Using examples, being specific, and repetition are styles of communication instructors use to convey meaning. True or False?

The statement is true. Instructors commonly utilize various styles of communication, including the use of examples, specificity, and repetition, to enhance the clarity of their messages.

Using examples helps to illustrate complex concepts or ideas, making them more relatable and easier for students to understand. For instance, an instructor might explain a mathematical principle by providing a real-world application, such as calculating interest rates for savings accounts, which anchors abstract ideas in familiar scenarios.

Being specific in communication ensures that the message is clear and unambiguous. For instance, rather than stating that "some students struggle with tests," an instructor could specify, "Students often find multiple-choice questions challenging because they require careful reading and elimination of less likely answers."

Repetition serves an important role in reinforcing learning. When key points or critical concepts are revisited multiple times throughout a lesson or course, students are more likely to retain the information. For example, an instructor might summarize essential points at the end of each class or revisits them in subsequent lectures to deepen understanding and retention.

Because these communication methods are effective for conveying meaning in instructional contexts, the assertion that they are not used by instructors is incorrect, making the true answer more fitting.