what is the direct presentation

Direct Instruction: What is It? What are Its Key Principles?

Good preparation is half the work done. The Direct Instruction (DI) teaching technique is about approaching the students with thoroughly planned teaching material, carefully selected working methods, and explicit tasks. If all elements are sound and methodical, teaching a new skill is nothing less than a logical consequence of carefully planned guidance. DI is also called explicit instruction .

DI is not a new trend in education. Its roots go back to the 1960s and Siegfried Engelmann and Wesley Becker working at the University of Illinois on a preschool curriculum for children of socially disadvantaged backgrounds. The program under the term DISTAR (Direct Instruction System for Teaching Arithmetic and Reading) was advanced by Siegfried Engelmann and colleagues at the University of Oregon ( 1 ). DI included seminars, participative classes, small group discussions, study groups, and focus groups. The approach of these sessions is all about the I (teacher doing the explanation), We (teacher and student learning a new skill together), and You (student doing the homework). An approach like this is said to improve students’ performance and their affective behaviors. DI is about clear instructions and an active and reflective attitude that helps divide the process of teaching and learning into smaller units with scaffolding and helps achieve mastery ( 4 ).

Rationale Behind Direct Instruction

Rosenshine ( 11 ) describes DI as “a systematic method of teaching with emphasis on proceeding in small steps, checking for understanding, and achieving active and successful participation by all students”. Direct Instruction is about having a good education program implemented by educated teachers. Everyone can learn, and everyone can teach if equipped with methodologies and techniques. And everyone’s learning and teaching success can be measured and assessed ( 5 ). Baker et al. (2013) argue “compelling evidence indicat[ing] that explicit [direct] instruction has a positive impact on a range of student academic outcomes, particularly for students who are at risk for academic difficulties” ( 8 ).

Direct Instruction is more than just a frontal approach to lectures held in classrooms. There are so many teaching techniques that can support it, and one of them is presenting a movie/documentary/video clip/ppt presentation. Although the participants merely watch and absorb the content, it is carefully selected to introduce learning objectives and curriculum by their teacher.

This approach to education – teachers designing the program and selecting the methods and educational materials while students follow and learn – is part of the overall US education system, public schools in particular. Therefore, we may say that DI and scaffolding (for example) may exist one next to the other since DI is friendly to the other approaches when carefully planned and incorporated into the curriculum. For example, if students are supposed to work in pairs according to the specific instructions given by their teacher, working in pairs may not constitute a sort of direct instruction, but the preparation process does.

DI fundamentals:

Everyone can learn ( 5 ).
Every student can advance in their education.
Every educator can teach successfully when appropriate coaching and data are provided.
Students who perform lower than the others need to learn at a higher speed if they want to keep up with their equals.
Every learning sequence must be under supervision to reduce the possibilities of errors and misinterpretation and maximize the effects of curriculum implementation.

Direct Instructions Step-by-Step

Everything about using Direct Instruction starts with careful planning. The lessons need to be planned in detail, and the teachers should introduce every piece of information with clear instructions, giving the floor to students. And students should have all the time to practice new skills to perfection. Also valuable are the teachers’ feedback information (guided practice) and the students’ immediate reflections (independent practice), followed by postponed students’ feedback (after some time has passed).

1. Presentation/assessment

When entering the classroom, it is important to do it in a way that captures the students’ attention. Call for their prior knowledge and skills, and have them share and listen. Introduce a piece of new information and link it to what they just said. Build upon their foundations and make them realize how vital prior and new information is to your future goals ( 9 ). Keep your learning objectives at a visible sport, on a module, or on the wall/board. Make your students check the objectives as you move along with new content. This way, they visualize where you want them to go and assess if they are moving forward or not ( 7 ). Keep your explanations simple and understandable to all.

2. Introduce new learning content

As said before, a good organization is half the work done. Keep your instructions simple and understandable. Introduce new learning content slowly, brick after brick. DI enables you to do it using either lecture or a demonstration .

Lecture Method

The frontal way – standing before your students and introducing new content – may be the most common and successful way to do it. How? Using five small but important steps:

Give the main facts.
Present the idea or theme of the lecture.
Have examples demonstrating every idea.
Repeat learning points to empower learning.
Provide the summary and check it with your ideas and goals.

Demonstrations

The demonstration means that it is time for small steps. Skill is a big word and needs to break down into pieces. After every stage, you should learn if everyone shares the knowledge. Use various methods – lectures, audio-visuals, work in small groups/pairs – to increase engagement and receive feedback from the students.

3. Guided practice

It is the step where your students put their knowledge into practice and build skills. It is a joint effort of the teacher and students, although the teacher is the one to lead the way. Practice straightens the errors, makes perfect, and equips students with enough confidence to practice skills independently.

There is no good understanding without checking out your students’ knowledge and understanding of what you learned. Ask questions, and then ask more questions. Only when they speak – you can be sure that the transfer is solid and you managed to build new skills. And when they connect the dots between those goals and their skills and knowledge, you can be sure you did your work well. Also, use worksheets to get comments that students are not so eager to share verbally. Whatever you do, make sure that you provide enough explanations. And when you receive poor feedback, you need to go back and do more explaining and clarification.

And then there should be enough learning, trying, and repeating to make their memory permanent. Not doing this properly will only make your work more in the next phase.

4. Individual practice

In this phase, your students own the right thing: learning material and new skills are ready to put into individual practice. They finally broaden their knowledge and build upon their old skills.

With the repetition process in individual practice, your students will realize that they need to spend less and less time thinking about their skills. They will come to them naturally as riding the bicycle. Again, make sure to have enough feedback to address possible misunderstandings and errors.

While working individually, students are going through two steps: unitization and automaticity . The first one enables them to use what they learned in everyday situations, and the latter to do it automatically. The fastest they learn and adopt new skills, the fastest they will go from unitization to automaticity.

5. Assessment/review

Always make sure that everyone understands all the steps of the way. Ask questions, and test their skills if necessary. Do not go further unless there is a shared understanding of all phases. Evaluate your teaching and their learning at all times ( 6 ).

There are so many ways to do a proper assessment. Pick the way that feels right for your class. Make one and receive the information you need. And you need to learn if the content and the method you are introducing make your students learn well (10).

Formative assessments, an ongoing process that evaluates both the teacher and the students, and the connection between goals and skills are the best choice for the DI.

Criticism: What the Others Have to Say

More than often, teachers cross paths with Direct Instructions and are prone to criticize the approach and its methods. They say the DI provides too little room for students to show their ideas, explore their creativity, and state their opinions. Everything is supposed to be tight on schedule, with no freedom for the students to express themselves ( 2 ).

They also claim it is a rather elite learning program since it takes serious funding to implement all phases of the DI. It remains a mystery how a high-cost program is one of the most represented ones in school districts of the US.

Not all students learn skills at the same pace, and it is up to teachers to invest additional efforts to make the curriculum fulfilled by all.

Last but not least, a concern comes from large and diverse communities with a mix of races and cultures. More and more teachers say that DI is uniform, with no concern for races or minorities, cultural, social, and economic background of students ( 3 ).

References:

Englemann, S.E.(1968). Relating operant techniques to programming and teaching. Journal of School Psychology, 6, 89-96.
Hattie, J (2009). “Visible learning: A synthesis of over 800 meta-analyses relating to achievement”. London and New York: Routledge.: 206–207.
Ryder RJ, Burton JL, Silberg A. 2006. Longitudinal study of direct instruction effects from first through third grade. Journal of Educational Research, 99, 3, 179-191.
Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. Educational Technology Research and Development, 53, 41–56. doi: 10.1007/BF02504684.
Adams, G. L., & Engelmann, S. (1996). Research on direct instruction: 25 years beyond DISTAR. Seattle, WA: Educational Achievement Systems.
Engelmann, S. (2014). Successful and confident students with Direct Instruction. Eugene, OR: NIFDI Press.
Rosenshine, B. (2008). Five meanings of direct instruction. Center on Innovation & Improvement.
Baker, S., Santoro, L., Chard, D., Fien, H., Park, Y., & Otterstedt, J. (2013). An evaluation of an explicit read aloud intervention in whole-classroom formats in first grade. The Elementary School Journal, 113(3), 331-358.
Gleason, M. M. & Hall, T. E. (1991). Focusing on instructional design to implement a performance-based teacher training program: The University of Oregon model. Education & Treatment of Children, 14, 316–333.
Kozloff, M. A., LaNunziata, L., Cowardin, J., & Bessellieu, F. B. (2001). Direct Instruction: Its contributions to high school achievement. High School Journal, 84 (2), 54–72.
Rosenshine, B. (1987). Explicit teaching and teacher training. Journal of Teacher Education, 38(3), 34-36

Merrill’s Principles of Instruction

Merrill’s First Principles of Instruction is a set of problem-based teaching strategies that have been shown…

Direct Characterization

Definition of direct characterization, examples of direct characterization in literature, example #1: the most dangerous game (by richard connell).

“The first thing Rainsford’s eyes discerned was the largest man Rainsford had ever seen – a gigantic creature, solidly made and black bearded to the waist. … ” ‘Ivan is an incredibly strong fellow,’ remarked the general, ‘but he has the misfortune to be deaf and dumb. A simple fellow, but, I’m afraid, like all his race, a bit of a savage.’ “

Example #2: The Old Man and the Sea (by Earnest Hemingway)

“The old man was thin and gaunt with deep wrinkles in the back of his neck. The brown blotches of the benevolent skin cancer the sun brings from its reflection on the tropic sea were on his cheek … Everything about him was old except his eyes and they were the same color as the sea and were cheerful and undefeated.”

Hemingway uses the method of direct characterization to describe the old man’s personality traits, especially the vivid eyes of his main character, the old man, Santiago in his novel .

Example #3: Hedda Gabler (by Henrik Ibsen)

“MISS JULIANA TESMAN, with her bonnet on a carrying a parasol, comes in from the hall, followed by BERTA, who carries a bouquet wrapped in paper. MISS TESMAN is a comely and pleasant- looking lady of about sixty-five. She is nicely but simply dressed in a grey walking-costume. BERTA is a middle-aged woman of plain and rather countrified appearance…GEORGE TESMAN comes from the right into the inner room … He is a middle-sized, young-looking man … He wears spectacles, and is somewhat carelessly dressed in comfortable indoor clothes.”

Example #4: Pride and Prejudice (by Jane Austen)

“Mr. Bingley was good-looking and gentlemanlike; he had a pleasant countenance, and easy, unaffected manners. … he was discovered to be proud, to be above his company, and above being pleased; and not all his large estate in Derbyshire could then save him from having a most forbidding, disagreeable countenance, and being unworthy to be compared with his friend.”

Mr. Bingley, the romantic interest of Jane, and his friend, Mr. Darcey, are described in this excerpt through direct characterization. She has admired Mr. Bingley for his pleasant countenance, comparing him to Mr. Darcy.

Example #5: The Canterbury Tales (by Geoffrey Chaucer)

“He yaf nat of that text a pulled hen, That seith that hunters ben nat hooly men, Ne that a monk, whan he is recchelees… His heed was balled, that shoon as any glas, And eek his face, as he hadde been enoynt. His eyen stepe, and rollynge in his heed, That stemed as a forneys of a leed; His bootes souple, his hors in greet estaat.”

Function of Direct Characterization

Direct characterization shows traits as well as motivation of a character. Motivation can refer to desires, love, hate, or fear of the character. It is a crucial part that makes a story compelling. Descriptions about a character’s behavior, appearance, way of speaking, interests, mannerisms, and other aspects draw the interest of the readers and make the characters seem real. Also, good descriptions develop readers’ strong sense of interest in the story.

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Direct vs indirect characterization: How to show and tell

There are two main ways to reveal characters: direct characterization, and indirect characterization. What defines these two characterization types, and what are the strengths and weaknesses of each?

Post author By Jordan
26 Comments on Direct vs indirect characterization: How to show and tell

Characterization describes the way a writer or actor creates or implies a character’s personality, their inner life and psyche. Two main ways to reveal your characters are direct characterization and indirect characterization. What are these character creation techniques? Read on for examples of characterization that illustrate both:

Guide to direct and indirect characterization: Contents

What is direct characterization, direct characterization example, what is indirect characterization, indirect characterization example.

Eight tips for using direct vs indirect characterization

Let’s delve into using both characterization devices:

To begin with a definition of direct characterization, this means the author explicitly tells the reader a character’s personality .

For example, explicitly telling the reader a character is kind, funny, eccentric, and so forth.

Here’s an example of direct characterization from Virginia Woolf’s To the Lighthouse (1925).

Woolf explicitly shows what characters think of one another . In the example, an artist staying with the Ramsay family, Lily Briscoe, thinks about Mr Ramsay whom a man Mr Bankes has just called a hypocrite:

Looking up, there he was – Mr. Ramsay – advancing towards them, swinging, careless, oblivious, remote. A bit of a hypocrite? she repeated. Oh no – the most sincere of men, the truest (here he was), the best; but, looking down, she thought, he is absorbed in himself, he is tyrannical, he is unjust… Virginia Woolf, To The Lighthouse (1927), p. 52.

This is direct characterization – through Lily, Woolf describes Mr. Ramsay’s traits directly.

It’s telling (direct characterization typically is), but because we read it as one character’s opinion of another, it also shows us how Lily feels, whether or not she agrees with the statement that Mr. Ramsay is a hypocrite.

Through Lily, we learn Ramsay is ‘absorbed in himself’ or self-absorbed, tyrannical – we read direct statements about Ramsay’s personality that help us picture him and how he comes across to others.

‘Indirect characterization’ shows readers your characters’ traits without explicitly describing them.

To give simpler examples of direct vs indirect characterization, for direct you might write, ‘Jessica was a goofy, eccentric teacher’.

For indirect revelation of Jessica’s character, you might write instead, ‘Jessica had named the stick with a hook on the end she used to open the classroom’s high windows Belinda and would regale her children with stories of Belinda’s adventures (even though they were fourteen, not four)’.

In the second example of characterization above (the indirect kind), it is inferred that Jessica is goofy and eccentric. She names inanimate objects and tells teenagers stories of make-believe that would probably be better-suited to younger children.

Indirect characterization invites your reader to deduce things about your characters, without explicitly telling them who they are.

Here, John Steinbeck in The Grapes of Wrath (1939) shows a character’s personality indirectly.

Steinbeck doesn’t say that hitchhiker Joad is a down-and-out, blue-collar worker. Instead, the author creates indirect characterization through the items a worker in this context would perhaps have: whiskey, cigarettes, calloused hands:

Joad took a quick drink from the flask. He dragged the last smoke from his raveling cigarette and then, with callused thumb and forefinger, crushed out the glowing end. He rubbed the butt to a pulp and put it out the window, letting the breeze suck it from his fingers. John Steinbeck, The Grapes of Wrath (1939), p. 9.

Direct and indirect characterization definitions infographic

Types of indirect characterization

What types of indirect characterization are there?

Any writing that helps us infer or deduce things about a person’s psyche, emotions, values or mannerisms. For example:

Dialogue-based inference: From the way your character speaks to others in the story, your reader may deduce that they are kind, cruel, gentle, etc.
Implying through action: What your character does (for example jumping on a beetle to squash it) implies their character (in this case, it may imply that a character is cruel).
Fly-on-wall description: Although what visual description implies may differ from country to country, culture to culture, neutrally-worded description may cause your reader to make specific assumptions based on what you’ve shown. We might assume, for example, an extremely pale-skinned character is reclusive or agoraphobic, like the reclusive Boo Radley in Harper Lee’s To Kill a Mockingbird .

So how do you use direct and indirect characterization well? Read tips for each (and our complete guide to description for more examples):

8 tips for using direct and indirect characterization

Avoid overusing direct characterization, be direct with key details, support direct character statements with scenes, imply character through action and reaction, tell direct details that serve concision, use dialogue to characterize indirectly, let narrative voice give character, read examples of direct and indirect characterization.

Direct characterization is useful shorthand. Instead of pages showing how a character is mean, you could start with ‘He was mean.’ Balance is key, though. Overusing direct characterizing may skew the balance towards telling, not showing. Tweet This

If, for example, you wrote, ‘He was mean. He was petty and generally unkind, so that neighbors crossed the street when he passed,’ that mixes some indirect characterization with the direct type. Neighbors crossing the street is a visual that indirectly implies avoidance and discomfort or possible dislike.

If you were to only tell readers about your characters’ traits without weaving in illustrative showing (which give indirect inference about who your characters are), the effect would be:

Hazy visuals : Crossing the street in the example above gives a more specific visual than simply saying ‘he was disliked by the community’.
Lack of depth and color: If you tell your reader who your characters are exclusively with minimal showing or inferring, it may read as though you have a private understanding of your characters you are summarizing for the reader, rather than showing them a fuller, more detailed picture.

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Example of blending direct and indirect character detail

The opening of Toni Morrison’s powerful novel Beloved characterizes a house that is haunted by the ghost of an infant.

Note how Morrison moves from the direct characterization of the first sentence to specific, visual details:

124 was spiteful. Full of a baby’s venom. The women in the house knew it and so did the children. For years each put up with the spite in his own way, but by 1873 Sethe and her daughter Denver were its only victims. The grandmother, Baby Suggs, was dead, and the sons, Howard and Buglar, had run away by the time they were thirteen years old – as soon as merely looking in a mirror shattered it (that was the signal for Buglar); as soon as two tiny hand prints appeared in the cake (that was it for Howard). Toni Morrison, Beloved (1987), p. 17.

The trick to effective direct characterization is to reserve it for key details you want to establish upfront.

In the example of blending indirect and direct character description above, Morrison starts with direct, broad detail. A sense of spite that drives boys in the family from a home filled with the ghosts of a corrosive, violent history.

If you were to write a retelling of Charles Dickens’ A Christmas Carol you might start with ‘Scrooge was stingy’ and then similar flesh this key detail out with the illustrative, supporting detail.

The indirect characterization you then add on to key details gives further texture, color, specificity to your characters. It helps, of course, to know your characters inside out:

The example above from Beloved shows how indirect characterization supports direct descriptive statements .

The boys Howard and Buglar fleeing from mirrors that seem to shatter by themselves or tiny hand prints appearing in a cake, for example. These specific images and incidents support the suggestion that the home at 124 is haunted by a ‘spiteful’ (or rather, determined-to-be-known) presence.

If you tell your reader a character is kind, think of dedicated scenes as well as passing moments that support the direct revelation.

Maybe your character gives up a seat on public transport for an elderly person. Maybe they help a neighbor get a pet that has run out of an open gate into a busy road to safety.

Indirect characterization is useful because it shows your reader the type of actions your character is likely to take .

This in turn enables your reader to make educated, qualified guesses about how your characters’ might react in situations whose outcome is not yet known. Through this, one ‘gets to know’ characters as though they were real people.

Direct vs indirect characterization infographic

Action and reaction provide useful ways to tell your reader who your characters are indirectly.

For example, Sarah has a vase that belonged to her grandmother that she cherishes, and her hyperactive son knocks it over and breaks it. Does she scold him to be careful? Lash out? Show a mix of anger and understanding?

Think about what you want your reader to infer about a character from the way they react, even in incidents or situations that are trivial or secondary to your story’s main plotline . In this way every scene, every incident, will contribute toward building your characters’ personae.

One of the benefits of direct characterization is that it allows you to be concise.

Direct characterization is useful, for example, when a narrator is recapping prior events that are useful to the present story but not its main focus. For example, in the first page of Nick Hornby’s Slam , a novel about a sixteen-year-old skater named Sam:

So things were ticking along quite nicely. In fact, I’d say that good stuff had been happening pretty solidly for about six months. – For example: Mum got rid of Steve, her rubbish boyfriend. – For example: Mrs Gillet, my art and design teacher, took me to one side after a lesson and asked whether I’d thought of doing art at college. Nick Hornby, Slam (2007), p. 1

At this point in the story, the reader doesn’t need lengthy exposition about why Steve was a rubbish boyfriend. So the direct, telling characterization suits the purpose of this part of the story – catching the reader up on what has been happening in the teenaged protagonist’s life.

There is still balance between indirect and direct characterization in this example. The second example Sam gives tells us (through Mrs Gillet’s action) that the teacher is caring and sees artistic potential in Sam, without saying so explicitly. The part or unique incident suggests the whole of the teacher-student relationship.

Dialogue is a fantastic device for characterization because it may move the story forward while also telling your reader who characters are.

If, for example, there is banter and characters tease each other, it may imply an ease and familiarity (compared to stiff formality between strangers). Note, for example, how Hornby creates a sense of how awkward Rabbit is (an 18-year-old skater at Grind City, a skate park Sam frequents) in the dialogue below:

‘Yo, Sam,’ he said. Did I tell you that my name is sam? Well, now you know. ‘All right?’ ‘How’s it going, man?’ ‘OK.’ ‘Right. Hey, Sam. I know what I was gonna ask you. You know your mum?’ See what I mean about Rabbit being thick? Yes, I told him. I knew my mum. Hornby, pp. 11-12.

In this brief exchange, we see through the awkward, stop-start flow of conversation how Rabbit lacks social graces and awareness and (in the ensuing dialogue) reveals he has a crush on Sam’s mother.

Another useful way to use indirect characterization is to give an involved narrator (a narrator who is also a character in the story) a personality-filled voice .

In the above example of characterization via dialogue, for example, Sam’s asides to the reader (‘Well, now you know’ and ‘See what I mean about Rabbit being thick?’) create the sense of a streetwise, slightly jaded teenaged voice.

Think of ways to inject characters’ personalities into their narration. What subjects do they obsess over (it’s clear Sam loves skating from the first few pages of Slam )? How do they see others (Sam appears fairly dismissive and a little cocky, from referring to his mom’s ‘rubbish’ boyfriend to his blunt description of Rabbit as ‘thick’).

Use language in narration your character would use based on demographic details such as age, cultural background or class identity.

The casual, clipped language Sam uses in the example above suggests the awkward and ‘too cool’ qualities of a teenaged boy.

To really understand the uses of direct and indirect characterization (and how to blend to two to show and tell, describe and imply), look for examples in books.

You could even write out the descriptions you love, to create your own guide to dip into whenever you’re creating characters.

Create believable, developed characters. Finishing a book is easier with structured tools and encouraging support.

Indirect characterization: Revealing characters subtly
Direct characterization: 6 tips for precise description
Writing advice: Show, don't tell: or should you?
Tags character description , characterization

Jordan is a writer, editor, community manager and product developer. He received his BA Honours in English Literature and his undergraduate in English Literature and Music from the University of Cape Town.

26 replies on “Direct vs indirect characterization: How to show and tell”

Well explained and helpful

Thank you, Lexi. Thanks for reading!

Thanks for this, I’ve been back a few times now but failed to post a comment. ? This is going to help a lot during this revision!

It’s a pleasure, Robin. Glad you managed in the end. We’ve been migrating our blog to https (more secure) which may have been the cause. Good luck with your revision!

Ah! Okay. Thank you! First books are hard so much to learn. I feel like I could have written two other books while fixings this one. xD (I want to, I enjoy shaping the old chapters to how I write now. ^;^) I also found a program to help speed this up; bibisco. I like it way more than the complicated expensive writing programs out there. IMO.

Where to sign up to get updates for this blog? I don’t want to forget about your blog. (I need reminders for everything. lol. A newsletter is a good way to do that.)

If you sign up for a Now Novel member account, you get subscribed to our blog newsletter too. Alternatively, drop us a line at help at now novel dot com with the email address you’d like to use to get updates and I’ll have our email guy add you to our mailing list. Thanks!

Can you please ,include a section about dynamic and static characters? Thanks for your precious help

Hi Abdou, thank you for the suggestion! I’ll add it to the list for revision ideas, thank you.

You are welcome.

This is such a great website offering very useful tools for writers. I’ve been Googling for days now about everything I wanted to learn in novel writing and I can’t believe I just found this site.

Thanks, Alexa. I’m glad you’ve found our website helpful 🙂

You shared some excellent tips on characterization. I think all writers can benefit from this blog.

Thank you so much, Derrick. I’m glad you’re finding our blog helpful! Thanks for reading.

This is very helpful and I Aced my quiz on something i’m not that good at cool when you lookat the paper it looks long but when you start reading you get lost

Glad you aced your quiz, Kimberly.

Thank You great job!

Thanks, Anna. Thank you for reading our blog!

Very useful.

Thank you so much,

Thank you for your feedback, Aleix. It’s a pleasure, thank you for reading our articles.

Thank you for a clear explanation. It is most useful.

It’s a pleasure, Vivienne. Thank you for reading our blog.

An author employs indirect characterization to avoid explicitly announcing a character’s attributes by revealing those aspects to the reader through the character’s actions, thoughts, and words. Using the phrase “John had a short fuse” as an example would be direct characterisation, but the phrase “John hissed at the man without any prior warning” would be indirect portrayal.

Thank you for sharing your example of indirect and direct characterization and for reading our blog.

[…] is direct characterization is so […]

Thank you for providing this complete reference on direct and indirect characterization. It is often difficult to strike a balance between showing and explaining in writing, and your examples and advice are quite helpful. I really like the focus on utilizing both strategies sparingly, as well as the reminder that indirect characterization may frequently result in a more detailed and compelling picture of characters. I’ll keep these tips in mind as I strive to hone my own writing style.

Thanks so very for your comment. We’re so pleased that you found it helpful. All the best with your writing!

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The formal presentation of information is divided into two broad categories: Presentation Skills and Personal Presentation .

These two aspects are interwoven and can be described as the preparation, presentation and practice of verbal and non-verbal communication.

This article describes what a presentation is and defines some of the key terms associated with presentation skills.

Many people feel terrified when asked to make their first public talk. Some of these initial fears can be reduced by good preparation that also lays the groundwork for making an effective presentation.

A Presentation Is...

A presentation is a means of communication that can be adapted to various speaking situations, such as talking to a group, addressing a meeting or briefing a team.

A presentation can also be used as a broad term that encompasses other ‘speaking engagements’ such as making a speech at a wedding, or getting a point across in a video conference.

To be effective, step-by-step preparation and the method and means of presenting the information should be carefully considered.

A presentation requires you to get a message across to the listeners and will often contain a ' persuasive ' element. It may, for example, be a talk about the positive work of your organisation, what you could offer an employer, or why you should receive additional funding for a project.

The Key Elements of a Presentation

Making a presentation is a way of communicating your thoughts and ideas to an audience and many of our articles on communication are also relevant here, see: What is Communication? for more.

Consider the following key components of a presentation:

Ask yourself the following questions to develop a full understanding of the context of the presentation.

When and where will you deliver your presentation?

There is a world of difference between a small room with natural light and an informal setting, and a huge lecture room, lit with stage lights. The two require quite different presentations, and different techniques.

Will it be in a setting you are familiar with, or somewhere new?

If somewhere new, it would be worth trying to visit it in advance, or at least arriving early, to familiarise yourself with the room.

Will the presentation be within a formal or less formal setting?

A work setting will, more or less by definition, be more formal, but there are also various degrees of formality within that.

Will the presentation be to a small group or a large crowd?

Are you already familiar with the audience?

With a new audience, you will have to build rapport quickly and effectively, to get them on your side.

What equipment and technology will be available to you, and what will you be expected to use?

In particular, you will need to ask about microphones and whether you will be expected to stand in one place, or move around.

What is the audience expecting to learn from you and your presentation?

Check how you will be ‘billed’ to give you clues as to what information needs to be included in your presentation.

All these aspects will change the presentation. For more on this, see our page on Deciding the Presentation Method .

The role of the presenter is to communicate with the audience and control the presentation.

Remember, though, that this may also include handing over the control to your audience, especially if you want some kind of interaction.

You may wish to have a look at our page on Facilitation Skills for more.

The audience receives the presenter’s message(s).

However, this reception will be filtered through and affected by such things as the listener’s own experience, knowledge and personal sense of values.

See our page: Barriers to Effective Communication to learn why communication can fail.

The message or messages are delivered by the presenter to the audience.

The message is delivered not just by the spoken word ( verbal communication ) but can be augmented by techniques such as voice projection, body language, gestures, eye contact ( non-verbal communication ), and visual aids.

The message will also be affected by the audience’s expectations. For example, if you have been billed as speaking on one particular topic, and you choose to speak on another, the audience is unlikely to take your message on board even if you present very well . They will judge your presentation a failure, because you have not met their expectations.

The audience’s reaction and therefore the success of the presentation will largely depend upon whether you, as presenter, effectively communicated your message, and whether it met their expectations.

As a presenter, you don’t control the audience’s expectations. What you can do is find out what they have been told about you by the conference organisers, and what they are expecting to hear. Only if you know that can you be confident of delivering something that will meet expectations.

See our page: Effective Speaking for more information.

How will the presentation be delivered?

Presentations are usually delivered direct to an audience. However, there may be occasions where they are delivered from a distance over the Internet using video conferencing systems, such as Skype.

It is also important to remember that if your talk is recorded and posted on the internet, then people may be able to access it for several years. This will mean that your contemporaneous references should be kept to a minimum.

Impediments

Many factors can influence the effectiveness of how your message is communicated to the audience.

For example background noise or other distractions, an overly warm or cool room, or the time of day and state of audience alertness can all influence your audience’s level of concentration.

As presenter, you have to be prepared to cope with any such problems and try to keep your audience focussed on your message.

Our page: Barriers to Communication explains these factors in more depth.

Continue to read through our Presentation Skills articles for an overview of how to prepare and structure a presentation, and how to manage notes and/or illustrations at any speaking event.

Continue to: Preparing for a Presentation Deciding the Presentation Method

See also: Writing Your Presentation | Working with Visual Aids Coping with Presentation Nerves | Dealing with Questions Learn Better Presentation Skills with TED Talks

Direct Approach vs. Indirect Approach

[ Sample Intro in Direct Approach ] [ Sample Intro in Indirect Approach ]

Direct Approach

When you use the direct approach, the main idea (such as a recommendation, conclusion, or request) comes in the "top" of the document, followed by the evidence. This is a deductive argument. This approach is used when your audience will be neutral or positive about your message. In the formal report, the direct approach usually mandates that you lead off with a summary of your key findings, conclusions, and recommendations. This "up-front" arrangement is by far the most popular and convenient for business reports. It saves time and makes the rest of the report easier to follow. For those who have questions or want more information, later parts of the report provide complete findings and supporting details. The direct approach also produces a more forceful report. You sound sure of yourself when you state your conclusions confidently at the outset.

Indirect Approach

In the indirect approach, the evidence is presented first, leading therefore to the main idea. This is an inductive argument. This approach is best if your audience may be displeased about or may resist what you have to say.

At times, especially if you are a junior member of an organization or if you are an outsider, writing with an extremely confident stance may be regarded as arrogant. In such cases, or if your audience will be skeptical or hostile, you may want to use the indirect approach: Introduce your complete findings and discuss all supporting details before presenting your conclusions and recommendations. The indirect approach gives you a chance to prove your points and gradually overcome your audience�s reservations. By deferring the conclusions and recommendations, you imply that you�ve weighed the evidence objectively without prejudging the facts. You also imply that you�re subordinating your judgment to the audience, whose members are capable of drawing their own conclusions when they have access to all the facts.

Although the indirect approach has its advantages, some readers will always be in a hurry to get to "the answer" and will flip to the recommendations immediately, thus defeating your purpose. Therefore, consider length before choosing the direct or indirect approach. In general, the longer the message, the less effective an indirect approach is likely to be. Furthermore, an indirect argument is harder to follow than a direct one.

Because both direct and indirect approaches have merit, businesspeople often combine them. They reveal their conclusions and recommendations as they go along, rather than putting them first or last. As a result, the approach strategy of business reports can sometimes be hard to classify.

Two Sample Introductions for Formal Reports

Direct Approach (assumes audience will favor or be neutral to your recommendations)

Since the company�s founding 25 years ago, we have provided regular repair service for all our electric appliances. This service has been an important selling point as well as a source of pride for our employees. However, we are paying a high price for our image. Last year, we lost $500,000 on our repair business.

Because of your concern over these losses, you asked me to study the pros and cons of discontinuing our repair service. With the help of John Hudson and Susan Lefkowitz, I have studied the issue for the last two weeks and have come to the conclusion that we have been embracing an expensive, impractical tradition.

By withdrawing from the electric appliance repair business, we can substantially improve our financial performance without damaging our reputation with customers. This conclusion is based on three main points that are covered in the following pages:

� It is highly unlikely that we will ever be able to make a profit in the repair business. � Service is no longer an important selling point with customers. � Closing down the service operation will create few internal problems.

Indirect Approach (assumes audience will be hostile to or resistant to your recommendations, or that you are much lower in the organizational power structure than the primary reader)

Since the company�s founding 25 years ago, we have provided regular repair service for all our electric appliances. This service has been an important selling point as well as a source of pride for our employees. However, the repair business itself has consistently lost money.

Because of your concern over these losses, you asked me to study the pros and cons of discontinuing our repair service. With the help of John Hudson and Susan Lefkowitz, I have studied the issue for the last two weeks. The following pages present my findings for your review. Three basic questions are addressed:

� What is the extent of our losses, and what can we do to turn the business around? � Would withdrawal of this service hurt our sales of electric appliances? � What would be the internal repercussions of closing down the repair business?

Source: Bov�e, Thill, and Schatzman, Business Communication Today 7 th ed., pp. 115-16 and 408-09.

Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

Direct Instruction

In general usage, the term direct instruction refers to (1) instructional approaches that are structured, sequenced, and led by teachers, and/or (2) the presentation of academic content to students by teachers, such as in a lecture or demonstration. In other words, teachers are “directing” the instructional process or instruction is being “directed” at students.

While a classroom lecture is perhaps the image most commonly associated with direct instruction, the term encompasses a wide variety of fundamental teaching techniques and potential instructional scenarios. For example, presenting a video or film to students could be considered a form of direct instruction (even though the teacher is not actively instructing students, the content and presentation of material was determined by the teacher). Generally speaking, direct instruction may be the most common teaching approach in the United States, since teacher-designed and teacher-led instructional methods are widely used in American public schools. That said, it’s important to note that teaching techniques such as direct instruction, differentiation , or scaffolding , to name just a few, are rarely mutually exclusive—direct instruction may be integrated with any number of other instructional approaches in a given course or lesson. For example, teachers may use direct instruction to prepare students for an activity in which the students work collaboratively on a group project with guidance and coaching from the teacher as needed (the group activity would not be considered a form of direct instruction).

In addition, the basic techniques of direct instruction not only extend beyond lecturing, presenting, or demonstrating, but many are considered to be foundational to effective teaching. For example:

Establishing learning objectives for lessons, activities, and projects, and then making sure that students have understood the goals.
Purposefully organizing and sequencing a series of lessons, projects, and assignments that move students toward stronger understanding and the achievement of specific academic goals.
Reviewing instructions for an activity or modeling a process—such as a scientific experiment—so that students know what they are expected to do.
Providing students with clear explanations, descriptions, and illustrations of the knowledge and skills being taught.
Asking questions to make sure that students have understood what has been taught.

It should be noted that the term direct instruction is used in various proprietary or trademarked instructional models that have been developed and promoted by educators, including—most prominently— Direct Instruction , created by Siegfried Engelmann and Wesley Becker, which is a “explicit, carefully sequenced and scripted model of instruction,” according to the National Institute for Direct Instruction .

In recent decades, the concept of direct instruction has taken on negative associations among some educators. Because direct instruction is often associated with traditional lecture-style teaching to classrooms full of passive students obediently sitting in desks and taking notes, it may be considered outdated, pedantic, or insufficiently considerate of student learning needs by some educators and reformers.

That said, many of direct instruction’s negative connotations likely result from either a limited definition of the concept or a misunderstanding of its techniques. For example, all teachers, by necessity, use some form of direct instruction in their teaching—i.e., preparing courses and lessons, presenting and demonstrating information, and providing clear explanations and illustrations of concepts are all essential, and to some degree unavoidable, teaching activities. Negative perceptions of the practice tend to arise when teachers rely too heavily upon direct instruction, or when they fail to use alternative techniques that may be better suited to the lesson at hand or that may improve student interest, engagement, and comprehension.

While a sustained forty-five-minute lecture may not be considered an effective teaching strategy by many educators, the alternative strategies they may advocate—such as personalized learning or project-based learning , to name just two options—will almost certainly require some level of direct instruction by teachers. In other words, teachers rarely use either direct instruction or some other teaching approach—in actual practice, diverse strategies are frequently blended together. For these reasons, negative perceptions of direct instruction likely result more from a widespread overreliance on the approach, and from the tendency to view it as an either/or option, rather than from its inherent value to the instructional process.

Alphabetical Search

Direct Instruction: A teacher's guide

November 18, 2021

Direct Instruction: A teacher's guide for making sure everyone accesses the curriculum.

Main, P (2021, November 18). Direct Instruction: A teacher's guide. Retrieved from https://www.structural-learning.com/post/direct-instruction-a-teachers-guide

What is Direct Instruction?

Direct Instruction is a model to teach students that focuses on carefully planned and well-developed lessons created around clearly explained teaching tasks and small learning increments. Direct Instruction is based on the theory that clear instruction eliminates misinterpretations, which can greatly enhance and accelerate the learning process .

Direct Instruction (or DI) was begun by Wesley Becker and Siegfried Engelmann in the 1960s, who mentioned in his principles of instruction that applying DI correctly can enhance student performance as well as certain behaviours . It is currently in use in many primary and secondary schools in the UK and other countries of the world. In this article, we will explore this concept further and offer you some ways to bring this to life with your lesson content using a new teaching framework.

Unlike constructivist informed approaches, Siegfried Engelmann believed that letting students pursue their own lines of enquiry without the appropriate support would be deemed ineffective practice. Delivering interactive lessons is fine but students need absolute clarity in how they move through the lesson content. This alternative approach is based upon designing a well-crafted, well-taught lesson. The lesson material in this instructional approach is systematically taught in a way that reduces the chance of a student developing a misconception.

What is the philosophical underpinning of Direct Instruction?

The concept of Direct Instruction is based upon the following five key philosophical principles:

Every child can be taught ;
Every child can gain academic achievement on basis of self-image .
Every teacher can be successful if provided with sufficient training and learning material.
Disadvantaged and low performing students can catch up to their higher-performing and experienced contributors and peers if they are taught using direct instruction.
Each part of instruction needs to be controlled to reduce the chance of students' misunderstanding the details being taught and to increase the reinforcement of instruction.

integrating the direct instruction concept

How does Direct Instruction work?

Direct instruction has four main features that ensure that the students learn quickly and more effectively than any other teaching strategy available:

1. Instructions are provided according to the students' ability levels : At the start of each programme, students are assessed to check in which topics In education they have gained mastery and where do they need to improve. Then, the students with a similar stage for learning are grouped rather than those studying in the same grade level.

2. The programmes are structured to ensure mastery of the content: The programmes are organised to introduce the skills gradually . This provides a chance of gaining student achievement and the children learn and apply the skills before learning a new set of skills . Concepts and skills and are taught in isolation and then combined with other skills in a more sophisticated and advanced manner.

3. Teaching is modified according to each student’s pace of learning: A remarkable feature of DI is that learners are taught according to their respective speeds of learning . If any student needs more practice of any specific skill, instructors can provide additional teaching within the program until student satisfaction after the student gains mastery of the skill. Similarly, if a student has quickly gained mastery of basic skills, he/ she can be moved to another placement so that he/ she may not have to stick to the same 21st-century skills they already possess.

4. Programs are reanalysed and revised prior to publication: Direct instruction programme elements are very unique because they are created and revised if needed. Before publishing , each DI programme is field-tested using real students. This indicates that the programme students are receiving must have already been proven to work.

Direct instruction of a well-taught lesson occurs when teachers use explicit instruction to teach any particular skill to the students. This category of teaching is teacher-directed , in which a teacher presents information while typically standing at the front of a classroom. In this teaching method, teachers adjust their teaching according to the task to improve students’ understanding of a topic and follow a strict lesson plan with little room for any change.

Direct instruction does not always involve active learning or active learning activities such as case studies, workshops or discussions . Presenting a movie clip or video to the students can be considered a type of direct instruction (although the instructor is not actively teaching students, the presentation of material and content was chosen by the instructor).

It must be remembered that basic techniques of teaching such as direct instruction , scaffolding or differentiation , are seldom mutually exclusive. Hence , in a variety of classroom settings, direct instruction can be incorporated with any other instructional approach in a given lesson or course. For instance, teachers can apply direct instruction to prepare learners for any activity in which the pupils work on a group project with coaching and guidance from the instructors as needed (the group activity is not considered a type of direct instruction ).

Show your class how to move their thinking forward with the Universal Thinking Framework

What are the benefits of using explicit Direct Instruction in education?

The independent practice of direct instruction does not only extend beyond demonstrating, presenting or lecturing but many are considered as foundational for effective teaching strategies. For example:

Creating learning objectives for projects, activities and lessons, and then ensuring that learners have understood the objectives.
Purposefully sequencing, and organising a series of assignments, projects and lessons, that allow students to gain stronger knowledge and achieve specific educational goals.
Reviewing instructions for an activity or project—such as a role play—so that learners understand what is expected from them.
Providing learners with clear descriptions, illustrations and explanations , of the academic skills and knowledge being taught.
Asking questions to ensure students' understanding of the teachings.

https://www.structural-learning.com/post/cpd-for-teachers-time-for-a-rethink

What do critics have to say about direct instruction?

In current times, the concept of scripted lessons with explicit direct instruction is seen as a negative practice among some teachers. As direct instruction is frequently associated with old lecture-style instruction in classrooms with many passive learners obediently sitting on chairs and writing notes, it appears to be pedantic, outdated, or inadequately fulfilling student learning needs by some teachers and education reformers.

But, most negative connotations for the direct instruction seem to result from either a misunderstanding of its techniques or a limited definition of this concept. For instance, every educator, essentially, use some degree of direct instruction in his/ her teaching such as, while preparing lessons and courses, at the time of demonstrating and presenting information, and when teaching clear directions and illustrations of topics. These are all necessary, and to some extent inevitable, teaching activities.

The negative impact of direct instruction may arise when educators start to depend extraordinarily upon direct instruction, or when they fail to use alternative techniques that may bring better results in terms of improving student interest , comprehension and engagement .

In a 21st century classroom, many teachers do not consider a single 45-minute lecture sufficient for learning content, but the alternative techniques they may advocate - like project-based learning or self-directed learning - certainly involve some degree of direct instructions by educators.

Therefore, educators rarely use either the direct instruction method or some other type of instruction approach—in actual practice, diverse strategies are mostly a blend of explicit teaching strategies . Due to this, negative opinions of direct instruction mostly result from an over reliance on the approach, and due to viewing direct instruction as unimportant.

Utilising the direct instruction model in your classroom

Utilising the direct instruction model in your classroom is an approach to teaching that emphasises well-developed and carefully planned lessons designed around small learning increments, sequentially organised to optimise learning. Start by identifying clear learning objectives based on the skill level of your students. This can be done effectively by implementing the Universal Thinking Framework which helps in identifying the most appropriate learning outcomes for your students.

Plan your lessons meticulously, incorporating steps that ensure the understanding of new concepts. Be prepared to present information using multiple modalities— visual aids and Graphic Organisers can play an instrumental role here. They help organise the information visually and can significantly enhance students' understanding and retention.

Student-teacher interaction is pivotal in direct instruction. Promote an environment conducive to Dialogic Pedagogy , where interactive and constructive dialogues between teacher and students drive the learning process. As Barak Rosenshine , an eminent educational researcher, asserts, "In successful classrooms, teachers spend more than half the class time lecturing, demonstrating, and asking questions."

Lastly, remember to incorporate plenty of guided and independent practice into your lessons. This helps students in refining their skills and reinforcing their understanding of the material. For instance, you might introduce a new mathematical concept with a step-by-step guide, then provide a set of problems for students to solve, first with your assistance and then independently.

7 Tips for Getting Started with Direct Instruction

Direct Instruction (DI) is a powerful, evidence-based curriculum model designed to deliver clear, well-structured lessons. For classroom teachers and school leaders looking to implement this approach, here are seven practical tips to ensure effective integration and positive outcomes.

Master the Script : Begin by familiarizing yourself with the DI scripts. These are designed to maximize teacher effectiveness through precise language and presentation. Practice delivering these scripts until you feel confident; this preparation is crucial to maintain the integrity of instructional programs.
Focus on Basic Skills : Direct Instruction is particularly beneficial for building foundational skills. Start with core subjects where skill gaps are evident, especially for disadvantaged children who benefit most from structured learning environments.
Use Research-Based Strategies : Incorporate techniques that are backed by solid research. This includes rapid pacing, frequent student responses, and immediate corrective feedback . These strategies ensure high levels of active student engagement and are pivotal in schools committed to the growth mindset.
Incorporate Cooperative Learning : Once students are accustomed to the DI framework, integrate cooperative learning activities to foster higher-order thinking and interpersonal skills. This helps in applying Webbs Depth of Knowledge by encouraging students to explore complex concepts together.
Implement Continuous Assessment : Frequent and systematic assessments are key to DI. Use these assessments to track student progress, identify learning gaps, and adjust instructions accordingly. This continuous feedback loop enhances the overall impact of schools on student achievement.
Engage in Professional Development : Encourage teachers to engage in ongoing professional development focused on DI. Effective teacher behavior is cultivated through understanding the nuances of the curriculum model and adapting it to meet the unique needs of their classroom .
Promote a School-Wide Approach : For DI to be truly effective, it should be embraced at both the classroom and administrative levels. School leaders should advocate for and support the use of DI as part of broader educational interventions, ensuring alignment with the school’s educational philosophy and goals.

By implementing these tips, teachers and school leaders can effectively harness the benefits of Direct Instruction, leading to significant improvements in student learning outcomes and building a foundation for lifelong learning.

Final Thoughts

The application of Direct Instruction will bring an essential element in education: change . Educators will normally be required to teach differently than before and schools may need to apply a different organisation than they previously had. And, it is important that all concerned show hard work , commitment and dedication to students. The concept of Direct Instruction helps to internalise and adopt the belief that each student if properly taught, has the ability to learn .

Whether you are designing special education programs or delivering mainstream provision, Siegfried Engelmann's philosophy has lasted the test of time and deserves consideration. This approach might have significant implications in helping your students engage with the curriculum content. From a philosophical perspective, this approach enables learners to build robust background knowledge which can be seen as a gateway to social mobility. If you are interested in improving the amounts of knowledge your students can process you might be interested in reading about the Universal Thinking Framework . If your school is interested in having a look at this approach, please let us know and we can organise a demonstration.

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September 09, 2019

How courts work, steps in a trial.

The heart of the case is the presentation of evidence. There are two types of evidence -- direct and circumstantial .

Direct evidence usually is that which speaks for itself: eyewitness accounts, a confession, or a weapon.
Circumstantial evidence usually is that which suggests a fact by implication or inference: the appearance of the scene of a crime, testimony that suggests a connection or link with a crime, physical evidence that suggests criminal activity.

Both kinds of evidence are a part of most trials, with circumstantial evidence probably being used more often than direct. Either kind of evidence can be offered in oral testimony of witnesses or physical exhibits, including fingerprints, test results, and documents. Neither kind of evidence is more valuable than the other.

Strict rules govern the kinds of evidence that may be admitted into a trial, and the presentation of evidence is governed by formal rules.

>>Diagram of How a Case Moves Through the Courts >>Civil and Criminal Cases >>Settling Cases >>Pre-trial Procedures in Civil Cases >>Jurisdiction and Venue >>Pleadings >>Motions >>Discovery >>Pre-Trial Conferences >>Pre-trial Procedures in Criminal Cases >>Bringing the Charge >>Arrest Procedures >>Pre-Trial Court Appearances in Criminal Cases >>Bail >>Plea Bargaining >>Civil and Criminal Trials >>Officers of the Court >>The Jury Pool >>Selecting the Jury >>Opening Statements >>Evidence >>Direct Examination >>Cross-examination >>Motion for Directed Verdict/Dismissal >>Presentation of Evidence by the Defense >>Rebuttal >>Final Motions >>Closing Arguments >>Instructions to the Jury >>Mistrials >>Jury Deliberations >>Verdict >>Motions after Verdict >>Judgment >>Sentencing >>Appeals

How Courts Work Home | Courts and Legal Procedure | *Steps in a Trial* The Human Side of Being a Judge | Mediation

The Presentation of Speech, Writing and Thought

First Online: 04 October 2023

Cite this chapter

Jane Lugea 3 &
Brian Walker 4

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In this chapter, we turn our attention to the presentation of speech, thought and writing in a text—or Discourse Presentation as it is also known. The presentation of what characters or other people said, wrote or thought is an essential component of both fiction and non-fiction. The model of Discourse Presentation we describe in this chapter is based on Short ( Language and Literature 21:18–32, 2012), which is a development of the original model introduced by Leech and Short ( Style in Fiction: A Linguistic Introduction to English Fictional Prose. Longman, 2007 [1981]). In this chapter, we first explain what is meant by Discourse Presentation and then describe the model using examples mainly drawn from the HUM19UK corpus of nineteenth-century novels. We then demonstrate one way in which corpus methods can be used in the analysis of speech, writing and thought in prose fiction.

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Lugea, J., Walker, B. (2023). The Presentation of Speech, Writing and Thought. In: Stylistics. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-10422-0_4

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What It Takes to Give a Great Presentation

Carmine Gallo

Five tips to set yourself apart.

Never underestimate the power of great communication. It can help you land the job of your dreams, attract investors to back your idea, or elevate your stature within your organization. But while there are plenty of good speakers in the world, you can set yourself apart out by being the person who can deliver something great over and over. Here are a few tips for business professionals who want to move from being good speakers to great ones: be concise (the fewer words, the better); never use bullet points (photos and images paired together are more memorable); don’t underestimate the power of your voice (raise and lower it for emphasis); give your audience something extra (unexpected moments will grab their attention); rehearse (the best speakers are the best because they practice — a lot).

I was sitting across the table from a Silicon Valley CEO who had pioneered a technology that touches many of our lives — the flash memory that stores data on smartphones, digital cameras, and computers. He was a frequent guest on CNBC and had been delivering business presentations for at least 20 years before we met. And yet, the CEO wanted to sharpen his public speaking skills.

Carmine Gallo is a Harvard University instructor, keynote speaker, and author of 10 books translated into 40 languages. Gallo is the author of The Bezos Blueprint: Communication Secrets of the World’s Greatest Salesman (St. Martin’s Press).

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Home » Blog » General » Understanding Direct and Indirect Communication: A Comprehensive Guide

Understanding Direct and Indirect Communication: A Comprehensive Guide

Welcome to my blog! In today’s post, we will delve into the fascinating world of direct and indirect communication. Effective communication is crucial in social emotional learning, as it allows us to express ourselves, understand others, and build meaningful relationships. By understanding the nuances of direct and indirect communication, we can navigate social interactions with confidence and empathy.

Introduction

Before we dive into the specifics, let’s define direct and indirect communication. Direct communication refers to expressing thoughts, feelings, and intentions in a straightforward and explicit manner. On the other hand, indirect communication involves conveying messages subtly, often relying on non-verbal cues or implied meanings.

The purpose of this blog post is to provide you with a comprehensive guide to understanding direct and indirect communication. By the end of this post, you will have a deeper appreciation for the role of communication in social emotional learning and gain practical strategies to improve your communication skills.

Understanding Direct Communication

Direct communication is characterized by clarity, assertiveness, and active listening. When we communicate directly, we express our thoughts and feelings openly, leaving little room for misinterpretation. This style of communication promotes honesty, transparency, and effective problem-solving.

To improve your direct communication skills, consider the following strategies:

Clear and concise language: Use simple and straightforward language to convey your message. Avoid ambiguity and be specific in your communication.
Use of assertive communication: Assertiveness allows you to express your needs and opinions while respecting the rights and boundaries of others. Practice using “I” statements to express yourself assertively.
Active listening techniques: Actively listen to others by maintaining eye contact, nodding, and paraphrasing their words. This demonstrates your engagement and understanding.

Exploring Indirect Communication

Indirect communication, on the other hand, relies on non-verbal cues, implied meanings, and context. It is often used in situations where directness may be perceived as rude or confrontational. However, indirect communication can also be challenging, as it requires a keen understanding of non-verbal cues and the ability to read between the lines.

To enhance your indirect communication skills, consider the following strategies:

Recognizing non-verbal cues: Pay attention to body language, facial expressions, and tone of voice to understand the underlying message being conveyed.
Developing empathy and emotional intelligence: Empathy allows us to understand and share the feelings of others. By developing emotional intelligence, we can better navigate social interactions and respond appropriately.
Practicing effective questioning techniques: Asking open-ended questions can encourage others to share their thoughts and feelings, providing valuable insights into their perspectives.

Comparing Direct and Indirect Communication

Direct and indirect communication have distinct differences that impact how messages are conveyed and received. Understanding these differences is essential in navigating diverse communication styles and cultural influences.

It is important to note that communication styles can vary across cultures and contexts. What may be considered direct in one culture may be seen as indirect in another. Being mindful of these cultural and contextual influences allows us to adapt our communication style accordingly.

The Role of Direct and Indirect Communication in Social Emotional Learning

Both direct and indirect communication play vital roles in social emotional learning. By mastering these communication styles, we can build stronger relationships, enhance self-awareness and self-expression, and develop effective conflict resolution and problem-solving skills.

Communication styles significantly impact our ability to build relationships. Direct communication fosters trust and transparency, allowing for open and honest connections. Indirect communication, on the other hand, can help navigate sensitive topics and maintain harmony in relationships.

Developing both direct and indirect communication skills enhances self-awareness and self-expression. Direct communication allows us to express our needs and emotions authentically, while indirect communication helps us understand the emotions and needs of others.

Furthermore, effective conflict resolution and problem-solving skills are built upon a foundation of clear and assertive communication. By utilizing both direct and indirect communication strategies, we can navigate conflicts with empathy and understanding, leading to mutually beneficial resolutions.

Understanding the nuances of direct and indirect communication is essential in social emotional learning. By developing both communication styles, we can navigate social interactions with confidence, empathy, and effectiveness.

I encourage you to practice and develop your direct and indirect communication skills. Remember, effective communication is a lifelong journey, and every interaction is an opportunity to learn and grow.

If you’re interested in further resources on social emotional learning and communication skills, I invite you to start your EverydaySpeech free trial. EverydaySpeech offers a wide range of interactive activities and lessons to support social emotional learning and communication development.

Thank you for joining me on this comprehensive guide to understanding direct and indirect communication. I hope you found this post informative and valuable. Stay tuned for more insights and tips on social emotional learning!

Preparing for Success: Enhancing Social Communication in Grade 12

Preparing for Success: Enhancing Social Communication in Grade 12 Key Takeaways Strong social communication skills are crucial for academic success and building meaningful relationships in Grade 12. Social communication includes verbal and non-verbal communication,...

Preparing for Success: Enhancing Social Communication in Grade 12 Preparing for Success: Enhancing Social Communication in Grade 12 As students enter Grade 12, they are on the cusp of adulthood and preparing for the next chapter of their lives. While academic success...

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What Is Indirect Presentation?

Indirect presentation is a writing technique related to characterization. Through indirect presentation, the reader learns about the character’s personality through his thoughts, words and actions, and through the way other characters react to him.

With indirect presentation, the writer builds the character through a series of events and interactions. This is commonly referred to as “show, don’t tell” writing. For example, rather than stating that a character is apprehensive about new things, the writer has another character invite him to a new restaurant and comment on his resistance to new things. In both instances the reader receives the same information.

Writers build their characters through indirect presentation by placing them in environments and situations that indicate something about them, such as their social status, moral composition or level of education. Through the environment and the character’s interaction with supporting characters, the reader learns about the character’s identity.

Indirect presentation is considered more interesting and more engaging for the reader than direct presentation, but it compromises brevity and can stall the plot. The writer must decide what is most important for her work. For example, during the climax of the story, it may be necessary to divulge an essential quality of a character. Direct presentation allows the action to continue without interruption.

Direct instruction - A practical guide to effective teaching

According to research , direct instruction is one of the most effective teaching strategies. Although often misunderstood, students who are taught using the direct instruction method perform better in reading, maths, and spelling than those who weren’t.

If you have no clue what direct instruction is all about, you’ve come to the right place! This blog post covers the most frequently asked questions about this teaching method. I’ll give you the what and how, and include some practical examples.

What is direct instruction?

Direct instruction is a teacher-directed teaching method. This means that the teacher stands in front of a classroom, and presents the information. The teachers give explicit, guided instructions to the students.

So, isn’t that how everything has always been taught in a classroom? Not entirely. Nowadays, experimenting in education is “hot”, as teachers find that not all students benefit from listening to a teacher talk all day, and not all lessons are best taught through direct instruction. Teachers now match the type of instruction to the task. Using direct instruction is effective when it suits the skill students have to learn.

Here’s an example:

The order of the planets is best learned via direct instruction.
Teaching what materials are magnetic is better learned through experimentation.

The direct instruction method is based on two core principles:

All students can learn when taught correctly, regardless of history and background.
All teachers can be successful, given effective materials and presentation techniques.

The 6 functions (or steps) of direct instruction

Direct instruction doesn’t stop at the teacher explaining a concept. There are 6 steps that are very important in the process. I’ll briefly describe them below, but if you want to dig deeper, make sure to read “Teaching Functions”

1. Introduction / review

Build upon a previous lesson, or get an understanding of their background knowledge of the subject you are about to teach them. To show your students what exactly they have to learn and what is expected from them, you can give them lesson objectives.

2. Present the new material

In the direct instruction method, you can present new material through a lecture or through a demonstration.

Lecture method

There are a few essential steps for a lecture to be successful:

State the main points of the lecture.
Introduce a main organizing idea or theme.
Use examples to illustrate each idea.
Use repetition to reinforce the main points.
Summarize and refer back to the main organizing idea.

But how you go about these steps? This is where the fun comes in, and where every teacher gets to use their creativity. This is where you get to engage your students. So, if you think a lecture is boring, you got it all wrong.

Demonstration

Here, the teacher demonstrates the skill or principle in small steps. Visual demonstrations will engage more students than a pure auditory lecture. This method is often used in science classes.

3. Guided practice

The guided practice is conducted by the teacher. The purpose of this step is to guide initial practice, correct mistakes, reteach (if necessary) and provide sufficient practice so that students can work independently.

It’s very important to ask good questions to verify your students’ understanding.

4. Feedback and correctives

There are 4 types of student responses to questions and actions a teacher should take depending on the answer.

Student answer	Teacher action
Correct, quick, and firm	Ask a new question to keep up the pace of the lesson.
Correct, but hesitant	Provide encouragement.
Incorrect, but careless	Simply correct and move on.
Incorrect and lacking knowledge	Provide hints, ask a simpler question, or reteach.

5. Independent practice

During this phase, students usually go through two stages: unitization and automaticity. During unitization, the students are putting the skills they’ve learned together and use them in new situations. As they keep on practicing, students reach the “automatic” stage where they are successful and rapid, and no longer have to “think through” each step.

6. Evaluation/ review

There are much evaluation and reviewing methods , so make sure to pick the right one to find out data that really means something. Make sure your evaluation says something about your students’ learning process. Formative assessments are better suited for this.

16 Engaging direct instruction examples

After reading the 6 important steps above, you might think: what room is there for the teacher to be passionate and creative in his teaching? If everything is so well-structured, a teacher can’t control learning? That’s not entirely true. I’ll show you some direct instruction lesson plans that you can use in the classroom, while still meeting the direct instruction model functions.

Introduction/ Review

1. entry ticket.

You can do this digitally with BookWidgets. Would you like to see some examples? Click here to see 60 digital exit tickets.

2. Mentimeter

3. Math - Arithmetic

Here’s how it works:

In this example, students have already learned to make sums. The exercise encourages them to review this math topic again, and when they have found the right solutions, a word will reveal what they are going to learn next. Can you find it?

Present the new material

4. storytelling.

This tool lets you create engaging explainer videos in minutes. So why stick to just you explaining things when it can be visually much more appealing and fun?

5. Photo widgets

This activity is created with BookWidgets , a content creation and evaluation tool for teachers. BookWidgets has many more photo widgets that can serve as illustrations, and that make images more interactive.

6. Demonstrate

7. Video Quiz

Guided practice

8. group work.

The teacher asks many questions to make their students think about what they’ve just learned. In the end, they can see the explanation again.

9. Think, pair, share

10. Buzz session

Correctives and feedback

Check out the four corrective teacher actions above.

Independent practice

Look at the example using the different question types.

If you are using BookWidgets quizzes, you have many feedback options. Questions can be automatically graded so students have a really short feedback loop and know what aspects they have to learn again. A teacher can also see the student’s answers immediately after them submitting.

12. Planner

As a teacher, you can review the student’s work. So, in the next step (Evaluation/review), you’ll be able to collect data out of these exercises. If you notice a student is still struggling with the content, you can set up a personalized planner with more guidance if necessary.

Watch this video to discover more about the planner widget.

13. Flashcards

Create BookWidgets flashcards and let your students use the ‘practice mode’ and practice independently. As a teacher, you can add text, images, and audio. The more connections you make between those content styles, the better all students will understand, because combining images with text is one of the most effective learning techniques.

Would you like to have some extra examples? Check this out: digital flashcards in your classroom .

Evaluation/ review

15. Mind Map

Here’s an example of a mind map:

16. Digital Quiz/ worksheet

the average score per question
the median, maximum and minimum score per class
the grade per student on each question
and the grade evolution per student on each test

Some teachers will realize that they actually were already using the direct instruction teaching method all this time. Others will consider this method as an opportunity to teach more effectively, as they know now direct instruction is not just a boring teaching strategy.

Looking for more interactive teaching strategies? Check out this post with 20 interactive teaching activities.

If you’d like to get started with this teaching method and create examples of direct instruction like I showed in this post, just click on the button below.

Create An Interactive Widget

Would you like to change and use one of the previous examples? Open this folder , duplicate the widget activity for free in your own account and get started!

What’s your favorite direct instruction example? Let us know on Twitter . Share your own examples with other teachers in our Facebook group !

Connect with me on LinkedIn , don’t forget to say hi👋

Join hundreds of thousands of subscribers, and get the best content on technology in education.

BookWidgets enables teachers to create fun and interactive lessons for tablets, smartphones, and computers.

Princeton Correspondents on Undergraduate Research

How to Make a Successful Research Presentation

Turning a research paper into a visual presentation is difficult; there are pitfalls, and navigating the path to a brief, informative presentation takes time and practice. As a TA for GEO/WRI 201: Methods in Data Analysis & Scientific Writing this past fall, I saw how this process works from an instructor’s standpoint. I’ve presented my own research before, but helping others present theirs taught me a bit more about the process. Here are some tips I learned that may help you with your next research presentation:

More is more

In general, your presentation will always benefit from more practice, more feedback, and more revision. By practicing in front of friends, you can get comfortable with presenting your work while receiving feedback. It is hard to know how to revise your presentation if you never practice. If you are presenting to a general audience, getting feedback from someone outside of your discipline is crucial. Terms and ideas that seem intuitive to you may be completely foreign to someone else, and your well-crafted presentation could fall flat.

Less is more

Limit the scope of your presentation, the number of slides, and the text on each slide. In my experience, text works well for organizing slides, orienting the audience to key terms, and annotating important figures–not for explaining complex ideas. Having fewer slides is usually better as well. In general, about one slide per minute of presentation is an appropriate budget. Too many slides is usually a sign that your topic is too broad.

Limit the scope of your presentation

Don’t present your paper. Presentations are usually around 10 min long. You will not have time to explain all of the research you did in a semester (or a year!) in such a short span of time. Instead, focus on the highlight(s). Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

You will not have time to explain all of the research you did. Instead, focus on the highlights. Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

Craft a compelling research narrative

After identifying the focused research question, walk your audience through your research as if it were a story. Presentations with strong narrative arcs are clear, captivating, and compelling.

Introduction (exposition — rising action)

Orient the audience and draw them in by demonstrating the relevance and importance of your research story with strong global motive. Provide them with the necessary vocabulary and background knowledge to understand the plot of your story. Introduce the key studies (characters) relevant in your story and build tension and conflict with scholarly and data motive. By the end of your introduction, your audience should clearly understand your research question and be dying to know how you resolve the tension built through motive.

Methods (rising action)

The methods section should transition smoothly and logically from the introduction. Beware of presenting your methods in a boring, arc-killing, ‘this is what I did.’ Focus on the details that set your story apart from the stories other people have already told. Keep the audience interested by clearly motivating your decisions based on your original research question or the tension built in your introduction.

Results (climax)

Less is usually more here. Only present results which are clearly related to the focused research question you are presenting. Make sure you explain the results clearly so that your audience understands what your research found. This is the peak of tension in your narrative arc, so don’t undercut it by quickly clicking through to your discussion.

Discussion (falling action)

By now your audience should be dying for a satisfying resolution. Here is where you contextualize your results and begin resolving the tension between past research. Be thorough. If you have too many conflicts left unresolved, or you don’t have enough time to present all of the resolutions, you probably need to further narrow the scope of your presentation.

Conclusion (denouement)

Return back to your initial research question and motive, resolving any final conflicts and tying up loose ends. Leave the audience with a clear resolution of your focus research question, and use unresolved tension to set up potential sequels (i.e. further research).

Use your medium to enhance the narrative

Visual presentations should be dominated by clear, intentional graphics. Subtle animation in key moments (usually during the results or discussion) can add drama to the narrative arc and make conflict resolutions more satisfying. You are narrating a story written in images, videos, cartoons, and graphs. While your paper is mostly text, with graphics to highlight crucial points, your slides should be the opposite. Adapting to the new medium may require you to create or acquire far more graphics than you included in your paper, but it is necessary to create an engaging presentation.

The most important thing you can do for your presentation is to practice and revise. Bother your friends, your roommates, TAs–anybody who will sit down and listen to your work. Beyond that, think about presentations you have found compelling and try to incorporate some of those elements into your own. Remember you want your work to be comprehensible; you aren’t creating experts in 10 minutes. Above all, try to stay passionate about what you did and why. You put the time in, so show your audience that it’s worth it.

For more insight into research presentations, check out these past PCUR posts written by Emma and Ellie .

— Alec Getraer, Natural Sciences Correspondent

Direct and Indirect Speech: Useful Rules and Examples

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

Direct and Indirect Speech

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

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

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

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

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

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

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

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

Differences between Direct and Indirect Speech

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

Change of Pronouns

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

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

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

Change of Tenses

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

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

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

Change of Time and Place References

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

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

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

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

Converting Direct Speech Into Indirect Speech

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

Step 1: Remove the Quotation Marks

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

Step 2: Use a Reporting Verb and a Linker

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

For example:

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

Step 3: Change the Tense of the Verb

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

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

Step 4: Change the Pronouns

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

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

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

Converting Indirect Speech Into Direct Speech

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

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

Here is an example to illustrate the process:

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

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

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

Examples of Direct and Indirect Speech

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

Direct Speech Examples

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

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

Indirect Speech Examples

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

Here are some examples of indirect speech:

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

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

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

Frequently Asked Questions

What is direct and indirect speech?

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

How do you convert direct speech to indirect speech?

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

What is the difference between direct speech and indirect speech?

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

What are some examples of direct and indirect speech?

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

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

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

What is a summary of direct and indirect speech?

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

Direct instruction: An overview of theory and practice

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Direct Instruction: What is It? What are Its Key Principles?
Direct Instruction is more than just a frontal approach to lectures held in classrooms. There are so many teaching techniques that can support it, and one of them is presenting a movie/documentary/video clip/ppt presentation. Although the participants merely watch and absorb the content, it is carefully selected to introduce learning objectives ...
Direct Characterization: Definition, Examples, and Direct vs. Indirect
The great works of literature derive their greatness from three components: language, story, and character. Language refers to the mastery and manipulation of a particular lexicon. Think of Joseph Conrad's *Heart of Darkness* or James Joyce's *Ulysses*. Story, meanwhile, refers to the plot that seizes the reader's interest and keeps them engaged. Think of William Styron's *Sophie's ...
Direct Characterization: Definition & Examples
Direct characterization is when an author describes a character in a straightforward manner, as if telling the reader directly.Also known as "explicit characterization," direct characterization involves specific details about a character's appearance, motivation, job, passions, and/or background, but inhibits the reader from drawing their own conclusions about the character.
Direct Characterization
Direct characterization means the way an author or another character within the story describes or reveals a character, through the use of descriptive adjectives, epithets, or phrases. In other words, direct characterization happens when a writer reveals traits of a character in a straightforward manner, or through comments made by another ...
Direct vs indirect characterization: How to show and tell
8 tips for using direct and indirect characterization. Avoid overusing direct characterization. Be direct with key details. Support direct character statements with scenes. Imply character through action and reaction. Tell direct details that serve concision. Use dialogue to characterize indirectly. Let narrative voice give character.
Narrative Presentation: Direct vs. Indirect Approach
Direct presentation involves the straightforward depiction of characters, events, and emotions, leaving little room for interpretation. In essays such as "Direct vs. Indirect Presentation", we ...
What is a Presentation?
A Presentation Is... A presentation is a means of communication that can be adapted to various speaking situations, such as talking to a group, addressing a meeting or briefing a team. A presentation can also be used as a broad term that encompasses other 'speaking engagements' such as making a speech at a wedding, or getting a point across ...
Direct vs. Indirect Speech
Direct and Indirect Speech. When writers write about phrases or sentences a source has said, they can use either direct speech or indirect speech. Direct speech is used to repeat what someone else ...
Direct Approach vs Indirect Approach
Direct Approach. When you use the direct approach, the main idea (such as a recommendation, conclusion, or request) comes in the "top" of the document, followed by the evidence. This is a deductive argument. This approach is used when your audience will be neutral or positive about your message. In the formal report, the direct approach usually ...
Direct Instruction Definition
In general usage, the term direct instruction refers to (1) instructional approaches that are structured, sequenced, and led by teachers, and/or (2) the presentation of academic content to students by teachers, such as in a lecture or demonstration. In other words, teachers are "directing" the instructional process or instruction is being "directed" at students. While a […]
Direct vs. Indirect Communication: Definition and Differences
Interpretation. Direct communication is easy to interpret because the speaker clearly states their message in a few simple words. The meaning of their message is explicit, so their statements present little risk of misunderstanding. Indirect communication often requires a listener to interpret their message using nonverbal cues, tone and the ...
Direct Instruction Teaching Method
In general usage, the term direct instruction refers to: (1) instructional approaches that are structured, sequenced, and led by teachers, and/or. (2) the presentation of academic content to students by teachers, such as in a lecture or demonstration. In other words, teachers are "directing" the instructional process or instruction is being ...
Direct Instruction: A teacher's guide
Direct Instruction is a model to teach students that focuses on carefully planned and well-developed lessons created around clearly explained teaching tasks and small learning increments. ... the presentation of material and content was chosen by the instructor). It must be remembered that basic techniques of teaching such as direct instruction
How Courts Work
Steps in a Trial. Evidence. The heart of the case is the presentation of evidence. There are two types of evidence -- direct and circumstantial . Direct evidence usually is that which speaks for itself: eyewitness accounts, a confession, or a weapon. Circumstantial evidence usually is that which suggests a fact by implication or inference: the ...
Direct Instruction
Direct instruction ABA is the use of straightforward teaching techniques that focus on one specific skill or concept at a time. The teacher stands at the front of the room and speaks directly to ...
The Presentation of Speech, Writing and Thought
Without looking at our examples below, your task is to set out a list of formal linguistic features that describe both Direct and Indirect presentation of speech using a combination of your own knowledge and evidence from the fiction section of the BNC. 1. Make a list of the linguistic features of Direct and Indirect Speech presentation. 2.
What It Takes to Give a Great Presentation
Here are a few tips for business professionals who want to move from being good speakers to great ones: be concise (the fewer words, the better); never use bullet points (photos and images paired ...
Understanding Direct and Indirect Communication: A Comprehensive Guide
Understanding Direct Communication. Direct communication is characterized by clarity, assertiveness, and active listening. When we communicate directly, we express our thoughts and feelings openly, leaving little room for misinterpretation. This style of communication promotes honesty, transparency, and effective problem-solving.
PDF A brief introduction to direct instruction
Direct instruction is one of the most widely used methods of teaching, and it begins with the "clear and systematic presentation of knowledge" with the goal of helping students to develop background knowledge so that they may apply and link it to new knowledge (Kim & Axelrod, 2005). Direct instruction does not mean that learning is passive ...
What Is Indirect Presentation?
Indirect presentation is a writing technique related to characterization. Through indirect presentation, the reader learns about the character's personality through his thoughts, words and actions, and through the way other characters react to him. With indirect presentation, the writer builds the character through a series of events and ...
What Are Effective Presentation Skills (and How to Improve Them)
Presentation skills are the abilities and qualities necessary for creating and delivering a compelling presentation that effectively communicates information and ideas. They encompass what you say, how you structure it, and the materials you include to support what you say, such as slides, videos, or images. You'll make presentations at various ...
Direct instruction
Direct instruction is a teacher-directed teaching method. This means that the teacher stands in front of a classroom, and presents the information. The teachers give explicit, guided instructions to the students. ... All teachers can be successful, given effective materials and presentation techniques. The 6 functions (or steps) of direct ...
How to Make a Successful Research Presentation
Instead, focus on the highlights. Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it. Craft a compelling research narrative. After identifying the focused research question, walk your audience through your research as if it were a story.
Direct and Indirect Speech: Useful Rules and Examples
Differences between Direct and Indirect Speech. Change of Pronouns. Change of Tenses. Change of Time and Place References. Converting Direct Speech Into Indirect Speech. Step 1: Remove the Quotation Marks. Step 2: Use a Reporting Verb and a Linker. Step 3: Change the Tense of the Verb. Step 4: Change the Pronouns.
Direct instruction: An overview of theory and practice
1. goals are clear to the students. 2. time allocated for instruction is sufﬁ cient and. continuous. 3. content covered is extensive. 4. students' performance is monitored. 5. questions are at ...

Direct Instruction: What is It? What are Its Key Principles?

Rationale Behind Direct Instruction

DI fundamentals:

Direct Instructions Step-by-Step

1. Presentation/assessment

2. Introduce new learning content

3. Guided practice

4. Individual practice

5. Assessment/review

Criticism: What the Others Have to Say

References:

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Example #4: Pride and Prejudice (by Jane Austen)

Example #5: The Canterbury Tales (by Geoffrey Chaucer)

Function of Direct Characterization

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What is a Presentation?

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The Key Elements of a Presentation

Impediments

Direct Approach vs. Indirect Approach

Direct Instruction

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Direct Instruction: A teacher's guide

What is Direct Instruction?

What is the philosophical underpinning of Direct Instruction?

How does Direct Instruction work?

What are the benefits of using explicit Direct Instruction in education?

What do critics have to say about direct instruction?

Utilising the direct instruction model in your classroom

7 Tips for Getting Started with Direct Instruction

Final Thoughts

Further Reading on Direct Instruction

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September 09, 2019

The Presentation of Speech, Writing and Thought

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Understanding Direct and Indirect Communication: A Comprehensive Guide

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Comparing Direct and Indirect Communication

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