem-solution essays are a sub-type of SPSE essays (Situation, Problem, Solution, Evaluation).

Transition signals are useful in achieving good cohesion and coherence in your writing.

Reporting verbs are used to link your in-text citations to the information cited.

What is Reported Speech and how to use it? with Examples

Reported speech and indirect speech are two terms that refer to the same concept, which is the act of expressing what someone else has said. Reported speech is different from direct speech because it does not use the speaker's exact words. Instead, the reporting verb is used to introduce the reported speech, and the tense and pronouns are changed to reflect the shift in perspective. There are two main types of reported speech: statements and questions. 1. Reported Statements: In reported statements, the reporting verb is usually "said." The tense in the reported speech changes from the present simple to the past simple, and any pronouns referring to the speaker or listener are changed to reflect the shift in perspective. For example, "I am going to the store," becomes "He said that he was going to the store." 2. Reported Questions: In reported questions, the reporting verb is usually "asked." The tense in the reported speech changes from the present simple to the past simple, and the word order changes from a question to a statement. For example, "What time is it?" becomes "She asked what time it was." It's important to note that the tense shift in reported speech depends on the context and the time of the reported speech. Here are a few more examples: ●  Direct speech: "I will call you later." Reported speech: He said that he would call me later. ●  Direct speech: "Did you finish your homework?" Reported speech: She asked if I had finished my homework. ●  Direct speech: "I love pizza." Reported speech: They said that they loved pizza.

When do we use reported speech?

Reported speech is used to report what someone else has said, thought, or written. It is often used in situations where you want to relate what someone else has said without quoting them directly. Reported speech can be used in a variety of contexts, such as in news reports, academic writing, and everyday conversation. Some common situations where reported speech is used include: News reports: Journalists often use reported speech to quote what someone said in an interview or press conference. Business and professional communication: In professional settings, reported speech can be used to summarize what was discussed in a meeting or to report feedback from a customer. Conversational English: In everyday conversations, reported speech is used to relate what someone else said. For example, "She told me that she was running late." Narration: In written narratives or storytelling, reported speech can be used to convey what a character said or thought.

How to make reported speech?

1. Change the pronouns and adverbs of time and place: In reported speech, you need to change the pronouns, adverbs of time and place to reflect the new speaker or point of view. Here's an example: Direct speech: "I'm going to the store now," she said. Reported speech: She said she was going to the store then. In this example, the pronoun "I" is changed to "she" and the adverb "now" is changed to "then." 2. Change the tense: In reported speech, you usually need to change the tense of the verb to reflect the change from direct to indirect speech. Here's an example: Direct speech: "I will meet you at the park tomorrow," he said. Reported speech: He said he would meet me at the park the next day. In this example, the present tense "will" is changed to the past tense "would." 3. Change reporting verbs: In reported speech, you can use different reporting verbs such as "say," "tell," "ask," or "inquire" depending on the context of the speech. Here's an example: Direct speech: "Did you finish your homework?" she asked. Reported speech: She asked if I had finished my homework. In this example, the reporting verb "asked" is changed to "said" and "did" is changed to "had." Overall, when making reported speech, it's important to pay attention to the verb tense and the changes in pronouns, adverbs, and reporting verbs to convey the original speaker's message accurately.

How do I change the pronouns and adverbs in reported speech?

1. Changing Pronouns: In reported speech, the pronouns in the original statement must be changed to reflect the perspective of the new speaker. Generally, the first person pronouns (I, me, my, mine, we, us, our, ours) are changed according to the subject of the reporting verb, while the second and third person pronouns (you, your, yours, he, him, his, she, her, hers, it, its, they, them, their, theirs) are changed according to the object of the reporting verb. For example: Direct speech: "I love chocolate." Reported speech: She said she loved chocolate. Direct speech: "You should study harder." Reported speech: He advised me to study harder. Direct speech: "She is reading a book." Reported speech: They noticed that she was reading a book. 2. Changing Adverbs: In reported speech, the adverbs and adverbial phrases that indicate time or place may need to be changed to reflect the perspective of the new speaker. For example: Direct speech: "I'm going to the cinema tonight." Reported speech: She said she was going to the cinema that night. Direct speech: "He is here." Reported speech: She said he was there. Note that the adverb "now" usually changes to "then" or is omitted altogether in reported speech, depending on the context. It's important to keep in mind that the changes made to pronouns and adverbs in reported speech depend on the context and the perspective of the new speaker. With practice, you can become more comfortable with making these changes in reported speech.

How do I change the tense in reported speech?

In reported speech, the tense of the reported verb usually changes to reflect the change from direct to indirect speech. Here are some guidelines on how to change the tense in reported speech: Present simple in direct speech changes to past simple in reported speech. For example: Direct speech: "I like pizza." Reported speech: She said she liked pizza. Present continuous in direct speech changes to past continuous in reported speech. For example: Direct speech: "I am studying for my exam." Reported speech: He said he was studying for his exam. Present perfect in direct speech changes to past perfect in reported speech. For example: Direct speech: "I have finished my work." Reported speech: She said she had finished her work. Past simple in direct speech changes to past perfect in reported speech. For example: Direct speech: "I visited my grandparents last weekend." Reported speech: She said she had visited her grandparents the previous weekend. Will in direct speech changes to would in reported speech. For example: Direct speech: "I will help you with your project." Reported speech: He said he would help me with my project. Can in direct speech changes to could in reported speech. For example: Direct speech: "I can speak French." Reported speech: She said she could speak French. Remember that the tense changes in reported speech depend on the tense of the verb in the direct speech, and the tense you use in reported speech should match the time frame of the new speaker's perspective. With practice, you can become more comfortable with changing the tense in reported speech.

Do I always need to use a reporting verb in reported speech?

No, you do not always need to use a reporting verb in reported speech. However, using a reporting verb can help to clarify who is speaking and add more context to the reported speech. In some cases, the reported speech can be introduced by phrases such as "I heard that" or "It seems that" without using a reporting verb. For example: Direct speech: "I'm going to the cinema tonight." Reported speech with a reporting verb: She said she was going to the cinema tonight. Reported speech without a reporting verb: It seems that she's going to the cinema tonight. However, it's important to note that using a reporting verb can help to make the reported speech more formal and accurate. When using reported speech in academic writing or journalism, it's generally recommended to use a reporting verb to make the reporting more clear and credible. Some common reporting verbs include say, tell, explain, ask, suggest, and advise. For example: Direct speech: "I think we should invest in renewable energy." Reported speech with a reporting verb: She suggested that they invest in renewable energy. Overall, while using a reporting verb is not always required, it can be helpful to make the reported speech more clear and accurate.

How to use reported speech to report questions and commands?

1. Reporting Questions: When reporting questions, you need to use an introductory phrase such as "asked" or "wondered" followed by the question word (if applicable), subject, and verb. You also need to change the word order to make it a statement. Here's an example: Direct speech: "What time is the meeting?" Reported speech: She asked what time the meeting was. Note that the question mark is not used in reported speech. 2. Reporting Commands: When reporting commands, you need to use an introductory phrase such as "ordered" or "told" followed by the person, to + infinitive, and any additional information. Here's an example: Direct speech: "Clean your room!" Reported speech: She ordered me to clean my room. Note that the exclamation mark is not used in reported speech. In both cases, the tense of the reported verb should be changed accordingly. For example, present simple changes to past simple, and future changes to conditional. Here are some examples: Direct speech: "Will you go to the party with me?" Reported speech: She asked if I would go to the party with her. Direct speech: "Please bring me a glass of water." Reported speech: She requested that I bring her a glass of water. Remember that when using reported speech to report questions and commands, the introductory phrases and verb tenses are important to convey the intended meaning accurately.

How to make questions in reported speech?

To make questions in reported speech, you need to use an introductory phrase such as "asked" or "wondered" followed by the question word (if applicable), subject, and verb. You also need to change the word order to make it a statement. Here are the steps to make questions in reported speech: Identify the reporting verb: The first step is to identify the reporting verb in the sentence. Common reporting verbs used to report questions include "asked," "inquired," "wondered," and "wanted to know." Change the tense and pronouns: Next, you need to change the tense and pronouns in the sentence to reflect the shift from direct to reported speech. The tense of the verb is usually shifted back one tense (e.g. from present simple to past simple) in reported speech. The pronouns should also be changed as necessary to reflect the shift in perspective from the original speaker to the reporting speaker. Use an appropriate question word: If the original question contained a question word (e.g. who, what, where, when, why, how), you should use the same question word in the reported question. If the original question did not contain a question word, you can use "if" or "whether" to introduce the reported question. Change the word order: In reported speech, the word order of the question changes from the inverted form to a normal statement form. The subject usually comes before the verb, unless the original question started with a question word. Here are some examples of reported questions: Direct speech: "What time is the meeting?" Reported speech: She asked what time the meeting was. Direct speech: "Did you finish your homework?" Reported speech: He wanted to know if I had finished my homework. Direct speech: "Where are you going?" Reported speech: She wondered where I was going. Remember that when making questions in reported speech, the introductory phrases and verb tenses are important to convey the intended meaning accurately. Here you can find more examples of direct and indirect questions

What is the difference between reported speech an indirect speech?

In reported or indirect speech, you are retelling or reporting what someone said using your own words. The tense of the reported speech is usually shifted back one tense from the tense used in the original statement. For example, if someone said, "I am going to the store," in reported speech you would say, "He/she said that he/she was going to the store." The main difference between reported speech and indirect speech is that reported speech usually refers to spoken language, while indirect speech can refer to both spoken and written language. Additionally, indirect speech is a broader term that includes reported speech as well as other ways of expressing what someone else has said, such as paraphrasing or summarizing.

Examples of direct speech to reported

1. Direct speech: "I am hungry," she said. Reported speech: She said she was hungry. 2. Direct speech: "Can you pass the salt, please?" he asked. Reported speech: He asked her to pass the salt. 3. Direct speech: "I will meet you at the cinema," he said. Reported speech: He said he would meet her at the cinema. 4. Direct speech: "I have been working on this project for hours," she said. Reported speech: She said she had been working on the project for hours. 5. Direct speech: "What time does the train leave?" he asked. Reported speech: He asked what time the train left. 6. Direct speech: "I love playing the piano," she said. Reported speech: She said she loved playing the piano. 7. Direct speech: "I am going to the grocery store," he said. Reported speech: He said he was going to the grocery store. 8. Direct speech: "Did you finish your homework?" the teacher asked. Reported speech: The teacher asked if he had finished his homework. 9. Direct speech: "I want to go to the beach," she said. Reported speech: She said she wanted to go to the beach. 10. Direct speech: "Do you need help with that?" he asked. Reported speech: He asked if she needed help with that. 11. Direct speech: "I can't come to the party," he said. Reported speech: He said he couldn't come to the party. 12. Direct speech: "Please don't leave me," she said. Reported speech: She begged him not to leave her. 13. Direct speech: "I have never been to London before," he said. Reported speech: He said he had never been to London before. 14. Direct speech: "Where did you put my phone?" she asked. Reported speech: She asked where she had put her phone. 15. Direct speech: "I'm sorry for being late," he said. Reported speech: He apologized for being late. 16. Direct speech: "I need some help with this math problem," she said. Reported speech: She said she needed some help with the math problem. 17. Direct speech: "I am going to study abroad next year," he said. Reported speech: He said he was going to study abroad the following year. 18. Direct speech: "Can you give me a ride to the airport?" she asked. Reported speech: She asked him to give her a ride to the airport. 19. Direct speech: "I don't know how to fix this," he said. Reported speech: He said he didn't know how to fix it. 20. Direct speech: "I hate it when it rains," she said. Reported speech: She said she hated it when it rained.

What is Direct and Indirect Speech?

Direct and indirect speech are two different ways of reporting spoken or written language. Let's delve into the details and provide some examples. Click here to read more

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Reporting Verbs

In academic writing (and to a lesser extent, academic speaking) it will often be necessary to refer to the research of others and to report on their findings. In order to do so, we have to use reporting verbs such as 'Evans (1994) suggests that....'; 'Brown (2001) argues that....'.

The difficulty with using reporting verbs is that there are many different verbs, and each of them has slightly different, and often subtle shades of meaning. Using the correct words relies, as much as anything, on making the correct interpretation of what the writer you are studying is saying.

1. What are the different reporting verbs that can be used?

2. What are some of the main language points that need to be considered when using reporting verbs?

3. Example 1 : reporting verbs in an extract of academic writing

Reporting verbs differ in terms of their strength; for example, 'to suggest' is much weaker, and more tentative, than 'to argue'. The two verbs convey very different pictures about how the author you are studying sees his or her materials and research.

Some reporting verbs are used principally to say what the writer does and does not do. These verbs do not indicate any value judgement on the part of the writer; they are called 'neutral' reporting verbs.

A second group of verbs is used to show when the writer has an inclination to believe something but still wishes to be hesitant; we call these 'tentative' reporting verbs.

Finally, if the writer has strong arguments to put forward and is absolutely sure of his or her ground, we can use 'strong' reporting verbs to refer to these ideas.

Obviously, it is important (when we read) to ensure that we interpret the writer's ideas correctly. For instance, if we say 'Jones (1999) argues' rather than 'Jones (1999) suggests', this is a major difference of meaning. The first indicates strength, the second tentativity. It is very important, in academic writing, not to misinterpret a writer's intentions when we are reporting them.

In the table below, the main reporting verbs in English are classified in terms of their function, and their strength.

  2.   What are some of the main language points that need to be considered when using reporting verbs?

• The structure of sentences when using reporting verbs can vary, and can be flexible; for example:
• It is possible (and often quite attractive stylistically) to invert the subject and verb when reporting:

e.g. Thermodynamics, argues Jones (1999), is..

• Reporting the work of others often needs an extra sentence introduction or 'lead-in':
• It is important to remember to put the final 's' on the verb when the subject is 'he/she'.
• Very often, in academic writing, reporting takes place in the present tense , as in the examples above; this is because of the need to bring past research into the present moment.
• If you have used the verb 'said' very often in your writing, try to replace this with something more descriptive and precise.
• The words 'mention' or 'reckon' are informal and are often best replaced with a more formal equivalent.
• Other informal verbs of saying that are best avoided in academic writing are: 'come up with', 'guess', etc.
• As regards referencing, it is usually best to put the year of publication straight after the name used, before going on with the sentence. The page reference can then be placed at the end of the sentence.

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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 ?

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Reported or indirect speech

The first section mostly reiterates material in the initial training section and is here as a reminder of the basics.  You can skip this if you are already aware of the basic issues or have recently worked through the initial training section for this area. If that is the case, skim through what follows, and/or do the mini-test or use this menu to go to the area you need and then move on.  It's up to you.

At the end of each section, you can click on -top- to return to this menu, simply read on, scroll back or bookmark the page for another time.

In what follows, we are going to consider four sorts of utterances which are often reported:

• Statements such as:     It is in the cupboard which are usually reported with that- clauses
• Questions such as:     When did you go? which are usually reported with dependent wh -clauses
• Exclamations such as:     What a lovely view! which are usually reported with wh -clauses
• Commands such as:     Get this done today which are usually reported with to- infinitive clauses

On the left we have the direct speech – the words uttered. On the right we have reported or indirect speech – how the message is passed on.

On the face of it, there's nothing terribly difficult about this idea.  The tense shifts back one (from, e.g., was to had been, from can to could ) .  At the same time, I changes to he , we changes to they and so on. Here's a list of the changes in English.

A small but significant source of error in reporting in British English is that the intrusive got in, for example:     I have got enough money is dropped when the tense is backshifted so we get:     He said he had enough money However, when the structure is used to express either:

• strong obligation as in:      I have got to go now the got may be retained and the reporting becomes:     He said he had got to go then
• the sense of receive , as in:     I have got a letter from her the got may also be retained and the reporting becomes:     She said she had got a letter from her

Here's a definition:

The name given to those aspects of language whose interpretation is relative to the occasion of utterance Fillmore (1966) in Harman (1989)

It's an important phenomenon in this area because the use of deixis neatly explains a lot of the so-called anomalies of indirect speech.  Because meaning is dependent on the identity, point of view, time and location of the speaker / writer we are obliged (or not) to change, e.g., I to he or she, we to they , bring to come, come to go (and go to come ) , this to that, here to there, yesterday to the previous day, now to then, bring to take and so on. We make these changes because of a movement to the deictical centre.  This is usually I, now and here so we make changes to allow for this. There are three types of deixis which affect the way we report what people say:

• Personal deixis: We change pronouns to reflect who is addressing whom so we report, e.g.:     "Will you please come early?" as any of      She asked me to come early     She asked him / her to come early     She asked you to come early     She asked them to come early     She asked [name(s)] to come early depending on the context of who was addressed.
• we often need to change bring to take when reporting in another place.
• we often need to change this to that and these to those (and vice versa )
• Temporal deixis: When reporting times, we need to consider that most people will expect any utterance to be centred on now so we make the appropriate changes as in, e.g., reporting:     "I want to see you this afternoon" as     She asked to see me that afternoon and     "I'm leaving next year" as     She said she was leaving the following year if the reporting takes place much later.

In this regard, the following changes now make more sense:

Once again, we find that context makes meaning .

For more, there is a guide to deixis on this site, linked below, which includes a larger image of the wheel above and explains what it all means.

Of course, not all changes are always appropriate (but using the changes will usually be correct). If we are reporting something virtually simultaneously, then we often don't change the tense or time expressions.  If we are reporting something in the same place, then we don't change the place expressions. Another way of putting this is to refer to the encoding time (when the statement was made) and the decoding time (when the statement was reported).  If the encoding and decoding times are the same, few if any changes need to be made to time markers and tense forms. So we might get:     A: I'm going there now.     B: What did he say?     C: He said he's going there now However, if the encoding and decoding times are sufficiently separated, we do make changes accordingly so the exchange might end as:     He said he was going there then.

If an utterance remains true, we often don't change the tense so we get, e.g.,     I'm from South Africa = He said he's from South Africa     I love the countryside = She said she loves the countryside

Try this matching exercise to make sure you have understood so far.

Did you notice the changes, particularly with time and place expressions but also with the verb come (which changed to go )?

If you have followed so far, this will be familiar:

It's clear that we have examples of direct speech and indirect speech here in sentences 1, 4, 2 and 5 but Sentence 6 is what is called a hybrid form because the first part follows the 'rules' but the second part actually changes only the pronoun, from you to I . If the sentence followed the reported speech 'rules', it should be     He said I was welcome to come and asked if I would like to bring Mary which is another possibility, of course, but sounds quite formal.

Statements or declarative utterances are routinely reported using that- clauses as in, for example:

There are two things to notice even with the simplest type of reporting of direct statements.

• The omission of that . All the examples in the table here include that .  However, it can be and routinely is omitted (something which, incidentally, is not allowed in some languages which have a parallel structure). When it is omitted, it is still, in technical terms a that- clause but referred to as a zero- that- clause, often written as Ø-that -clause . When the clause is short and concise, that is conventionally ellipted so most users of English will prefer:     She said it's OK rather than:     She said that it's OK However, if the utterance is structurally heavy, including multiple adverbials, subordinated and coordinated clauses and other modifiers, it is usually stylistically inappropriate to ellipt that .  For example, if we report:     Mary explained, "Up to now, I had always assumed the guy in the suit was the boss of the enterprise but now I see I was mistaken." we would normally include that in indirect speech and have:     Mary explained that she had up to then she had always assumed that the guy in the suit was the boss of the enterprise but now she saw that she was mistaken.
• Reporting verbs. If we report something like:     "It's the switch on the left," explained Peter. we may choose to structure the report differently and simply have:     Peter explained which switch it was rather than the more tortuous:     Peter explained that it was the switch on the left. There is more on reporting verbs below.

Incidentally, the rule for ordering in direct speech is that you cannot reverse the verb and subject pronoun but you can reverse a noun or noun phrase subject and verb.  We allow, therefore:     "That's the bus," said John and     "That's the bus," John said and     "That's the bus," he said but     "That's the bus,", said he is now hopelessly archaic.

Closed questions are those which require a Yes or No response and they are usually reported with if or whether .  We get, therefore, for example:     Are you going to the cinema? reported as     He asked her if she was going to the cinema There is a bit more to it, however.

Consider what direct speech is being reported in the following.

• I asked whether there were any good recipes in it.
• I asked if there were any good recipes in it.
• She wondered whether to go.
• He asked whether or not they could come.

When you have done that, try reporting these sentences (from the point of view of later and elsewhere). Then click to reveal the comment .

• “Are they English?” she asked
• “Are they English?” he wondered
• “I’m wondering whether to join you.” she said
• "Can I talk to you?" asked Mary

You should have something like:

• "Are there any good recipes in it?" I asked
• "Shall I go?" she wondered / asked herself
• "Can they come?" he enquired
• She asked whether / if they were English
• He wondered whether they were English
• She was wondering whether to join us
• She asked whether / if she could speak to me

In reporting a direct question, you can use if or whether interchangeably but if you are reporting someone's thoughts and doubts, only whether is usually the choice.

The other important thing to make sure that learners get right is the word ordering when reporting a question.  There are three issues to consider:

• The word order in these clauses is the one we would expect for a normal declarative statement.  We have, e.g.:     I asked if he was coming not     *I asked if was he coming
• The do, does, did operator which is used for forming questions in present and past simple tenses is not used in a reported question.  We have, e.g.:     I enquired if she worked in London not     *I enquired if did she work in London
• There is no reversal of subject and object with primary or modal auxiliary verbs.  We have, e.g.:     He wondered if she could manage the project not     *He wondered if could she manage the project

Many languages do not work this way and the transfer from L 1 to L T often produces errors like:     *She asked were they English     *She wondered should she go     *They enquired whether did the train stop at Margate?

Questions phrased using wh- words: who, what, why, when, which, where, how cannot be predicted to have a Yes-No-Maybe answer. Questions formed in this way cannot be reported with if or whether .  The reporting is done by embedding the questions. This means that reporting this type of question requires a different word ordering from that used in reporting yes-no questions (see above) and that is non-intuitive.  Many learners, having struggled to get the word ordering of yes-no questions right, logically transfer the rule concerning not disturbing the natural word ordering to wh-question s with resulting error.  We can get, therefore:     *She asked me where is the station     *They enquired when are we coming     *She asked what did I do for a living etc.

Embedding is often associated with polite questioning so, instead of the direct:     Where is the station? we form polite embedded questions such as     Can you tell me where the station is?

So it is with reported questions.  Thus:

The tense chosen will often conform to the time and place of the reporting using the common-sense rules discussed above although back-shifting tenses where possible is common even when the reporting is virtually simultaneous.

The big issue for learners with this kind of reporting is the ordering of the subject and verb.  Most first languages will lead learners to produce errors such as:     *Can you tell me when is the film beginning?     *Do you know who is the lady there? etc. And this will also carry over to reported questions so we get:     *She asked me where is the zoo     *They enquired what time did the train leave and so on.

Other reporting verbs such as explain, clarify, complain, mention, remember and state will produce similar errors because the structures are parallel to reported questions in English but not parallelled in many other languages.  We may encounter, therefore:     *She explained how did the machine work     *They clarified what did they need     *I remembered where was I going

There is more on the quirky nature of some reporting verbs below.

If the direct question is formed with who, which or what with the verb be as part of the predicate, it is possible to disturb the word order outlined above.  For example, the following can be reported in two ways, like this:

However, the word ordering with the reversal of subject and verb is always correct, so, for teaching purposes, that is the way to go.  Your learners may, however, encounter this disturbance so it's as well to be prepared for it and note that it only occurs in the limited circumstances set out here.

The disturbed word order is, however, always conventional when the question involves be as a simple copula with an adjectival attribute.  So, for example:     Which is best? is reported as:     She asked which was best not as:     *She asked which best was

What are the rules for using that and what in reported speech?  Report the following using that or what if possible and then reveal the commentary .

• "I am coming now."
• "I don't know her name."
• "What's your name?"
• "My name is Mary."
• "I will not go if it rains"

Rule 1: you can't use that in reporting questions or if -clauses. So we can have:     He said (that) he was coming then / is coming now     She said (that) she didn't / doesn't know her name     She said (that) her name is / was Mary but not:     *He asked that is her name     *She said she would not go that if it rained Rule 2: Conditional sentences may be back-shifted but that may not be used in them. At all other times, that can be dropped with no loss of sense, but some loss of formality. On the dropping or not of that with bridge and non-bridge verbs, see below. Rule 3: to report open questions , we have choices.  We can't use that but we can, with a change to an embedded question, use what :     He asked her her name / He asked her what her name was but not, usually:     ?He asked her what was her name

As we saw in part 1 of this guide, tense shifting is common in English and it is rarely wrong to do it.  However:

• If the reporting verb is in the present, we don't shift tenses.  So we get     She often says, "I don't know what to do" changing to     She often says she doesn't know what to do     "There was a nasty accident here last night," John informs me changing to     John tells me there was a nasty accident here / there last night. (Note that last night does not change because the reporting is of a recent utterance.)
• If the validity of what was said still holds.  For example:     Darwin wrote, "There is grandeur in this view of life." changes to      Darwin wrote that there is grandeur in this view of life. not to     Darwin wrote that there was grandeur in this view of life
• Although back-shifting could be used in all the above examples, there are rare times when it actually produces nonsense.  Try reporting     "I chose to study French because it was a beautiful language." Will you accept     He said he had chosen to study French because it had been a beautiful language ?

We saw above that question forms are reported differently from statements.  How would you report these?  Click here to reveal some comments .

• "What awful weather!" she exclaimed.
• "Stop fidgeting!" she said to John.
• "Stop fidgeting," she growled.

Sentence 19 could be rendered as     She exclaimed / said / remarked loudly what awful weather it was . It can't be reported without a change of grammar. Sentence 20 can be reported as     She told John to stop fidgeting but ... Sentence 21 can't be reported this way.  It has to be something like     She growled at John to stop fidgeting Note that we have to insert the object here.

Essentially, there are three types.  Can you categorise this list into three groups?  Click to reveal , as usual.

The simple reporting verbs in the left-hand column often require only the deixis, pronoun and tense shifts covered in this guide.  So we can have, e.g.:

in which the verbs are arranged in relation to the strength of the statement made so, for example:     "I must have the steak," she said could be reported as:     She insisted on having the steak and     "I'd like the steak," she said as     She said she'd like the steak but     "I wonder if I might have the steak," she said as     She enquired whether she could have the steak This has some pedagogical utility, of course, because it gives learners a way of understanding the connotations of the verbs. However, the categories are not unarguable and people will put different verbs in different boxes.  It is a rule of thumb at best.

Some reporting verbs are used to report an embedded or fronted comment clause so, for example, something like:     "She is, as you well know, quite capable." may be reported as:     He insisted that I knew that she was quite capable. Other comment clauses such as in:     "Well, to be honest, I don't have a clue." and     "As you know, I've been living here for years." may be reported using an appropriate reporting verb but maintaining the adverbial as:     He explained that he honestly didn't have a clue. or as:     He reminded me that he had been living there for years.

There is a difference in the way that such clauses are reported depending on the role of the disjunct adverbial.

• Style disjuncts express the speaker / writer's view of what is being expressed and how it should be understood.  So, for example:     "Seriously, I don't think it will arrive in time." expresses how the speaker wishes to be understood and may be reported as:     She seriously doubted whether it would arrive in time.
• Attitude disjuncts indicate how generally the speaker wants to be understood or what limitations apply and they are reported using the same disjuncts usually (so are considerably easier to form).  For example:     "More or less, that's the same conclusion I arrived at." and      "Administrationally, this is quite a simple matter." can be reported simple as:     He said that it was more or less the same conclusion he had arrived at. and     She said it was administrationally quite a simple matter.

Purely for information, there's a PDF of a list of reporting verbs in English list which considers the syntactical restraints concerned with them.  The list also includes some consideration of the functions of reporting verbs and categorises them accordingly. Click to download a list of reporting verbs . Don't try to teach them all at once!

There is also a guide to the kinds of reporting verbs used in academic writing, linked below, which contains a list of over 150 verbs such as state, aver, suggest, discount, dismiss, investigate etc.

The issue here is whether one can omit the word that from a reported statement. The theoretical distinction is between what are called bridge verbs and non-bridge verbs.  Many simple reporting verbs verbs such as say, tell, think, know, write, claim and hear are bridge verbs and it is perfectly in order to omit the word that when they are followed by a clause so we allow both:     He said that he was coming tomorrow     John thinks that it's too expensive     She claims that she lost the money etc. and:     He said he was coming tomorrow     John thinks it's too expensive     She claims she lost the money Many find (that) the sentences without that are more stylistically acceptable.

However, some verbs, exemplified above with verbs like cry, sneer and shout , refer not only to what was said but to how it was said and these are often non-bridge verbs and leaving out that results in clumsiness at best.  For example, many people find:     She shouted she was coming     She whispered the chairman was drunk     He lied he was married     They acknowledged coming late was rude are all clumsy or even wrong and should be expressed with that as:     She shouted that she was coming     She whispered that the chairman was drunk     He lied that he was married     They acknowledged that coming late was rude In general terms, the less common and more loaded reporting verbs require that when followed by a clause . Here are some examples of how non-bridge verbs are used when reporting:

In all those case where we choose to follow the reporting verb with a clause, the insertion of that is almost obligatory. In the last case, not including that results in:     The minister conceded having long periods of unemployment made it difficult to get work in the future which forces the hearer to reconsider who has long periods of unemployment.

In academic writing simple verbs are often avoided for the sake of style or precision and less frequently used so non-bridge verbs are usually preferred.  For example:      Guru confirms that the results are reliable     He acknowledged that the experiment was flawed     The findings indicate that there is a need for ...     She emphasises that findings are provisional all sound clumsy without that .

Clause length is a factor which tends to override the omission of that even with simple reporting verbs so while, for example:     I said, without much optimism based on his previous track record, he would come is correct and the omission of that is acceptable, most native speakers would insert it to signal the subordinate clause as:     I said, without much optimism based on his previous track record, that he would come

The categories are not watertight but once a learner has decided on a speaker's intentions in terms of the function of what was said (rather than the form), it becomes a good deal simpler to select an appropriate reporting verb providing, of course, that the structural constraints which apply to many of them are understood, too. Should you wish it, that list is included in the list of reporting verbs with the colligational characteristics, available here .

Reporting verbs for true questions form a restricted set which is straightforward to teach.  Almost a complete list is:     ask, enquire, want to know, wonder For example:

However, question forms also routinely perform other functions than asking for information and when this happens, other reporting verbs are necessary to reflect the illocutionary force of the utterance. Like this:

As with much in language, we have to look at the function, not the form, to decide on the right way to report the words.

Colligation with reporting verbs is something of a headache for learners of English and there are numerous constraints and possibilities. Reporting verbs can be categorised by what they may be followed by and it is certainly not intuitive to understand, for example, that we can say:     He confirmed that I had passed but we cannot say:     *He congratulated that I passed Here are some of the common issues.  For a list of reporting verbs and their grammatical constraints and possibilities, download the PDF file from the link above or at the end.

There are times when the source of something said or written is obscure, unknown or unimportant and others when we wish to disguise the source and in these cases a passive clause construction with the dummy it comes to the rescue. In academic texts the structure is also used to cite something so well known in a field of enquiry that it needs no sourcing. For example:     It has been suggested that ...     It is often questioned whether ...     It has been asked whether ...     It is generally reckoned that ... and so on. These constructions are not difficult to teach and are communicatively very useful ways of avoiding the need to say who said or wrote something.

Sometimes, we can use the same kind of passive construction without the dummy pronoun when the source of what has been said or written is unknown, absent or unimportant.  For example:     She has been told to ...     I have often be accused of ...     They are said to be ...     The house is reputed to be ... etc.

At other times, we may wish to emphasise the source of a statement and the passive is also used in this way, of course, so we may encounter, for example:     I have been accused by Mary of ...     She has been asked by the boss to ...     The comment has been made by the department head that ... and so on.

Modal auxiliary verbs are frequently defective insofar as some have no tense forms at all, some have past and future forms which use a different verb altogether and some only have tense forms in certain meanings.  It is a complicated area.  (For more, follow some of the guides from the index of modality.)

There is nothing very difficult about the form of reported speech changes (providing a learner is already familiar with the tense forms of English).  However:

• Because of the 'common sense' issues touched on above, you need to make sure that the language is very clearly set in a time-and-place context.
• It is almost impossible to practise the form changes in class by getting students to report each other's utterances because time and place remain static.  You need to spread the practice over time and place to be authentic.
• You need to make sure that learners are aware of the common-sense issues and don't slavishly transform every utterance.
• Languages deal with the issues differently.  Some, for example, reserve a subjunctive tense for reported speech and some hardly make any changes at all.

Teaching the mechanics of indirect speech is not too challenging providing the learners have a grasp of the tense forms and pronoun systems but one does need to address different forms separately or it all becomes a mass of data that bewilders learners. A sensible approach is to apply the analysis as above, focusing on reporting declarative statements, yes-no questions, open, wh- questions, exclamations, orders and so on separately before making any attempt to combine ideas.

Here's an idea for teaching indirect speech and still applying the common-sense rules.

Obviously, this is contrived and artificial to some extent but it is personalised and situates the language temporally and spatially.  It is certainly better than meaningless sentence-transformation exercises.

Because the word order when reporting questions and using a number of the reporting verbs is a common source of error, it is worth practising separately.  Fortunately, the use of back-shifting, even for virtually simultaneous reporting, is also common so there is less need to set up delayed reporting.

• You have to teach the forms before you can launch into this kind of practice and
• The questions may well be mixes of wh- questions and closed questions so the reporting will include formulations such as     He asked you why you became a teacher and     She asked you if / whether you enjoy teaching

You can set up the task to exclude one or other type of question, of course, but that's a lot less natural.

Reporting verbs in English need careful handling and there are a number of issues:

• Grammatical / Colligational issues We saw above that these verbs vary considerably in the constructions they can appear in. When deciding on a set of reporting verbs to teach, therefore, it makes sense to focus on those which are colligates and share structural characteristics or we risk encouraging error rather than helping our learners to avoid it. The simplest way to start is to take common verbs which can be followed by that clauses (i.e., most of them) before getting into other complications. Even at higher levels, it makes sense to select sets of verbs which take the same structural forms in the following clauses.
• Attitudinal issues Above, we divided reporting verbs into three classes: tentative, neutral and assertive. While this is a rather crude categorisation (and the diagram was meant to alert you to the fact that there is a cline rather than a simple three-part division), it has some utility as far as classroom approaches are concerned because it provides a memorable hook on which to hang the verbs.
• Stylistic issues Some reporting verbs are rare and more formal in style or, sometimes, rarer and quite colloquial. We need, therefore, to alert learners to the stylistic differences between, e.g.:     She enquired how he felt and     She asked how he was because learners need these kinds of data to be able to use the words naturally. We also need to remember the distinction between bridge and non-bridge verbs and the effect of dropping or including that .

Click here for the test .

References: Chalker, S, 1987, Current English Grammar , London: Macmillan Harman, I P, 1989, Teaching indirect speech: deixis points the way, English Language Teaching Journal, Volume 44, No 3, pp230-238, Oxford: Oxford University Press

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Reported speech

Reported speech , very simply, is speech that is reported: a writer attempts to express a speaker's ideas on paper. It is, in other words, a representation in writing of something that has been spoken or thought (at times when we report on a book we have read, our account even of written language may take the form of reported speech.) There are two ways of reporting speech, of which (the second) is sometimes described as reported speech ; but this seems a loose usage when there is a more accurate one available.

• In Direct Speech , the writer, or reporter, writes the exact words used by the speaker, along with such reporting clauses as "he said,". Its status as direct speech is signalled by being enclosed in inverted commas (; speech marks ). Within those speech marks, there are often other punctuation marks which serve to indicate the speaker's tone, such as the question mark ( ? ), exclamation mark ( ! ), or 'dash of interruption' ( -- ). Apart from the difficulties of accurate transcription, this is the less complicated option for writing down what has been said. By and large, speech reported in the direct manner is more usual in fiction, and occasionally in newspapers, than in academic writing. If you do want to use direct speech , you may like to see our article on punctuation of direct speech .)

In academic life, however, the less complicated option is not always the favoured one. You are advised to try to use the alternative, indirect speech (sometimes loosely, and inaccurately, called 'reported speech'), in academic writing.

• indirect statements ,
• indirect questions or
• indirect commands .
• Grammar concepts
• Academic writing
• Punctuation

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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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Reported Speech

Perfect english grammar.

Reported Statements

Here's how it works:

We use a 'reporting verb' like 'say' or 'tell'. ( Click here for more about using 'say' and 'tell' .) If this verb is in the present tense, it's easy. We just put 'she says' and then the sentence:

• Direct speech: I like ice cream.
• Reported speech: She says (that) she likes ice cream.

We don't need to change the tense, though probably we do need to change the 'person' from 'I' to 'she', for example. We also may need to change words like 'my' and 'your'. (As I'm sure you know, often, we can choose if we want to use 'that' or not in English. I've put it in brackets () to show that it's optional. It's exactly the same if you use 'that' or if you don't use 'that'.)

But , if the reporting verb is in the past tense, then usually we change the tenses in the reported speech:

• Reported speech: She said (that) she liked ice cream.

* doesn't change.

• Direct speech: The sky is blue.
• Reported speech: She said (that) the sky is/was blue.

Click here for a mixed tense exercise about practise reported statements. Click here for a list of all the reported speech exercises.

Reported Questions

So now you have no problem with making reported speech from positive and negative sentences. But how about questions?

• Direct speech: Where do you live?
• Reported speech: She asked me where I lived.
• Direct speech: Where is Julie?
• Reported speech: She asked me where Julie was.
• Direct speech: Do you like chocolate?
• Reported speech: She asked me if I liked chocolate.

Click here to practise reported 'wh' questions. Click here to practise reported 'yes / no' questions. Reported Requests

There's more! What if someone asks you to do something (in a polite way)? For example:

• Direct speech: Close the window, please
• Or: Could you close the window please?
• Or: Would you mind closing the window please?
• Reported speech: She asked me to close the window.
• Direct speech: Please don't be late.
• Reported speech: She asked us not to be late.

Reported Orders

• Direct speech: Sit down!
• Reported speech: She told me to sit down.
• Click here for an exercise to practise reported requests and orders.
• Click here for an exercise about using 'say' and 'tell'.
• Click here for a list of all the reported speech exercises.

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Why are reporting verbs important in academia?

This is the first of three chapters about Reporting Verbs . To complete this reader, read each chapter carefully and then unlock and complete our materials to check your understanding.   

– Introduce the concept of reporting language

– Highlight the usefulness of such language in academia

– Provide examples of reporting verbs and phrases

Chapter 1: Why are reporting verbs important in academia?

Chapter 2: Which reporting verbs and phrases are most useful?

Chapter 3: How can I most effectively use reporting verbs?

Before you begin reading...

• video and audio texts
• knowledge checks and quizzes
• skills practices, tasks and assignments

It’s important when studying the English language that you’re able to fully grasp how to report the speech of others. It’s quite possible that during general English classes in the past you were introduced to basic reporting language, such as the direct and indirect reported speech examples provided below:

You may now be wondering how this kind of language, which uses reporting verbs such as ‘say’, ‘tell’ and ‘ask’, might be useful at a higher, more academic, level. If you’ve already begun studying at an English-speaking university, then you should be familiar with the importance of including a mixture of writer’s voice and source voice in your research and assignment . What this means is that it’s not enough for a student to simply write an idea, but that student must also introduce other authors’ source research to support or further explain their claims and arguments.

Simply put, source voice is when we use integral or non-integral citations to introduce the voices and research of other authors in our own assignments. By looking at the examples below, we can see that the integral citation type in the right column requires particular language to introduce the source (Jones, 2019):

The verb ‘show’ that’s been used with the integral citation in this example is called a reporting verb . There are many different types of reporting verb for a writer to select, each with their own slightly varying meaning and grammar . Reporting verbs such as ‘show’, ‘claim’ and ‘argue’ are generally used to report or discuss another author’s findings within our own research or assignment . Because university students are required provide their own opinion about a topic or evaluate a concept or theory, it’s important that such students are able to utilise reporting language to introduce sources which support their ideas.

Provided below are some example sentences which demonstrate that it’s not only reporting verbs but also reporting phrases that you may be required to learn and confidently use in your academic writing. Note that although these phrases can often use the same reporting verbs, reporting phrases tend to precede the citation .

1. Examples of Reporting Verbs

a)“Smith and Lee (2016) state that having a knowledge of reporting verbs greatly increases the likelihood of success at university.”

b)“Jones et al. (2004) claimed that reporting verbs were an unnecessary distraction for preliminary-year students.”

c)“Huang (2019) discusses whether reporting verbs should be taught to undergraduate students at all.”

2. Examples of Reporting Phrases

a)“ According to Smith and Lee (2016), having a knowledge of reporting verbs greatly increases the likelihood of success at university.”

b)“ As was claimed by Jones et al . (2004), reporting verbs are an unnecessary distraction for preliminary-year students.”

c)“ As discussed in Huang’s (2019) investigation , reporting verbs should perhaps not be taught to undergraduate students at all.”

What can be seen in the above examples (which will be discussed in more detail in Chapters 2-3) is that it’s critical as a writer to not only understand the meaning of the reporting language you’re using, but to also have a sufficient knowledge of how to alter the tense , syntax and pre– and post-modification of these verbs and phrases .

To reference this reader:

Academic Marker (2022)   Reporting Verbs.  Available at: https://academicmarker.com/academic-guidance/vocabulary/reporting-verbs/ (Accessed: Date Month Year).

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• University of Adelaide
• University of Technology Sydney

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Once you’ve completed all three chapters about reporting verbs , you might also wish to download our beginner, intermediate and advanced worksheets to test your progress or print for your students. These professional PDF worksheets can be easily accessed for only a few Academic Marks .

Our reporting verbs    academic reader (including all three chapters about this topic) can be accessed here at the click of a button.

Gain unlimited access to our reporting verbs   beginner worksheet, with activities and answer keys designed to check a basic understanding of this reader’s chapters.

To check a confident understanding of this reader’s chapters, click on the button below to download our  reporting verbs   intermediate worksheet with activities and answer keys.

Our reporting verbs   advanced worksheet with activities and answer keys has been created to check a sophisticated understanding of this reader’s chapters. 

To save yourself 5 Marks , click on the button below to gain unlimited access to all of our reporting verbs   chapters and worksheets. The All-in-1 Pack includes every chapter in this reader, as well as our beginner, intermediate and advanced worksheets in one handy PDF.

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English Grammar (Reported Speech): Lesson 3-In Academic Writing (with numerous examples!)

Academic writing can be demanding. Do you want to quote an author of a book and you want to avoid repeating the word 'SAY'? Here is a lesson for you.

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• B1-B2 grammar

Reported speech: statements

Do you know how to report what somebody else said? Test what you know with interactive exercises and read the explanation to help you.

Look at these examples to see how we can tell someone what another person said.

direct speech: 'I love the Toy Story films,' she said. indirect speech: She said she loved the Toy Story films. direct speech: 'I worked as a waiter before becoming a chef,' he said. indirect speech: He said he'd worked as a waiter before becoming a chef. direct speech: 'I'll phone you tomorrow,' he said. indirect speech: He said he'd phone me the next day.

Try this exercise to test your grammar.

Grammar B1-B2: Reported speech 1: 1

Read the explanation to learn more.

Grammar explanation

Reported speech is when we tell someone what another person said. To do this, we can use direct speech or indirect speech.

direct speech: 'I work in a bank,' said Daniel. indirect speech: Daniel said that he worked in a bank.

In indirect speech, we often use a tense which is 'further back' in the past (e.g. worked ) than the tense originally used (e.g. work ). This is called 'backshift'. We also may need to change other words that were used, for example pronouns.

Present simple, present continuous and present perfect

When we backshift, present simple changes to past simple, present continuous changes to past continuous and present perfect changes to past perfect.

'I travel a lot in my job.' Jamila said that she travelled a lot in her job. 'The baby's sleeping!' He told me the baby was sleeping. 'I've hurt my leg.' She said she'd hurt her leg.

Past simple and past continuous

When we backshift, past simple usually changes to past perfect simple, and past continuous usually changes to past perfect continuous.

'We lived in China for five years.' She told me they'd lived in China for five years. 'It was raining all day.' He told me it had been raining all day.

Past perfect

The past perfect doesn't change.

'I'd tried everything without success, but this new medicine is great.' He said he'd tried everything without success, but the new medicine was great.

No backshift

If what the speaker has said is still true or relevant, it's not always necessary to change the tense. This might happen when the speaker has used a present tense.

'I go to the gym next to your house.' Jenny told me that she goes to the gym next to my house. I'm thinking about going with her. 'I'm working in Italy for the next six months.' He told me he's working in Italy for the next six months. Maybe I should visit him! 'I've broken my arm!' She said she's broken her arm, so she won't be at work this week.

Pronouns, demonstratives and adverbs of time and place

Pronouns also usually change in indirect speech.

'I enjoy working in my garden,' said Bob. Bob said that he enjoyed working in his garden. 'We played tennis for our school,' said Alina. Alina told me they'd played tennis for their school.

However, if you are the person or one of the people who spoke, then the pronouns don't change.

'I'm working on my thesis,' I said. I told her that I was working on my thesis. 'We want our jobs back!' we said. We said that we wanted our jobs back.

We also change demonstratives and adverbs of time and place if they are no longer accurate.

'This is my house.' He said this was his house. [You are currently in front of the house.] He said that was his house. [You are not currently in front of the house.] 'We like it here.' She told me they like it here. [You are currently in the place they like.] She told me they like it there. [You are not in the place they like.] 'I'm planning to do it today.' She told me she's planning to do it today. [It is currently still the same day.] She told me she was planning to do it that day. [It is not the same day any more.]

In the same way, these changes to those , now changes to then , yesterday changes to the day before , tomorrow changes to the next/following day and ago changes to before .

Do this exercise to test your grammar again.

Grammar B1-B2: Reported speech 1: 2

Language level

Hello Team. If the reporting verb is in the present perfect, do we have to backshift the tenses of the direct speech or not?    For example: He has said, "I bought a car yesterday."    

1- He has said that he bought a car yesterday.

2- He has said that he had bought a car the previous day.

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Hello Ahmed Imam,

It's not necessary to backshift the verb form if the situation being reported is still true. For example:

"I'm a doctor"

She told me she is a doctor. [she was a doctor when she said it and she is still doctor now]

She told me she was a doctor. [she was a doctor when she said it and may or may not still be a doctor now]

The reporting verb in your example would be 'said' rather than 'has said' as we are talking about a particular moment in the past. For the other verb both 'bought' and 'had bought' are possible without any change in meaning. In fact, when the verb is past in the original sentence we usually do not shift the verb form back.

The LearnEnglish Team

Hello again. Which one is correct? Why?

- He has said that he (will - would) travel to Cairo with his father.

The present perfect is a present form, so generally 'will' is the correct form.

In this case, assuming that the man said 'I will travel to Cairo', then 'will' is the correct form. But if the man said 'I would travel to Cairo if I had time to do it', then 'would' would be the correct form since it is part of a conditional statement.

I think you were asking about the first situation (the general one), though. Does that make sense?

Best wishes, Kirk LearnEnglish team

Thank you for the information. It states that If what the speaker has said is still true or relevant, it's not always necessary to change the tense. I wonder if it is still correct to change the tense in this example: 'London is in the UK', he said. to He said London was in the UK. Or  it has to be the present tense. 

Hello Wen1996,

Yes, your version of the sentence is also correct. In this case, the past tense refers to the time the speaker made this statement. But this doesn't mean the statement isn't also true now.

Good evening from Turkey.

Is the following example correct: Question: When did she watch the movie?

She asked me when she had watched the movie. or is it had she watched the movie. 

Do Subjects come before the verbs? Thank you. 

Hello muratt,

This is a reported question, not an actual question, as you can see from the fact that it has no question mark at the end. Therefore no inversion is needed and the normal subject-verb word order is maintained: ...she had watched... is correct.

You can read more about this here:

https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/reported-speech-questions

Thank you for your response.

Hello Sir, kindly help with the following sentence-

She said, "When I was a child I wasn't afraid of ghosts." 

Please tell me how to write this sentence in reported/ indirect speech.

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Reported Speech in English

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Reported speech is an important aspect of the English language. We use it to let others know what someone has said or written. In this reference, we will discuss what reported speech is, see a few examples of reported speech as well as learn its rules and grammar.

What is reported speech?

Reported speech, also known as indirect speech, helps us convey what someone has said or written. As the term suggests, we use it to report what someone else said in the past, without using their exact words. Reported speech is used in many different contexts, such as in news articles, conversations, and even academic writing.

Why is reported speech important in English?

Reported speech is important in English because it allows us to accurately convey what someone else has said or written. It is also important in academic writing, where we need to report the words of other authors. Reported speech allows us to summarize what someone else has said, without using their exact words.

Examples of reported speech

Here are some examples of reported speech:

• "I'm going to the store," she said. (direct speech)
• She told me that she was going to the store. (reported speech)
• "I love pizza," he said. (direct speech)
• He said that he loved pizza. (reported speech)
• "Can you help me with this?" she asked. (direct speech)
• She asked if you could help her with that. (reported speech)
• "Don't forget to call me," he said. (direct speech)
• He reminded you not to forget to call him. (reported speech)

Reported speech rules and grammar

Reported speech has fairly straightforward rules, once you understand what it looks like, you'll easily use them yourself.

• Reported speech always uses a reporting verb, such as "said," "asked," "told," or "reminded."
• The tense in reported speech usually changes from the original tense. For example, "I am going" becomes "she said that she was going."
• Pronouns may change in reported speech, depending on who is speaking and who is being spoken to.
• Reported speech may use modal verbs , such as "could," "should," or "would."
• Punctuation is important in reported speech, especially when using quotation marks. Commas and periods should be placed inside the quotation marks.

Types of reported speech - statements, questions, and commands

There are three types of reported speech: statements, questions, and commands. Each type has its own set of rules and grammar.

Statements are the most common type of reported speech. They are used to report what someone has said in the past. Here are some examples:

• Direct speech : "I'm tired," she said.
• Reported speech : She said that she was tired.

Questions are also commonly reported. They are used to report a question that someone has asked in the past. Here are some examples:

• Direct speech : "What time is it?" he asked.
• Reported speech : He asked what time it was.

Commands are reported less frequently, but they are still important. They are used to report a command that someone has given in the past. Here are some examples:

• Direct speech : "Don't forget to lock the door," she said.
• Reported speech : She reminded us not to forget to lock the door.

Differences between direct and indirect speech

Direct speech and indirect speech are different in several ways. Direct speech helps us relay the exact words that someone has said. Indirect speech is when we report what someone has said, without using their exact words. Differences between direct and indirect speech:

• Direct speech uses quotation marks to indicate the exact words that were spoken. Indirect speech does not use quotation marks.
• Direct speech uses the present tense , past tense , or future tense , depending on when the words were spoken. Indirect speech usually uses the past tense.
• Direct speech uses the speaker's exact words, including any mistakes or errors. Indirect speech does not include mistakes or errors.

Reported speech vs. direct speech

Reported speech and direct speech are both used to report what someone has said or written. However, there are some differences between them. Direct speech uses the exact words of the speaker, while reported speech summarizes what the speaker said. 

Here are some examples:

• Direct speech : "I'm going to the store," she said.
• Reported speech : She said that she was going to the store.
• Direct speech : "Can you help me with this?" she asked.
• Reported speech : She asked if you could help her with that.

Common mistakes in reported speech

Reported speech can be tricky, and there are some common mistakes that people make. Common mistakes in reported speech:

• Forgetting to change the tense of the verb .
• Forgetting to use a reporting verb.
• Using the wrong reporting verb.
• Not changing pronouns when necessary.
• Not using quotation marks correctly.

Reported speech allows us to accurately convey what someone else has said or written. By following the rules and grammar of reported speech, you can effectively report on what others said with the help of quotation marks and rules explained earlier in this reference.

If you want to learn more about reported speech and improve your English skills, check out some handy references below!

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USC cancels appearance by director Jon Chu, others amid valedictorian controversy

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USC called off an appearance from director Jon M. Chu and other commencement honorees in the wake of growing controversy over its decision to cancel valedictorian Asna Tabassum’s graduation speech amid security concerns, the university announced Friday .

In a letter posted on its website, the university wrote that “given the highly publicized circumstances surrounding our main-stage commencement program,” it made the decision to “release our outside speakers and honorees from attending this year’s ceremony.”

“We’ve been talking to this exceptional group and hope to confer these honorary degrees at a future commencement or other academic ceremonies,” the unsigned letter said.

USC valedictorian’s grad speech is canceled: ‘The university has betrayed me’

Asna Tabassum was selected as USC valedictorian and offered a slot to speak at graduation. The university canceled her speech after pro-Israel groups criticized her Instagram.

April 16, 2024

In March, the university announced that Chu, a USC alumnus and director of “Crazy Rich Asians,” would deliver the May 10 commencement speech at its main ceremony, which draws over 65,000 attendees.

Along with Chu, tennis legend Billie Jean King, National Endowment for the Arts Chair Maria Rosario Jackson and National Academy of Sciences President Marcia McNutt were set to receive honorary degrees.

King will still be the keynote speaker for the Annenberg School for Communication and Journalism’s satellite ceremony.

The university cited unspecified security threats in canceling the traditional valedictorian speech by Tabassum after pro-Israel groups launched a campaign against her because she posted a link on Instagram to a pro-Palestinian website criticizing Israel. The link contained content the groups considered antisemitic.

But in Friday’s round of cancellations, USC did not indicate there was any safety issue. Instead, it said it wanted to “keep the focus on our graduates.” There did not appear to be wide backlash against Chu, King or others.

USC declined to offer an interview about the unraveling commencement with President Carol Folt, who a representative earlier this week said had the “final decision” on the Tabassum cancellation and security matters.

Erroll Southers, the university’s associate senior vice president of safety and risk assurance, also declined to comment Friday.

Representatives for Chu and King did not respond to requests for comment. Jackson did not reply to a phone call and text message. McNutt did not reply to an email.

On Friday afternoon, graduating seniors posed for photos in their caps and gowns by the Tommy Trojan statue in the center of campus as other students walked about. Many said they were surprised and confused by the news.

Franco Gutierrez, a USC junior, called the move “awful” and “heartbreaking.”

“I didn’t think that is how they’d respond to the protest,” Gutierrez said.

“It’s ridiculous,” said a recent graduate — who did not give her name — as she walked on campus with enrolled students.

Christina Dunbar-Hester, a professor of communication, said in an email that “administrators have already embarrassed USC considerably and they owe Asna and the entire campus community an apology.”

“Many including myself are hoping to hear a fuller explication (including details about security concerns) and a path forward from our President, Carol Folt,” said Dunbar-Hester, who is the acting president of the American Assn. of University Professors USC chapter.

Friday’s move capped a week of intense debate over USC’s cancellation of Tabassum’s speech that included a campus protest that hundreds attended Thursday and criticism of USC by civil rights groups and politicians, including Democratic Reps. Ilhan Omar of Minnesota and Rashida Tlaib of Michigan.

The saga began Monday, when USC Provost Andrew T. Guzman released a campus-wide letter citing unnamed threats that poured in shortly after the university announced Tabassum as valedictorian and scheduled speaker. Guzman said attacks against the student had reached an “alarming tenor” and “escalated to the point of creating substantial risks relating to security and disruption at commencement.”

The complaints focused on a link on Tabassum’s Instagram profile to a pro-Palestinian website that said, “Zionism is a racist settler-colonialist ideology,” and “One Palestinian state would mean Palestinian liberation and the complete abolishment of the state of Israel” so that “both Arabs and Jews can live together.”

Guzman did not indicate what the threats were or against whom they were directed. A spokeswoman for the Los Angeles Police Department, Capt. Kelly Muniz, told The Times the agency had no crime reports regarding violent threats targeting Tabassum or the commencement ceremony.

Speaking to The Times on Tuesday, Tabassum defended herself and said she is not antisemitic. She said she supports the pro-Palestinian cause that has grown at college campuses since the Oct. 7 Hamas-led attack on Israel, which the Israeli government says killed 1,200 people and took about 240 hostages, before Israel’s retaliatory war in the Gaza Strip. Gaza health authorities say the war has killed about 34,000 Palestinians. According to the United Nations, 2 million Gazans are in near-famine conditions.

Did USC set ‘very bad precedent’ by canceling valedictorian speech over safety threats?

Campus administrators nationwide struggle to uphold principles of free expression amid pressure from those who claim speech, or potential speech, can subject students to harm.

April 18, 2024

“The university has betrayed me and caved in to a campaign of hatred,” Tabassum said.

On Friday, Tabassum — who still plans to attend graduation — declined to comment on the additional cancellations.

Times staff writer Matt Hamilton contributed to this report.

More to Read

Opinion: USC’s ‘security risk’ rationale to thwart peaceful protest is not justified

April 25, 2024

USC cancels ‘main stage’ commencement ceremony

USC students protest the ‘silencing’ of valedictorian with cancellation of speech

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Angie Orellana Hernandez is a 2023-24 reporting fellow at the Los Angeles Times. She previously worked at The Times as an arts and entertainment intern. She graduated from USC, where she studied journalism and Spanish. Prior to joining The Times, she covered entertainment, as well as human interest, legal and crime stories at E! News. Her writing can also be found in USA Today, the Boston Globe, CNN and KCRA3.

Jaweed Kaleem is a national correspondent at the Los Angeles Times. Based in L.A. with a focus on issues outside of California, he has traveled to dozens of states to cover news and deeply reported features on the complexity of the American experience. His articles frequently explore race, religion, politics, social debates and polarized society. Kaleem was previously based in London, where he was a lead news writer on Russia’s war on Ukraine and spearheaded European coverage for the Times, including the Global California initiative. Before joining The Times in 2016, he reported on religion for HuffPost and the Miami Herald, where he was a member of a Pulitzer Prize finalist team recognized for coverage of Haiti. His reporting has also received awards from the Society of Professional Journalists, the Society for Features Journalism, the Asian American Journalists Assn., the South Asian Journalists Assn. and the National Headliner Awards.

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Middle East crisis — explained

The conflict between Israel and Palestinians — and other groups in the Middle East — goes back decades. These stories provide context for current developments and the history that led up to them.

Mass arrests roil college campuses amid pro-Palestinian protests

Rachel Treisman

Ayana Archie

Georgia State Patrol officers detain a demonstrator on the campus of Emory University in Atlanta during a pro-Palestinian demonstration on Thursday. Mike Stewart/AP hide caption

Georgia State Patrol officers detain a demonstrator on the campus of Emory University in Atlanta during a pro-Palestinian demonstration on Thursday.

Mass arrests, outrage and turmoil rippled across U.S. college campuses as authorities clamped down on a growing number of pro-Palestinian demonstrations.

Students at Emory University , Northwestern University , Cornell University , George Washington University , Princeton University and the City College of New York set up solidarity encampments on Thursday morning, the latest to join a fast-growing list of prestigious institutions.

Students are calling for an end both to the Israel-Hamas war and their universities' investment in companies that profit from it or, more broadly, do business with Israel.

Dozens of protesters have been arrested since Wednesday night, including at the University of Southern California, the University of Texas at Austin and Emerson College.

As more arrests were made at Emory University and Princeton University on Thursday morning, some charges were being dismissed against detainees elsewhere.

Columbia to continue talks with student protesters after deadline to clear out passes

In Texas, Travis County Attorney Delia Garza told member station KUT that charges have been dismissed against 46 of the protesters arrested at UT Austin on Wednesday, and that her office is reviewing more cases.

"Legal concerns were raised by defense counsel, we reviewed each case individually and agreed there were deficiencies in the probable cause affidavits," she said.

Here are other developments as of Thursday:

USC's main commencement ceremony is canceled

Protesters at the University of Southern California push and shove university police officers as tempers get heated during a pro-Palestinian occupation on the campus on Wednesday in Los Angeles. Richard Vogel/AP hide caption

Protesters at the University of Southern California push and shove university police officers as tempers get heated during a pro-Palestinian occupation on the campus on Wednesday in Los Angeles.

The University of Southern California said Thursday that it was canceling its mainstage commencement ceremony.

Other graduation activities will still happen, including commencements from individuals schools.

"We understand that this is disappointing; however, we are adding many new activities and celebrations to make this commencement academically meaningful, memorable, and uniquely USC," the university said in a statement .

Thursday's announcement came after dozens of arrests Wednesday evening.

The Los Angeles Police Department said it showed up at about 4 p.m. Pacific Time, and had arrested 93 people by 10 p.m. for trespassing, a misdemeanor offense. One arrest was made for assault with a deadly weapon, though the department did not say what the weapon was. No injuries were reported.

The protests follow the school's decision last week to cancel the commencement speech for valedictorian Asna Tabassum, who posted pro-Palestinian and anti-Israel content on her social media. USC said it scrapped the speech for safety reasons.

Authorities arrest activists gathering at Emory University

A couple dozen protesters were detained at an encampment on Emory University's Atlanta campus just hours after it was set up, the school said in a statement.

Activists launched the encampment to demand divestment from Israel as well as " Cop City ," the nickname given to the controversial police and fire department training center under construction in a nearby forest, member station WABE reported .

Two protesters detailed the coalition's motivations in an op-ed published Thursday in the Middle Eastern-focused news site Mondoweiss, writing that "we are students across multiple Atlanta universities and community members" demanding divestment "at all Atlanta colleges and universities." Social media posts suggest that activists explicitly encouraged "non-students" to participate.

An account belonging to the activist movement "Stop Cop City" posted on X (formerly Twitter) that within two hours of the encampment being set up on Thursday morning, Emory officials had issued a "final warning" to protesters.

Pro-Palestinian demonstrators shut down airport highways and bridges in major cities

A university spokesperson told NPR in a statement that "several dozen protesters trespassed" onto campus and set up tents on the quad, describing them as "not members of our community" but "activists attempting to disrupt our university as our students finish classes and prepare for finals."

A statement from the Atlanta Police Department said officers were "met with violence" while trying to secure the campus.

Social media posts, including from the Emory Wheel , and local media reports show law enforcement officers using handcuffs, tasers , tear gas and pepper balls on people in the crowd. The police department confirmed using chemical irritants, but says it did not use rubber bullets.

Witnesses reported seeing people detained and loaded into police vans.

Protesters arrested at Princeton sit-in

Nearly 100 undergraduate and graduate students at Princeton attended a sit-in in a campus courtyard on Thursday morning, with some setting up tents despite the university's warnings.

Protesters called on the university to — among other demands — divest from companies that profit from or engage in Israel's war effort and refrain from associating with Israeli academic institutions and businesses, according to The Daily Princetonian .

Princeton President Christopher Eisgruber had warned in an op-ed that the school's free expression policy includes a "clear and explicit prohibition upon encampments."

And Vice President for Campus Life Rochelle Calhoun wrote in an email to undergraduates Wednesday that any student participating in an "encampment, occupation, or other unlawful disruptive conduct who refuses to stop after a warning will be arrested and immediately barred from campus."

A Princeton spokesperson told NPR that a "small number" of participants began erecting "about a half-dozen tents."

"After repeated warnings from the Department of Public Safety to cease the activity and leave the area, two graduate students were arrested for trespassing," the spokesperson said, adding that the students have been barred from campus pending a disciplinary process.

Protesters voluntarily took down the remaining tents, the spokesperson added.

Boston police broke up an Emerson College encampment

Boston police move to arrest pro-Palestinian supporters who were blocking the road after the clearing of Emerson College's encampment early Thursday morning. Joseph Prezioso/AFP via Getty Images hide caption

Boston police move to arrest pro-Palestinian supporters who were blocking the road after the clearing of Emerson College's encampment early Thursday morning.

Boston police tore down a pro-Palestinian encampment at Emerson College in the early morning hours, clashing with protesters and ultimately taking more than 100 into custody.

Emerson College students had been camping since Sunday night in Boston's Boylston Place Alley.

President Jay Bernhardt warned earlier this week that the alley is not solely owned by the college and has a "public right-of-way requirement to access non-Emerson buildings, including the State Transportation Center, and is a fire alley that is under the jurisdiction of the Boston Police Department."

Emerson sophomore Kyle Graff described the arrests to NBC Boston .

"The big vans, they came in, they parked right in front of this alleyway and the cops came up and they started arresting students, forcing their way into the encampment and everything, pushing students to the ground," Graff said. "I saw one student get shoved into the pavement and their hands forced to be put behind them."

NBC Boston reports that police cleared the alley within 30 minutes.

Columbia University shifts classes to remote-only after a wave of protests on campus

Boston Police Department spokesperson Sgt. John Boyle told local media that 108 people were arrested and are expected to be arraigned in Boston Municipal Court. He said four police officers were injured, one seriously.

Similar encampments have been set up at several other Boston-area schools, including MIT and Tufts. Harvard students set up tents in Harvard Yard — which is temporarily closed to the public — on Wednesday.

Texas state troopers responded to protests in riot gear

Texas State Troopers on horseback work to disperse pro-Palestinian students protesting the Israel-Hamas war on the campus of the University of Texas at Austin on Wednesday. Suzanne Cordeiro/AFP via Getty Images hide caption

Texas State Troopers on horseback work to disperse pro-Palestinian students protesting the Israel-Hamas war on the campus of the University of Texas at Austin on Wednesday.

At the University of Texas at Austin, hundreds of people protested in support of Palestinians. University officers and Texas state troopers responded to the scene in riot gear, and arrested dozens of students who did not leave, according to NPR member station KUT.

"These protesters belong in jail. Antisemitism will not be tolerated in Texas. Period," Texas Gov. Greg Abbott posted on X . "Students joining in hate-filled, antisemitic protests at any public college or university in Texas should be expelled,"

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UT Austin President Jay Hartzell commended the school and law enforcement for showing "extraordinary restraint," and said the organizers of the protest intended to violate school policies. "The group that led this protest stated it was going to violate Institutional Rules," Hartzell said. "Our rules matter, and they will be enforced."

Pro-Palestinian protests are spreading across the country

Students at Cornell University and George Washington University set up solidarity encampments on Thursday morning.

Columbia University has twice extended its deadline — originally midnight on Tuesday — for students to clear their campus encampment.

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Pen america cancels awards ceremony after writers protest.

Officials first delayed the deadline until Wednesday morning, and said later in the day that they would continue conversations for another 48 hours in light of "constructive dialogue" with student representatives.

They said student protesters had committed to removing "a significant number of tents," clearing non-Columbia protesters from the area, complying with fire department requirements and prohibiting harassing and discriminatory language.

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Columbia’s President Tells Congress That Action Is Needed Against Antisemitism

Nemat Shafik said some contested phrases — like “from the river to the sea” — might warrant discipline, angering some supporters of academic freedom.

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By Nicholas Fandos ,  Stephanie Saul and Sharon Otterman

Nicholas Fandos and Stephanie Saul reported from New York. Sharon Otterman reported from the Capitol hearing room.

• April 17, 2024

The president of Columbia said the university had suspended 15 students. She promised that one visiting professor “will never work at Columbia again.”

And when she was grilled over whether she would remove another professor from his leadership position, she appeared to make a decision right there on Capitol Hill: “I think I would, yes.”

The president, Nemat Shafik, disclosed the disciplinary details, which are usually confidential, as part of an all-out effort on Wednesday to persuade a House committee investigating Columbia that she was taking serious action to combat a wave of antisemitism following the Israel-Hamas war.

In nearly four hours of testimony before the Republican-led Committee on Education and the Workforce, Dr. Shafik conceded that Columbia had initially been overwhelmed by an outbreak of campus protests. But she said its leaders now agreed that some had used antisemitic language and that certain contested phrases — like “from the river to the sea” — might warrant discipline.

“I promise you, from the messages I’m hearing from students, they are getting the message that violations of our policies will have consequences,” Dr. Shafik said.

Testifying alongside her, Claire Shipman, the co-chair of Columbia’s board of trustees, made the point bluntly. “We have a moral crisis on our campus,” she said.

Republicans seemed skeptical. But Dr. Shafik’s conciliatory tone offered the latest measure of just how much universities have changed their approach toward campus protests over the last few months.

Many schools were initially hesitant to take strong steps limiting freedom of expression cherished on their campuses. But with many Jewish students, faculty and alumni raising alarms, and with the federal government investigating dozens of schools, some administrators have tried to take more assertive steps to control their campuses.

With 5,000 Jewish students and an active protest movement for the Palestinian cause, Columbia has been among the most scrutinized. Jewish students have described being verbally and even physically harassed, while demonstrators have clashed with administrators over limits to where and when they can assemble.

In bending toward House Republicans in Washington, Dr. Shafik may have further divided her New York City campus, where students had pitched tents and set up a “Gaza Solidarity Encampment” early on Wednesday in open violation of university demonstration policies. Activists have rejected charges of antisemitism, and say they are speaking out for Palestinians, tens of thousands of whom have been killed by Israel’s invasion of Gaza.

Sheldon Pollock, a retired Columbia professor who helps lead Columbia’s chapter of the American Association of University Professors, said Dr. Shafik had been “bulldozed and bullied” into saying things she would regret.

“What happened to the idea of academic freedom?” Dr. Pollock asked. “I don’t think that phrase was used even once.”

Dr. Shafik, who took her post in July 2023 after a career in education and international agencies, did repeatedly defend the university’s commitment to free speech. But she said administrators “cannot and should not tolerate abuse of this privilege” when it puts others at risk.

Her comments stood in contrast to testimony last December by the presidents of the University of Pennsylvania and Harvard. Appearing before the same House committee, they offered terse, lawyerly answers and struggled to answer whether students should be punished if they called for the genocide of Jews. The firestorm that followed helped hasten their ousters.

Dr. Shafik missed that earlier hearing because of a preplanned international trip. She made clear on Wednesday she was not about to make similar mistakes.

Asked the same question, about whether calls for genocide violate Columbia’s code of conduct, Dr. Shafik answered in the affirmative — “Yes, it does” — along with the other Columbia leaders at the hearing.

Dr. Shafik explained that the university had suspended two student groups, Students for Justice in Palestine and Jewish Voice for Peace, because they repeatedly violated its policies on demonstrations.

She also seemed more willing than the leaders of Harvard or Penn to condemn and potentially discipline students and faculty who use language like “from the river to the sea, Palestine will be free.” Some people believe the phrase calls for the elimination of the state of Israel, while its proponents say it is an aspirational call for Palestinian freedom.

“We have some disciplinary cases ongoing around that language,” she said. “We have specified that those kinds of chants should be restricted in terms of where they happen.”

Much of the hearing, though, focused on faculty members, not students.

Under persistent questioning from Republicans, Dr. Shafik went into surprising detail about disciplinary procedures against university professors. She noted that Columbia has about 4,700 faculty members and vowed that there would be “consequences” for employees who “make remarks that cross the line in terms of antisemitism.”

So far, Dr. Shafik said, five faculty members had been removed from the classroom or dismissed in recent months for comments stemming from the war. Dr. Shafik said that Mohamed Abdou, a visiting professor who drew ire for showing support for Hamas on social media, “is grading his students’ papers and will never teach at Columbia again.” Dr. Abdou did not immediately respond to a request for comment.

The president also disclosed that the university was investigating Joseph Massad, a professor of Middle Eastern studies, who used the word “ awesome ” to describe the Oct. 7 attack led by Hamas that Israel says killed 1,200 people.

Dr. Shafik and other leaders denounced his work in striking terms. But Dr. Shafik struggled to state clearly, when questioned, whether Dr. Massad would be removed from his position leading a university panel.

“Will you make the commitment to remove him as chair?” Representative Elise Stefanik, Republican of New York, asked her during one fast-paced exchange.

Dr. Shafik replied cautiously, “I think that would be — I think, I would, yes.”

In an email on Wednesday, Dr. Massad said he had not watched the hearing but had seen some clips. He accused Republicans on the committee of distorting his writing and said it was “unfortunate” that Columbia officials had not defended him.

Dr. Massad said it was also “news to me” that he was the subject of a Columbia inquiry. He noted that he was already scheduled to cycle out of his leadership role at the end of the spring semester.

Dr. Shafik’s words deeply worried some supporters of academic freedom.

“We are witnessing a new era of McCarthyism where a House Committee is using college presidents and professors for political theater,” said Irene Mulvey, the president of the American Association of University Professors. “They are pushing an agenda that will ultimately damage higher education and the robust exchanges of ideas it is founded upon.”

Democrats on the House committee uniformly denounced antisemitism, but repeatedly accused Republicans of trying to weaponize a fraught moment for elite universities like Columbia, seeking to undermine them over longstanding political differences.

When Representative Bobby Scott of Virginia, the committee’s top ranking Democrat, tried to enlist Ms. Shipman to agree that the committee should be investigating a wide range of bias around race, sex and gender, she resisted.

“We have a specific problem on our campus, so I can speak from what I know, and that is rampant antisemitism,” she said.

Representative Ilhan Omar of Minnesota, one of only two Muslim women in Congress, pushed back on Dr. Shafik from the left, questioning what the university was doing to help students who were doxxed over their activism for the Palestinian cause or faced anti-Arab sentiment.

Dr. Shafik said the university had assembled resources to help targeted students.

By the end of the hearing, Republicans began to fact-check her claims, drawing from thousands of pages of documents the university handed over as part of the committee’s investigation.

Representative Virginia Foxx , Republican of North Carolina and the committee’s chairwoman, said that several of the student suspensions Dr. Shafik described had already been lifted and argued that students were still not taking the university’s policies seriously.

In a statement after the hearing, Ms. Stefanik said she likewise found Dr. Shafik’s assurances unpersuasive.

“If it takes a member of Congress to force a university president to fire a pro-terrorist, antisemitic faculty chair,” she said, “then Columbia University leadership is failing Jewish students and its academic mission.

Anemona Hartocollis contributed reporting.

Nicholas Fandos is a Times reporter covering New York politics and government. More about Nicholas Fandos

Stephanie Saul reports on colleges and universities, with a recent focus on the dramatic changes in college admissions and the debate around diversity, equity and inclusion in higher education. More about Stephanie Saul

Sharon Otterman is a Times reporter covering higher education, public health and other issues facing New York City. More about Sharon Otterman

Our Coverage of the Israel-Hamas War

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The tents that failed to keep out the cold when many Gazans first fled their homes have now become suffocating as highs surpass 100 degrees Fahrenheit. Here’s how the heat is exacerbating already dire problems  from Israel’s war in Gaza.

Israel welcomed a U.S. aid package signed by President Biden that will send about $15 billion in military aid to Israel, increasing American support  for its closest Middle East ally despite strains in their relationship over Israel’s prosecution of the war in the Gaza Strip.

The United Nations’ human rights office called for an independent investigation into two mass graves  found after Israeli forces withdrew from hospitals in Gaza, including one discovered days ago over which Israeli and Palestinian authorities offered differing accounts.

After weeks of delays, negotiations and distractions, Israel appeared to hint that its assault of Rafah  — a city teeming with more than a million displaced persons above ground and riddled with Hamas tunnels below — was all but inevitable. Here’s how it might unfold .

Mourning Nearly 200 Relatives: Adam and Ola Abo Sheriah absorb a loss few can imagine, and scramble to help surviving family members  in Gaza while trying to get their kids to their New Jersey school on time.

A Generational Clash on Seder: At Passover Seders, many families addressed the war in Gaza , leading to rising tensions, while 200 New Yorkers from pro-Palestinian Jewish groups were arrested after rallying  near Chuck Schumer’s home to protest aid to Israel.

PEN America’s Fallout: The free expression group PEN America has canceled its 2024 literary awards ceremony following months of escalating protests over the organization’s response to the war in Gaza , which has been criticized as overly sympathetic to Israel.

Fears Over Iran Buoy Netanyahu: The Israeli prime minister lost considerable support after the Hamas-led Oct. 7 attacks on Israel. Tensions with Iran have helped him claw  some of it back.