DIRECT AND INDIRECT SPEECH

 (Statements, Commands, Requests, and Questions) The words spoken by a person can be reported in two ways—Direct and Indirect. When we quote the exact words spoken by a person, we call it Direct Speech. Sohan said to Mohan, “I am going to school.” The exact words spoken by Sohan are put within inverted commas. But when we give the substance of what Sohan said, it is called the Indirect Speech. Sohan told to Mohan that he (Sohan) was going to school.  1. Reporting Clause and Reported Speech: Sohan told Mohan that he was going to school. The words which generally come before the inverted commas are called the reporting clause, i.e. Sohan said to Mohan and the verb ‘said’, is called the reporting verb. The words spoken by Sohan and put within inverted commas are called the reported speech, i.e. “I am going to school.” 2. Rules for Changing Direct Speech into Indirect Speech: In the Indirect speech, no inverted commas are used. The conjunctions that, if, whether, are generally used after the reporting verb. The first word of the reported speech begins with a capital letter. The tense of the reporting verb is never changed. The reporting verb changes according to sense: it may be told, asked, inquired Question for Direct & Indirect Speech Try yourself: What is the purpose of using inverted commas in direct speech? a. To indicate the reporting verb. b. To separate the reporting clause from the reported speech. c. To show that the words are spoken by a person. d. To highlight the tense of the reporting verb. View Solution   3. Rules for the Change of Pronouns: The first person pronouns (I, me, my, we, us, our) in the reported speech change according to the subject of the reporting verb. The pronouns of the second person (you, your, yourself) in the reported speech change according to the object of the reporting verb. The pronouns of the third person do not change. For example: (i). He said, “I like the book.” He said that he liked the book. (ii). He said to me, “Do you like the book?” He asked me if I liked the book. (iii). He said, “He likes the book.” He said that he liked the book. 4. Changes in words expressing nearness, time, auxiliaries, etc.  this  Changes into  that  there  Changes into  those  now  Changes into  then  here  Changes into  there  today  Changes into  that day  tomorrow  Changes into  the next day  yesterday  Changes into  the previous day  last night  Changes into  the previous night  can  Changes into  could  may  Changes into  might   shall  Changes into  should  will  Changes into  would  ago  Changes into  before  just  Changes into  then  come  Changes into  go  thus  Changes into  so 5. Change in Tenses: If the reporting verb is in the present or the future tense, the tense of the reported speech is not changed: Satish says, “I am flying a kite.” Satish says that he is flying a kite. Satish will say, “I want a glass of milk.” Satish will say that he wants a glass of milk. If the reporting verb is in the past tense, then the tense of the reported speech will change as follows: Direct Indirect  Simple Present  changes into Simple Past  write wrote  Present Progressive  changes into Past Progressive  am/ is/ are writing was/ were writing  Present Perfect  changes into  Past Perfect  has written  had written  Simple Past  changes into   Past Perfect  wrote had written  Past Progressive  changes into  Past perfect progressive was/ were writing had been writing If the direct speech expresses a historical fact, a universal truth or a habitual fact, then the tense of the direct speech will not change: Direct : He said, “Honesty is the best policy.” Indirect : He said that honesty is the best policy. Direct : He said, “The sun rises in the east.” Indirect : He said that the sun rises in the east. Direct : Rakesh said, “I am an early riser.” Indirect : Rakesh said that he was an early riser. Direct : She said, “God is omnipresent.” Indirect : She said that God is omnipresent. Direct : The teacher said, “The First World War started in 1914.” Indirect : The teacher said that the First World War started in 1914. 6. Changing Statements into Indirect Speech: The reporting verb ‘said to’ is changed-to ‘told’, ‘replied’, ‘remarked’, The reporting verb is not followed by an object, it is not changed. The inverted commas are removed. The conjunction that is used to connect the reporting clause with the reported speech. The rules for the change of pronouns, tenses, etc. are followed. Direct : Ramu said, “I saw a lion in the forest.” Indirect: Ramu said that he had seen a lion in the forest. Direct : Satish said to me, “I am very happy here.” Indirect: Satish told me that he was very happy there. Direct : He said, “I can do this work.” Indirect: He said that he could do that work. Direct : Renu said to me, “I was washing the clothes.” Indirect: Renu told me that she had been washing the clothes. Direct : She said, “I am not well.” Indirect: She said that she was not well. Direct : He said to Sita, “I have passed the test.” Indirect: He told Sita that he had passed the test. Direct : I said to my friend, “He has been working very hard.” Indirect: I told my friend that he had been working very hard. Direct : My friend said to me, “I shall go to Delhi tomorrow.” Indirect : My friend told me that he would go to Delhi the next day. Direct : I said, “I agree to what he said.” Indirect : I said that I agreed to what he had said. Direct : The student said to the teacher, “I am sorry that I am late.” Indirect : The student told the teacher that he was sorry that he was late. 7. Rules for the Change of Interrogative (Questions) sentences: The reporting verb “say’ is changed into ask, inquire, The interrogative sentence is changed into a statement by placing the subject before the verb and the full stop is put at the end of the sentence. If the interrogative sentence has a wh-word (who, when, where, how, why, etc) the wh-word is repeated in the sentence. It serves as a conjunction. If the interrogative sentence is a yes-no answer type sentence (with auxiliary verbs am, are, was, were, do, did, have, shall, etc), then ‘if or ‘whether’ is used as a conjunction. The auxiliaries do, does, did in a positive question in the reported speech are dropped. The conjunction that is not used after the reporting clause. Direct : I said to him, “Where are you going?” Indirect: I asked him where he was going. Direct : He said to me, “Will you go there?” Indirect : He asked me if I would go there. Direct : My friend said to Deepak, “Have you ever been to Agra?” Indirect: My friend asked Deepak if he had ever been to Agra. Direct : I said to him, “Did you enjoy the movie?” Indirect : I asked him if he had enjoyed the movie. Direct : I said to her, “Do you know him?” Indirect : I asked her if she knew him. Direct : He said to me, “Will you listen to me?” Indirect: He asked me if I would listen to him. Direct : I said to him, “When will you go there?” Indirect : I asked him when he would go there. Direct : He said to me, “How is your father?” Indirect : He asked me how my father was. Direct : I said to him, “Are you happy?” Indirect : I asked him if he was happy. Direct : He said to her, “Do you like apples?” Indirect : He asked her if she liked apples. [Intext Question]   8. Changing Commands and Requests into Indirect Speech: In imperative sentences having commands, the reporting verb is changed into command, order, tell, allow, request,etc. The imperative mood is changed into the infinitive mood by putting ‘to’, before the verb. In case of negative sentences, the auxiliary ‘do’ is dropped and ‘to’ is placed after ‘not’: Direct : She said to me, “Open the window.” Indirect : She ordered me to open the window. Direct : The captain said to the soldiers, “Attack the enemy.” Indirect : The captain commanded the soldiers to attack the enemy. Direct : I said to him, “Leave this place at once.” Indirect : I told him to leave that place at once. Direct : The teacher said to the students, “Listen to me attentively.” Indirect : The teacher instructed the students to listen to him attentively. Direct : The Principal said to the peon, “Ring the bell.” Indirect : The Principal ordered the peon to ring the bell. Direct : The master said to the servant, “Fetch me a glass of water.” Indirect : The master ordered the servant to fetch him a glass of water. Direct : I said to him, “Please bring me a glass of water.” Indirect : I requested him to bring me a glass of water. Direct : I said to my friend, “Please lend me your book.” Indirect : I requested my friend to lend me his book. 9. Sentences with ‘Let’. ‘Let’ is used in various meanings. (i) ‘Let’ is used to make a proposal. First change the reporting verb into ‘proposed’ or ‘suggested’. Use ‘should’ instead of ‘let’. Example: Direct    : He said to me, “Let us go home.” Indirect: He suggested to me that we should go home. (ii) ‘Let’ is used as ‘to allow’. In Indirect Speech, we change the reporting verb to ‘requested’ or ‘ordered’. We start Reported Speech with ‘to’. Direct : Ram said to Mohan, “Let him do it.” Indirect : Ram ordered Mohan to let him do that. Or Ram told Mohan that he might be allowed to do that. 10. Sentences with Question Tags (i) In the indirect speech the question-tag is usually left. (ii) In indirect speech these words are removed and the word ‘respectfully’ is used in the reporting clause. Direct : Mahesh said, “Sir, may I go home?” Indirect: Mahesh respectfully asked his sir if he might go home. 11. Sentences with ‘Yes’ or ‘No’ Direct : He said, “Can you dance?” And I said, “No.” Indirect : He asked me if I could dance and I replied that I couldn’t. Direct : My mother said, “Will you come home on time?” And I said, “Yes.” Indirect : My mother asked me if I would come home on time and I replied that I would. Note : ‘Yes’ of ‘No’ hides a complete sentence. Therefore, change yes/no into a short answer. Direct : She said to me, “You didn’t break the window, did you?” Indirect : She asked me if/whether I had broken the window. Direct : He said to Geeta, “You are going to the station, aren’t you?” Indirect : He asked Geeta if/ whether she was going to the station. 12. Sentences with ‘have to’ or ‘had to’ (i) Change ‘have to’ according to the rules. (ii) But change ‘had to’ into ‘had had to’ in the indirect speech. Direct    : Hari said, “I have to work a lot.” Indirect : Hari said that he had to work a lot. Direct    : Hari said, “I had to work a lot.” Indirect : Hari said that he had had to work a lot. 13. Sentences with ‘Sir’, ‘Madam’ or ‘Your Honour’ etc. Generally such words are used to show respect to the person concerned. 14. Exclamations and Wishes Sometimes Exclamatory sentences contain exclamations like Hurrah!, Alas!, Oh!, Heavens!, Bravo, etc. Such exclamatory words are removed in the indirect speech and we use ‘exclaimed with sorrow’, exclaimed with joy, exclaimed with surprise, etc. instead of ‘said’. Examples: Direct : Rohan said, “Hurrah! We won the match.” Indirect : Rohan exclaimed with joy that they had won the match. Direct : Reema said, “Alas! Karina’s mother is suffering from cancer.” Indirect : Reema exclaimed with sorrow that Karina’s mother was suffering from cancer. Direct : The captain said to Kapil, “Bravo! You scored 89 runs.” Indirect : The captain exclaimed with praise that he (Kapil) had scored 89 runs. (a) Look at these sentences. Direct : My mother said, “May God bless you!” Indirect : My mother prayed to God for my well being. Direct : She said, “May God save the country!” Indirect : She prayed to God to save the country. Direct : They said to the king, “Long live!” Indirect : They blessed the king for his long life. (b) Look at these sentences. Direct : Mohan said, “What a pity!” Indirect : Mohan exclaimed that it was a great pity. Direct : I said, “How stupid he is!” Indirect : I exclaimed that he was very stupid. Direct : “What a terrible sight it is!” said the traveller. Indirect : The traveller exclaimed that it was a very terrible sight. All the sentences in inverted commas are exclamatory sentences. (i)  Use ‘exclaimed’ in place of ‘said’ in the reporting verb in the indirect speech. (ii) In Indirect sentences, we use exclamatory sentences as statements. (iii) Indirect speech begins with that and full stop (•) is used instead of the exclamation mark (!). Exercise (Solved) Change the following sentences into Indirect Speech: (i) He said, “I will do it now.” Answer: He said that he would do it then. (ii) He says, “Honesty is the best policy.” Answer: He says that honesty is the best policy. (iii) Ramesh says, “I have written a letter.” Answer: Ramesh says that he has written a letter. (iv) She said, “Mahesh will be reading a book.” Answer: She said that Mahesh would be reading a book. (v) She said, “Where is your father?” Answer: She inquired where his father was. (vi) He said to me, “Please take your book.” Answer: He requested me to take my book. (vii) The Principal said to the peon, “Let this boy go out.” Answer: The Principal ordered the peon to let that boy go out. (viii) He said to me, “May you live long!” Answer: He prayed that I might live long. (ix) She said, “Goodbye friends!” Answer: She bade goodbye to her friends. (ix) The student said, “Alas! I wasted my time last year.” Answer: The student regretted that he had wasted his time the previous year. The document Direct & Indirect Speech | English Grammar (Communicative) Interact In English Class 10 is a part of the Class 10 Course English Grammar (Communicative) Interact In English Class 10. All you need of Class 10 at this link: Class 10 English Grammar (Communicative) Interact In English Class 10 3 videos|65 docs|5 tests Join Course for Free FAQs on Direct & Indirect Speech - English Grammar (Communicative) Interact In English Class 10 1. What is the difference between direct and indirect speech? 2. How do you change tenses from direct to indirect speech? 3. What are some common reporting verbs used in indirect speech? 4. Are there any punctuation changes when converting to indirect speech? 5. How do you handle questions and commands in indirect speech? Related Exams Class 10 About this Document 4.8K Views 4.98/5 Rating Feb 24, 2025 Last updated Document Description: Direct & Indirect Speech for Class 10 2025 is part of English Grammar (Communicative) Interact In English Class 10 preparation. The notes and questions for Direct & Indirect Speech have been prepared according to the Class 10 exam syllabus. Information about Direct & Indirect Speech covers topics like and Direct & Indirect Speech Example, for Class 10 2025 Exam. Find important definitions, questions, notes, meanings, examples, exercises and tests below for Direct & Indirect Speech. Introduction of Direct & Indirect Speech in English is available as part of our English Grammar (Communicative) Interact In English Class 10 for Class 10 & Direct & Indirect Speech in Hindi for English Grammar (Communicative) Interact In English Class 10 course. 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 DIRECT AND INDIRECT SPEECH

 (Statements, Commands, Requests, and Questions) The words spoken by a person can be reported in two ways—Direct and Indirect. When we quote the exact words spoken by a person, we call it Direct Speech. Sohan said to Mohan, “I am going to school.” The exact words spoken by Sohan are put within inverted commas. But when we give the substance of what Sohan said, it is called the Indirect Speech. Sohan told to Mohan that he (Sohan) was going to school. 1. Reporting Clause and Reported Speech: Sohan told Mohan that he was going to school. The words which generally come before the inverted commas are called the reporting clause, i.e. Sohan said to Mohan and the verb ‘said’, is called the reporting verb. The words spoken by Sohan and put within inverted commas are called the reported speech, i.e. “I am going to school.” 2. Rules for Changing Direct Speech into Indirect Speech: In the Indirect speech, no inverted commas are used. The conjunctions that, if, whether, are generally used after the reporting verb. The first word of the reported speech begins with a capital letter. The tense of the reporting verb is never changed. The reporting verb changes according to sense: it may be told, asked, inquired Question for Direct & Indirect Speech Try yourself: What is the purpose of using inverted commas in direct speech? a. To indicate the reporting verb. b. To separate the reporting clause from the reported speech. c. To show that the words are spoken by a person. d. To highlight the tense of the reporting verb. View Solution 3. Rules for the Change of Pronouns: The first person pronouns (I, me, my, we, us, our) in the reported speech change according to the subject of the reporting verb. The pronouns of the second person (you, your, yourself) in the reported speech change according to the object of the reporting verb. The pronouns of the third person do not change. For example: (i). He said, “I like the book.” He said that he liked the book. (ii). He said to me, “Do you like the book?” He asked me if I liked the book. (iii). He said, “He likes the book.” He said that he liked the book. 4. Changes in words expressing nearness, time, auxiliaries, etc. this Changes into that there Changes into those now Changes into then here Changes into there today Changes into that day tomorrow Changes into the next day yesterday Changes into the previous day last night Changes into the previous night can Changes into could may Changes into might shall Changes into should will Changes into would ago Changes into before just Changes into then come Changes into go thus Changes into so 5. Change in Tenses: If the reporting verb is in the present or the future tense, the tense of the reported speech is not changed: Satish says, “I am flying a kite.” Satish says that he is flying a kite. Satish will say, “I want a glass of milk.” Satish will say that he wants a glass of milk. If the reporting verb is in the past tense, then the tense of the reported speech will change as follows: Direct Indirect Simple Present changes into Simple Past write wrote Present Progressive changes into Past Progressive am/ is/ are writing was/ were writing Present Perfect changes into Past Perfect has written had written Simple Past changes into Past Perfect wrote had written Past Progressive changes into Past perfect progressive was/ were writing had been writing If the direct speech expresses a historical fact, a universal truth or a habitual fact, then the tense of the direct speech will not change: Direct : He said, “Honesty is the best policy.” Indirect : He said that honesty is the best policy. Direct : He said, “The sun rises in the east.” Indirect : He said that the sun rises in the east. Direct : Rakesh said, “I am an early riser.” Indirect : Rakesh said that he was an early riser. Direct : She said, “God is omnipresent.” Indirect : She said that God is omnipresent. Direct : The teacher said, “The First World War started in 1914.” Indirect : The teacher said that the First World War started in 1914. 6. Changing Statements into Indirect Speech: The reporting verb ‘said to’ is changed-to ‘told’, ‘replied’, ‘remarked’, The reporting verb is not followed by an object, it is not changed. The inverted commas are removed. The conjunction that is used to connect the reporting clause with the reported speech. The rules for the change of pronouns, tenses, etc. are followed. Direct : Ramu said, “I saw a lion in the forest.” Indirect: Ramu said that he had seen a lion in the forest. Direct : Satish said to me, “I am very happy here.” Indirect: Satish told me that he was very happy there. Direct : He said, “I can do this work.” Indirect: He said that he could do that work. Direct : Renu said to me, “I was washing the clothes.” Indirect: Renu told me that she had been washing the clothes. Direct : She said, “I am not well.” Indirect: She said that she was not well. Direct : He said to Sita, “I have passed the test.” Indirect: He told Sita that he had passed the test. Direct : I said to my friend, “He has been working very hard.” Indirect: I told my friend that he had been working very hard. Direct : My friend said to me, “I shall go to Delhi tomorrow.” Indirect : My friend told me that he would go to Delhi the next day. Direct : I said, “I agree to what he said.” Indirect : I said that I agreed to what he had said. Direct : The student said to the teacher, “I am sorry that I am late.” Indirect : The student told the teacher that he was sorry that he was late. 7. Rules for the Change of Interrogative (Questions) sentences: The reporting verb “say’ is changed into ask, inquire, The interrogative sentence is changed into a statement by placing the subject before the verb and the full stop is put at the end of the sentence. If the interrogative sentence has a wh-word (who, when, where, how, why, etc) the wh-word is repeated in the sentence. It serves as a conjunction. If the interrogative sentence is a yes-no answer type sentence (with auxiliary verbs am, are, was, were, do, did, have, shall, etc), then ‘if or ‘whether’ is used as a conjunction. The auxiliaries do, does, did in a positive question in the reported speech are dropped. The conjunction that is not used after the reporting clause. Direct : I said to him, “Where are you going?” Indirect: I asked him where he was going. Direct : He said to me, “Will you go there?” Indirect : He asked me if I would go there. Direct : My friend said to Deepak, “Have you ever been to Agra?” Indirect: My friend asked Deepak if he had ever been to Agra. Direct : I said to him, “Did you enjoy the movie?” Indirect : I asked him if he had enjoyed the movie. Direct : I said to her, “Do you know him?” Indirect : I asked her if she knew him. Direct : He said to me, “Will you listen to me?” Indirect: He asked me if I would listen to him. Direct : I said to him, “When will you go there?” Indirect : I asked him when he would go there. Direct : He said to me, “How is your father?” Indirect : He asked me how my father was. Direct : I said to him, “Are you happy?” Indirect : I asked him if he was happy. Direct : He said to her, “Do you like apples?” Indirect : He asked her if she liked apples. [Intext Question] 8. Changing Commands and Requests into Indirect Speech: In imperative sentences having commands, the reporting verb is changed into command, order, tell, allow, request,etc. The imperative mood is changed into the infinitive mood by putting ‘to’, before the verb. In case of negative sentences, the auxiliary ‘do’ is dropped and ‘to’ is placed after ‘not’: Direct : She said to me, “Open the window.” Indirect : She ordered me to open the window. Direct : The captain said to the soldiers, “Attack the enemy.” Indirect : The captain commanded the soldiers to attack the enemy. Direct : I said to him, “Leave this place at once.” Indirect : I told him to leave that place at once. Direct : The teacher said to the students, “Listen to me attentively.” Indirect : The teacher instructed the students to listen to him attentively. Direct : The Principal said to the peon, “Ring the bell.” Indirect : The Principal ordered the peon to ring the bell. Direct : The master said to the servant, “Fetch me a glass of water.” Indirect : The master ordered the servant to fetch him a glass of water. Direct : I said to him, “Please bring me a glass of water.” Indirect : I requested him to bring me a glass of water. Direct : I said to my friend, “Please lend me your book.” Indirect : I requested my friend to lend me his book. 9. Sentences with ‘Let’. ‘Let’ is used in various meanings. (i) ‘Let’ is used to make a proposal. First change the reporting verb into ‘proposed’ or ‘suggested’. Use ‘should’ instead of ‘let’. Example: Direct : He said to me, “Let us go home.” Indirect: He suggested to me that we should go home. (ii) ‘Let’ is used as ‘to allow’. In Indirect Speech, we change the reporting verb to ‘requested’ or ‘ordered’. We start Reported Speech with ‘to’. Direct : Ram said to Mohan, “Let him do it.” Indirect : Ram ordered Mohan to let him do that. Or Ram told Mohan that he might be allowed to do that. 10. Sentences with Question Tags (i) In the indirect speech the question-tag is usually left. (ii) In indirect speech these words are removed and the word ‘respectfully’ is used in the reporting clause. Direct : Mahesh said, “Sir, may I go home?” Indirect: Mahesh respectfully asked his sir if he might go home. 11. Sentences with ‘Yes’ or ‘No’ Direct : He said, “Can you dance?” And I said, “No.” Indirect : He asked me if I could dance and I replied that I couldn’t. Direct : My mother said, “Will you come home on time?” And I said, “Yes.” Indirect : My mother asked me if I would come home on time and I replied that I would. Note : ‘Yes’ of ‘No’ hides a complete sentence. Therefore, change yes/no into a short answer. Direct : She said to me, “You didn’t break the window, did you?” Indirect : She asked me if/whether I had broken the window. Direct : He said to Geeta, “You are going to the station, aren’t you?” Indirect : He asked Geeta if/ whether she was going to the station. 12. Sentences with ‘have to’ or ‘had to’ (i) Change ‘have to’ according to the rules. (ii) But change ‘had to’ into ‘had had to’ in the indirect speech. Direct : Hari said, “I have to work a lot.” Indirect : Hari said that he had to work a lot. Direct : Hari said, “I had to work a lot.” Indirect : Hari said that he had had to work a lot. 13. Sentences with ‘Sir’, ‘Madam’ or ‘Your Honour’ etc. Generally such words are used to show respect to the person concerned. 14. Exclamations and Wishes Sometimes Exclamatory sentences contain exclamations like Hurrah!, Alas!, Oh!, Heavens!, Bravo, etc. Such exclamatory words are removed in the indirect speech and we use ‘exclaimed with sorrow’, exclaimed with joy, exclaimed with surprise, etc. instead of ‘said’. Examples: Direct : Rohan said, “Hurrah! We won the match.” Indirect : Rohan exclaimed with joy that they had won the match. Direct : Reema said, “Alas! Karina’s mother is suffering from cancer.” Indirect : Reema exclaimed with sorrow that Karina’s mother was suffering from cancer. Direct : The captain said to Kapil, “Bravo! You scored 89 runs.” Indirect : The captain exclaimed with praise that he (Kapil) had scored 89 runs. (a) Look at these sentences. Direct : My mother said, “May God bless you!” Indirect : My mother prayed to God for my well being. Direct : She said, “May God save the country!” Indirect : She prayed to God to save the country. Direct : They said to the king, “Long live!” Indirect : They blessed the king for his long life. (b) Look at these sentences. Direct : Mohan said, “What a pity!” Indirect : Mohan exclaimed that it was a great pity. Direct : I said, “How stupid he is!” Indirect : I exclaimed that he was very stupid. Direct : “What a terrible sight it is!” said the traveller. Indirect : The traveller exclaimed that it was a very terrible sight. All the sentences in inverted commas are exclamatory sentences. (i) Use ‘exclaimed’ in place of ‘said’ in the reporting verb in the indirect speech. (ii) In Indirect sentences, we use exclamatory sentences as statements. (iii) Indirect speech begins with that and full stop (•) is used instead of the exclamation mark (!). Exercise (Solved) Change the following sentences into Indirect Speech: (i) He said, “I will do it now.” Answer: He said that he would do it then. (ii) He says, “Honesty is the best policy.” Answer: He says that honesty is the best policy. (iii) Ramesh says, “I have written a letter.” Answer: Ramesh says that he has written a letter. (iv) She said, “Mahesh will be reading a book.” Answer: She said that Mahesh would be reading a book. (v) She said, “Where is your father?” Answer: She inquired where his father was. (vi) He said to me, “Please take your book.” Answer: He requested me to take my book. (vii) The Principal said to the peon, “Let this boy go out.” Answer: The Principal ordered the peon to let that boy go out. (viii) He said to me, “May you live long!” Answer: He prayed that I might live long. (ix) She said, “Goodbye friends!” Answer: She bade goodbye to her friends. (ix) The student said, “Alas! I wasted my time last year.” Answer: The student regretted that he had wasted his time the previous year. The document Direct & Indirect Speech | English Grammar (Communicative) Interact In English Class 10 is a part of the Class 10 Course English Grammar (Communicative) Interact In English Class 10. All you need of Class 10 at this link: Class 10 English Grammar (Communicative) Interact In English Class 10 3 videos|65 docs|5 tests Join Course for Free FAQs on Direct & Indirect Speech - English Grammar (Communicative) Interact In English Class 10 1. What is the difference between direct and indirect speech? 2. How do you change tenses from direct to indirect speech? 3. What are some common reporting verbs used in indirect speech? 4. Are there any punctuation changes when converting to indirect speech? 5. How do you handle questions and commands in indirect speech? Related Exams Class 10 About this Document 4.8K Views 4.98/5 Rating Feb 24, 2025 Last updated Document Description: Direct & Indirect Speech for Class 10 2025 is part of English Grammar (Communicative) Interact In English Class 10 preparation. The notes and questions for Direct & Indirect Speech have been prepared according to the Class 10 exam syllabus. Information about Direct & Indirect Speech covers topics like and Direct & Indirect Speech Example, for Class 10 2025 Exam. Find important definitions, questions, notes, meanings, examples, exercises and tests below for Direct & Indirect Speech. Introduction of Direct & Indirect Speech in English is available as part of our English Grammar (Communicative) Interact In English Class 10 for Class 10 & Direct & Indirect Speech in Hindi for English Grammar (Communicative) Interact In English Class 10 course. Download more important topics related with notes, lectures and mock test series for Class 10 Exam by signing up for free. 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the planners

 

 

Boey Kim Cheng's poem "The Planners" provides a thought-provoking exploration of the relentless nature of urban development and its impact on society. Through vivid imagery, powerful metaphors, and a nuanced use of language, the poem delves into themes of power, conformity, loss of cultural heritage, and individual resistance. It raises crucial questions about the consequences of unchecked progress, the erasure of history, and the struggle to maintain identity in the face of a homogenized and sanitized landscape. With its evocative portrayal of the planners' dominance and the powerlessness of individuals, "The Planners" invites readers to reflect on the complex relationship between development, heritage, and the human experience.

The Planners Poem Text

They plan. They build. All spaces are gridded,

filled with permutations of possibilities.

The buildings are in alignment with the roads

which meet at desired points

linked by bridges all hang

in the grace of mathematics.

They build and will not stop.

Even the sea draws back

and the skies surrender.

They erase the flaws,

the blemishes of the past, knock off

useless blocks with dental dexterity.

All gaps are plugged

with gleaming gold.

The country wears perfect rows

of shining teeth.

Anaesthesia, amnesia, hypnosis.

They have the means.

They have it all so it will not hurt,

so history is new again.

The piling will not stop.

The drilling goes right through

the fossils of last century.

But my heart would not bleed

poetry. Not a single drop

to stain the blueprint

of our past’s tomorrow.

Critical Analysis of the Planners

The analysis offers a thoughtful examination of various elements in Boey Kim Cheng's poem "The Planners."

Use of Third Person Collective Pronoun "They":

The choice of the third person collective pronoun "they" emphasizes the speaker's disavowal of the planners' project. It creates a sense of detachment and highlights the speaker's distance from the planners and their actions.

Perfect:

The term "perfect" signifies the planners' achievement of their desired outcome, but it also carries a connotation of coldness and soullessness. It suggests that while the city may appear flawless and meticulously planned, it lacks the warmth and human touch that come with organic growth and historical significance.

Gridded:

The term "gridded" not only conveys the idea of fitting into confined spaces but also implies the imposition of conformity. It suggests that the planners' approach turns vibrant and diverse spaces into rigid, box-like structures, stifling individuality and creativity.

Permutations of Possibilities:

The phrase "permutations of possibilities" carries irony by juxtaposing the open-ended nature of possibilities with their confinement into predetermined sets. It suggests that the planners' actions restrict the potential outcomes and limit the scope of imagination and innovation.

Dental Braces Imagery:

The comparison of buildings to dental braces evokes a sense of forced alignment and rigidity. It symbolizes the planners' desire to control and manipulate the environment, imposing their will upon the cityscape and shaping it according to their predetermined vision.

Sea Draws Back and Skies Surrender:

These lines employ vivid imagery to depict the planners' tyrannical drive. The reference to the sea drawing back alludes to land reclamation, where even natural elements are coerced into submission. Similarly, the phrase "skies surrender" implies the overpowering dominance of skyscrapers, which block out the sky and diminish the vastness and freedom associated with nature.

Blemishes and Dental Dexterity:

The word "blemishes" carries a negative connotation, associating the past with imperfections or flaws that need to be eradicated. The metaphor of "dental dexterity" further emphasizes the harshness of urban renewal, likening the demolishing of old buildings to the extraction of unwanted teeth. This portrayal challenges the notion of urban development as a pleasant or positive process.

Gleaming Gold and Wears:

The phrase "gleaming gold" suggests an artificial and superficial beauty, lacking warmth or authenticity. The word "wears" conveys the idea of dressing up or masking something, implying that the perfect exteriors presented by the planners may hide a lack of depth or soul.

Anaesthesia, Amnesia, Hypnosis:

The progression of these words from "anaesthesia" to "amnesia" and finally to "hypnosis" signifies an increasing level of control exerted by the planners. It suggests that the initial stages of urban renewal may numb or desensitize individuals, leading to forgetfulness and eventually a state of indoctrination. This transformation erases historical memory and distorts the true narrative of the past.

Piling:

The metaphorical depiction of a dentist piling on teeth and jaws intensifies the brutality and violence associated with the process of urban renewal. It conveys a sense of aggression, bloodshed, and anguish, underscoring the destructive and painful nature of the planners' actions.

Fossils of Last Century:

The word "piling" evokes a sense of brutality and violence, likening the construction process to an aggressive act. The imagery of "fossils of last century" reinforces the idea that the buildings of the past are treated as relics to be destroyed and discarded, erasing the tangible connections to history and heritage.

Change in Pronouns (My and Our):

The shift in pronouns from "my" to "our" highlights the speaker's transition from a personal perspective to a collective one. It signifies the significance of the planners' actions, affecting not only the speaker but also the entire community. The use of "our" underscores the powerlessness of individuals in the face of overwhelming urban development.

Past's Tomorrow and Blueprint:

The phrase "past's tomorrow" implies the potential future of the past, which the planners seek to destroy. The reference to the blueprint represents the detailed plan laid out for the eradication of history and heritage. The speaker's desire to "bleed poetry" and disrupt the blueprint reflects their longing to resist the systematic destruction of the past, even though they recognize the futility of their efforts.

Means:

The word "means" carries a pun, indicating both the ability and the financial resources possessed by the planners. They have the means to execute their plans, both in terms of capability and monetary power, further solidifying their dominance over the urban landscape.

So history is new:

The phrase "so history is new" employs irony, as history, by its nature, is rooted in the past. However, in the context of the poem, the planners' actions aim to recreate history in a new and fabricated form. The line underscores the paradoxical notion of reconstructing the past, distorting its authenticity, and presenting it as something fresh and novel.

By delving deeper into these aspects, the analysis gains more nuance and elucidates the poem's themes of powerlessness, conformity, and the erasure of history in the face of relentless urban development.

Summary of the Planners

About how 'the planners' built perfected and precisely calculated man-made structures. How manmade structures erase nature's flaws by being so perfect and also don't care about damages caused to nature.

Setting: No setting - generalized

Split into three parts according to stanzas

Part 1 = Stanza 1 (Perfection of structures & retreating of nature)

Part 2 = Stanza 2 (Replacing nature with man-made. Continue to build/plan without mercy)

Part 3 = Stanza 3 (Persona's feelings towards planners- in favor of planners)

Stanza 1: The planners methodically devise their schemes and construct, imposing a grid-like structure upon all spaces. These spaces become filled with endless permutations of possibilities, meticulously planned and executed. The buildings align precisely with the roads, converging at desired intersections, and united by graceful bridges. The planners persistently continue their work, even compelling the sea to retreat and the skies to yield to their dominion.

Stanza 2: The planners erase any imperfections and blemishes of the past, skillfully removing any blocks deemed unnecessary. With dental precision, they fill all gaps and voids with gleaming gold, transforming the landscape into a symphony of perfected aesthetics. The country adorns itself with flawlessly aligned rows of shining teeth-like structures, leaving no room for deviations. The processes of anesthesia, amnesia, and hypnosis are employed to ensure a painless and oblivious transition. The planners possess both the means and the resources to carry out their vision, recreating history in a new form.

Stanza 3: The relentless piling of construction materials continues unabated, relentless in its pursuit of progress. The drilling machinery penetrates through the fossils of the past century, mercilessly destroying remnants of bygone eras. However, despite this tumultuous transformation, the speaker's heart remains untouched, devoid of poetic inspiration. Not a single drop of metaphorical blood stains the blueprint of the future, where the past is erased and reimagined. The speaker's yearning to disrupt the planners' vision and inject poetic resistance goes unfulfilled, echoing their powerlessness in the face of overwhelming change.

Themes of Boey Kim Cheng's The Planners

"The Planners" by Boey Kim Cheng explores several prominent themes:

Power and Control: The poem delves into the theme of power and control through the depiction of planners who meticulously design and construct the urban landscape. The planners exert authority over spaces, nature, and history, enforcing conformity and erasing flaws and imperfections.

Conformity and Uniformity: The poem highlights the theme of conformity as the planners impose a rigid grid structure and perfect alignment upon the city. The buildings and roads adhere strictly to predetermined patterns, resulting in a landscape that lacks individuality and diversity.

Loss of Cultural Heritage: Through the imagery of dental surgery and the erasure of the past, the poem explores the loss of cultural heritage. The demolition of old buildings and the construction of new, uniform structures contribute to the erasure of historical identity, leading to a sanitized and soulless environment.

Resistance and Powerlessness: The speaker's yearning to "bleed poetry" and disrupt the planners' blueprint signifies a desire for resistance and individual expression. However, the poem also highlights the powerlessness of the speaker and individuals in general against the unstoppable force of urban development. The contrast between "they" and "my/our" pronouns emphasizes the collective powerlessness in the face of overwhelming progress.

Transformation and Progress: The poem contemplates the notion of progress and transformation in urban development. It explores the consequences of relentless construction, the erasure of the past, and the imposition of a new, artificial version of history. It raises questions about the cost and impact of uncontrolled development on both the physical environment and cultural identity.

Stylistic Analysis

Boey Kim Cheng's poem "The Planners" exhibits a rich array of stylistic devices that enhance its thematic exploration. Through precise and evocative imagery, the poem captures the mechanical and calculated nature of urban development. The skillful use of metaphors, such as dental surgery and dental dexterity, creates a vivid and unsettling juxtaposition between the destruction of the past and the cold, artificial perfection of the present. The strategic repetition of pronouns, shifting from the collective "they" to the personal "my" and collective "our," reinforces the powerlessness of individuals in the face of relentless progress. Additionally, the progression of words like "anaesthesia, amnesia, hypnosis" emphasizes the incremental numbing and erasure of history. Boey Kim Cheng's masterful employment of these stylistic choices serves to heighten the impact of the poem, allowing readers to delve deeper into the themes of control, conformity, and the loss of cultural heritage in the face of unchecked development.

Language

A mixture of literal and figurative language used - mostly figurative

Semantic field of perfection: 'mathematics', 'gridded', 'plan', 'alignment'

Metaphor: 'The country wears perfect rows of shinning teeth'

Hyperbole: 'perfect rows', 'shinning teeth'

Constant Repetition: 'They'

Structure

Constant enjambment throughout poem.

No rhyme scheme

Dramatic pause: 'not bleed poetry.'

Sound devices:

Alliteration: 'gleaming gold', 'permutations of possibilities', 'dental dexterity', 'Anaesthesia, amnesia'

Sibilance: 'skies surrender'

Attitudes/feelings:

Awe-full: 'bridges all hang in the grace of mathematics'

Power of Planners: 'They have it all', 'They have the means', 'The piling will not stop'

Planners fix nature's inconsistencies: 'erase the flaws', 'history is new again', 'gaps are plugged', 'through fossils of last century'

Nature is weak, 'sea draws back', 'skies surrender'

Persona will not try to stop the planners: 'not a single drop to stain the blueprint' of our today

Linking poems:

The City Planners, Where I come from: all have Man vs Nature

The City planners: Industry and Technology

Horses, Pike: Constant awe

Post Image Art