Punctuation in Teaching English

Punctuation

The matter of punctuation in secondary and higher schools is of special importance nowadays. In this connection business written communication is getting more and more essential. Punctuation is a device for making it easy to read and understand written or printed information.

In my opinion it’s relevant and timely to remind the main rules and briefly summarize them.

 

Sentences are separated from one another, and the parts of a sentence are clearly distinguished, by means of the various kinds of stops.

The principal stops are the full stop (.), the colon (:), the semicolon (;), the comma (,) the question mark (?), the exclamation mark (!), the dash (–), quotation marks (“  ”), the apostrophe (’), the ellipses (...), the hyphen (-), the parentheses and brackets ( ).

 

The full stop

The full stop is a terminal mark of punctuation. It is the mark of the close of a thought and so of a sentence. Of all the punctuation marks, the full stop is the most important. Just as a red traffic-light stops one line of traffic from crashing into another, so too the full stop prevents one sentence from running into the next. It stops one of the words from becoming confused with another.

 

Rules:

The full stop is used:

A. to end a sentence.

• It is a rose. It smells so sweet.
• He needs your help.

B. after an abbreviation or shortened word.

• i.e. (id est.) that is
• etc. (e cetera) and so on
• e.g. (= Latin = example gratia) for example
• Nov. (= November)
• Memo. ( = memorandum)

But if the contraction includes the final letter of the word the full stop is often omitted.

• Dr, Mr, Ltd, etc.

 

EXERCISE 1

Divide the words below into sentences. Each sentence should start with a full stop.

1. the fastest land mammal in the world is the cheetah it can reach speeds of over sixty miles per hour.

2. lions are sociable creatures they live in families rather than in big herds as other animals do in each family group there are between six and twenty animals.

 

The Question Mark (?)

Rules:

The question mark usually denotes the end of a sentence and is used for the following purposes.

A) to mark the end of direct questions.

• Where was he born?
• Did you find her at home?
• When will he finish this job?

B) to indicate the end of polite questions and question tags.

• Post this letter, will you?
• She has already written the letter, hasn’t she?

 

The Exclamation Mark (!)

Rules:

The exclamation mark is used:

to denote a sudden emotion, as of joy, sorrow, surprise, etc., or to express a wish, or to indicate that someone is addressed.

• What a wonderful idea!
• “Unbelievable!” he exclaimed.
• Good gracious!

 

EXERCISE 2

Add question marks or exclamation marks where necessary

1. She wanted to know if I had seen the doctor.

2. It’s very naive of you to think that he would arrive on time.

3. “Did you hear the Chairman say, “The fee will be raised next week”.”

4. If only I had known it before today.

 

The Comma(,)

Rules:

The comma represents the shortest pause and denotes a close connection. Its chief uses are the following:

1. Place a comma between the parts of dates.

• January 16, 1954
• Thursday, March 4, 2010

If the date is in a sentence, use a comma after the year.

On April 6, 1962, I made my first plane trip.

2. Place a comma after the closing in a letter and after the greeting in a friendly letter.

• Very truly yours,
• Your friend,
• Dear Jane,

3. Use commas to set off nouns in direct address. The noun of direct address is the person or group spoken to.

• Ann, add more sugar to the tea.
• Do you have anything to say, John, before we leave?

4. Use a comma to set off introductory words yes, no, and the mild interjections oh and well at the beginning of a sentence.

• Yes, I made the map.
• Well, who is he?

5. Use a comma to set off interrupting expressions, such as how ever, for example, and in fact; and, in formal writing, therefore and of course.

• In fact, my parents prefer travelling by car.
• Wool clothes, however, are not practical in this climate.

6. Use a comma to set off also, and too when it means “also,” in formal writing.

• I, too, cheered loudly. He likes jazz, also.

7. Use a comma to separate words, phrases, or clauses in a series.

• We ate cakes, hamburgers, and fried eggs.
• Down the hill, across the meadow, and into the river rippled the little stream.

8. In a direct quotation, use a comma to set off the quoted words from the rest of the sentence.

• Mary said, “I play the guitar.”
• “That’s just a fad,” Tom commented.
• “I wonder,” said Jerry, “If I can beat my record of last year?”

9. Use a comma before a conjunction in a compound sentence, unless the sentence is very short.

• Farmers in that country could grow wheat, but they need years of agricultural assistance.
• Martha sang and Betty danced. (Very short)

10. Use a comma if you need one to make your meaning clear.

• After sewing, Grace went to bed.
• Near the telephone, books were piled high.

11. Use a comma to set off an introductory adverb clause.

• When your turn comes, Greg will give you a card.

12. Use a comma (or commas) to set off a non-restrictive adjective clause. If the adjective clause is necessary to the meaning of the sentence, no commas are needed.

• Mark, who is quite a traveller, will show some slides tonight
• The boy who started the fight left.

13. Use a comma to set off an introductory participial phrase.

• Having lost die battle, the Indians moved onto another state.

 

EXERCISE 3

Insert commas where appropriate in the sentences below.

1. Jack did you lose your purse also?

2. No I’ve never been to Leeds.

3. However we gradually became adjusted to the new climate.

4. My sister Helen told us some amazing stories.

5. The two hobbies fishing and ski diving are my favourites.

6. Doctor Smith our coach helped us to improve our skills.

7. For the experiment Tom needed sugar starch and litmus paper.

8. “Take the first turn to the left” the policeman directed.

9. The explorers made their way through the forest across the river and onto the dusty plains.

 

The Semicolon (;) Mark for a little longer pause than the comma.

Rules:

The semicolon is a sort of full stop within the sentence. It denotes the end of one thought and Ate beginning of another closely related thought. Its main uses are:

The Semicolon is used:

A. Between coordinate clauses with different subject; used without conjunction.

• Come in time; delay may spoil your chance.

B. With connectives like therefore, however, nevertheless, besides, also, otherwise, and sometimes so. These words join sentences but are stronger than conjunctions like and, and so need a stronger punctuation mark.

• You have done the work well; therefore I will pay you well.
• You must take more exercise; otherwise you will get too fat.
• Kevin didn’t work hard; so he didn’t pass his examination.

C. To keep the balance of contrasting expressions.

• Everybody fears old age; yet very few attain it.

D. To separate items in a series as in the case of appositives where there are also other punctuation marks.

• Where have I learnt to understand sculpture? In the woods, looking at the trees; on the roods, watching the building of the clouds; in the workshops, studying the model; anywhere except in the schools.

E. If the writer desires to emphasize each clause in a series of parallel clauses, the use of semi colons in preference to commas helps him to carry out this object.

• We sleep on iron; we traverse the earth on iron; we traverse the sea on iron; we plough the fields with iron; we shoot with iron; we chop down trees with iron; we print with iron; we bridge rivers with iron.

 

A comma between each of these clauses would be equally correct. But the longer pauses indicated by the semi colons cause die reader to dwell a little longer on each clause in the series, and thus pay more attention to it.

 

EXERCISE 4

In each sentence below, place a semicolon (;) where appropriate.

1. “Advice is seldom welcome and those who want it the most always like it the least.” (Lord Chesterfield)
2. Chess is one of the oldest games in the world so old in fact that no one knows who invented it.

 

EXERCISE 5

Use the comma and the semicolon where appropriate in the sentences below.

1. “When angry count to four when very angry swear.” (Mark Twain)

2. “To err is human to forgive divine.” (Pope Alexander)

 

The Colon (:)

Rules:

The colon signals that more information or an explanation of a statement made is to follow. It is used for the purpose mentioned below.

The colon is used:

A.  Between clauses of contrast without conjunction.

• Man proposes: God disposes

B. To show reason or proof.

• I know him: we lived long together

C. To separate two sentences of which the second explains more fully the meaning of the first, i.e. it often means the same as ‘that is to say’.

• Mark’s work is unsatisfactory: his answers axe thoughtless, his spelling is careless and his writing is bad.

D. To introduce quotations, questions, or lists.

• Shakespeare said: “Neither a borrower nor a lender be”.

E. In formal letters.

• Dear Mr Brown:

F. in time expressions when written numerically

• I arrived at 10:20 a.m.

 

EXERCISE 6

Place a colon (:) where appropriate in the sentences below.

1. I can speak three languages French, Spanish and English.

2. The notice said “Private. Keep out!”

3. There were only two ways he could have got out through the window or the back door.

4. Kate can’t come with us she’s not old enough.

5. There was no doubt about it he was happy.

6. There were five rooms in the house three upstairs and two downstairs.

 

The Dash (–) horizontal line like the hyphen, but of much greater length.

Rules:

The dash is used:

A. To separate an abrupt change in thought. The second dash is used to end the interruption if the sentence continues.

•   Someone – I think it is Fred – will bring the table decorations.
•   His children – there are only three of them – don’t seem to respect people.

B. To summarize a series of ideas that have already been expressed.

•   Freedom of speech, freedom to vote and freedom of assembly – these are the cornerstones of democracy.
•   Carbohydrates, fats and proteins – these are the basic kinds of food we need.

C. When appositives or parenthetical expressions have internal commas.

•   Several colours – orange, green and violet, for example – are made up of combinations of other colours.
•   Thomas Jefferson – scientist, architect, philosopher – was truly a great person.
•   Some family names – for example, Baker, Butler and Gardner – come from occupations.

 

EXERCISE 7

Insert a dash (–) where appropriate in the sentences below.

1. Bats are not birds they are mammals.

2. He said he would do it and he did!

3. And don’t forget we leave in one hour.

4. Vitamin C which is essential for healthy teeth, gums and blood vessels can be found in fresh fruit and vegetables.

5. The deepest lake in the world it is nearly a mile deep in places is lake Baikal, in Siberia.

6. Even at that early hour it was not yet six o’clock he was immaculately dressed.

7. How could you speak to him your own father in such a way?

8. Even my brother who is not known for his sense of humour had to laugh when I told him what had happened.

9. He was a tall, lean man with thinning hair and a pleasant face die kind of face one would find hard to remember.

10. He smiled again a cold, hard smile.

 

The Hyphen ( - )

Rules:

The important uses of the hyphen are indicated below:

A. To indicate the component parts of a compound word.

• Kind-hearted; subject-matter; cub-driver

Note:

a) No hyphen is used in well established compounds, such as bathroom, nobleman, cupboard, blackguard. There is much difference in meaning between a blackbird and a black bird, or between a nobleman and a noble man.

b) If two nouns are intended to qualify a third noun, a hyphen should be put after both the first and the second.

• The wheat-and barley-harvest were both good.

This is equivalent to

• The wheat-harvest and the barely-harvest were both good.

The repetition of the noun harvest gives a much better construction than the previous one.

A. To show where one syllable ends and a new one begins.

•   For-mer-ly; in-hos-pit-a-ble; mis-chie-vous.

B. In time expressions when written in words.

•   She will arrive at nine-thirty.

C. With fractions.

•   two-fifth (2/5); one-fourth (1/4)

D. In composite numbers

a) 21-99 e.g. twenty-three; eighty-nine

b) 101 e.g. one hundred-and one, etc.

F. In certain prefixes

•   anti-corruption

•   co-operative

 

 

 

EXERCISE 8

In which of the following cases is a hyphen necessary?

1. my great grandfather

2. a swimming pool

3. a break in

4. a waiting room

5. a hold up

6. forty four chairs

7. his ex wife

 

The Brackets. ( ) [ ]

Rules:

Brackets may be either round ( ) or square [ ]

They are used mainly for die following two purposes:

A. to indicate references.

•   We have already discussed (Chapter 3) how to deal with such situations.

B. to insert a parenthesis.

•   They are offering 10 percent off (their usual discount) on these computers.
•   Immovable properly (land and buildings) can be offered as security for debts.

 

The Ellipses (...)

Rules:

The main use of the ellipses (three dots):

A. to indicate an unfinished statement

• I intend to inform you the ..., no, let me first mention the objective.

Note: if the ellipses occur at the end of die sentence, a full stop will be added any they will be four dots.

B. to indicate a progression of numbers is to continue.

• 0, 5, 10, 15, 29, ...

 

The Apostrophe (’)

Rules:

The apostrophe is generally used with s but sometimes it occurs by it self also. Examples of both are given below.

A. For the possessive of singular nouns.

•   Bernard’s books
•   The buyer’s wish
•   The writer’s desire

B. For possessive of plural nouns not ending in s.

•   men’s enclosure
•   women’s dresses
•   children’s clothes

C. For possessive of plural nouns ending in s.

•   shareholders’ meeting
•   the children’s wish
•   the writers’ conference

D. To indicate possession in compound words and expressions and in names of companies.

•   father-in-law’s letter
•   Director of Education’s circular

E. To indicate possession in monosyllable proper names ending in s.

•   Keats’s poems
•   Jones’s memo

F. For possessive of proper names ending in s and having two or more syllables.

•   Dickens’s novels

G. To form plurals of figures, letters used alone, and words.

• He cannot properly transcribe the3’s and 7’s.
• There are too many I’s in your letter.
• The q’s are not used so frequently as the e’s.
• Your if’s and but’s annoy me.

H. To form plurals of certain abbreviations.

• B.A.’s
• M.A.’s

I. To show that certain figures or letters have been omitted

• ‘77 for 1977
• can’t for cannot
• it’s for it is
• I’ve for I have

Remember that its which is the possessive form of it, has no apostrophe before s.

J. To refer to a decade.

• 1980’s
• 1990’s

 

EXERCISE 9

Place apostrophes where appropriate in the sentences below.

1. We took Mrs Browns dog to the vets this morning.

2. Heres the ladies cloakroom, and the mens is over there.

3. Theres a storm coming. Wed better take shelter.

4. Have you met the Smiths? Theyre from York.

5. Theyve gone off to Rome for a fortnights holiday.

6. They said theyd see us in two weeks time.

7. Thats not my sons coat! Wheres James jacket?

 

The Quotation Marks (“  ”)

Rules:

Quotation marks are used for the following purposes:

A. To enclose direct speech.

•   He shouted, “what are you doing here?”
•   “I’m ready,” he said

B. To introduce a quotation within a quotation, the writer may adopt either of the methods shown below:

• “They gave me,” he said, “strict orders, you are not to open that gate under any circumstances whatever.”

C. To enclose a foreign word.

•   Our national food is “borsch”
•   “Varenyky” is my favourite dish.

D. When talking about a word or expression.

•   The word “discipline” has three I’s.

E. In explaining a word.

• “descent” means come or go down.

F. To enclose titles of books, newspapers, etc.

• “The Tribune”.

N.B. In printing, underlining is also used in the place of quotation marks (with titles)

• Fundamental English

G. When quoting a saying

• “Love is mightier than indignation.”
• “Brevity is the soul of wit.”

 

EXERCISE 10

Punctuate the following sentences

1. She said I’ll see you later.

2. I’ll see you later she said.

3. I’ll see you tonight she said Don’t forget to bring that book with you.

4. I’ll see you tonight she said and don’t forget to bring that book with you.

 

ANSWER KEY

Exercise 1

1. The fastest land mammal in the world is the cheetah.

It can reach speeds of over sixty miles per hour.

2. Lions are sociable creatures. They live in families rather than in big herds as other animals do. In each family group there are between six and twenty animals.

 

Exercise 2

1. ! (at the end) 3. ? (at the end)

2. ! (at die end) 4. ! (at the end)

 

Exercise 3

1. Jack, did you lose your purse also?

2. No, I’ve never been to Leeds.

3. However, we gradually became adjusted to the new climate.

4. My sister, Helen, told us some amazing stories.

5. The two hobbies, fishing and swimming, are my favourites.

6. Doctor Smith, our coach, helped us to improve our skills.

7. For the experiment Tom needed sugar, starch and litmus paper.

8. “Take the first turn to the left”, the policeman directed.

9. The explorers made their way through the forest, across the river and onto the dusty plains.

 

Exercise 4

1. “Advice is seldom welcome; and those who want if the most always like it the least.”

2. Chess is one of the oldest games in the world; so old in fact that no one knows who invented it.

 

Exercise 5

1. “When angry, count to four; when very angry, swear.”

2. “To err is human; to forgive, divine.”

 

Exercise 6

1. I can speak three languages: French, Spanish and English.

2. The notice said: “Private. Keep out!”

3. There were only two ways he could have got out: through the window or the backdoor.

4. Kate can’t come with us: she is not old enough.

5. There was no doubt about it: he was happy.

6. There were five rooms in the house: three upstairs and two downstairs.

 

Exercise 7

1. Bats are not birds – they are mammals.

2. He said he would do it – and he did!

3. And don’t forget – we leave in one hour.

4. Vitamin C – which is essential for healthy teeth, gums and blood vessels – can be found in fresh fruit and vegetables.

5. The deepest lake in the world – it is nearly a mile deep in places – is lake Baikal, in Siberia.

6. Even at that early hour – it was not yet six o’clock he was immaculately dressed.

7. How could you speak to him – your own father – in such a way?

8. Even my brother – who is not known for his sense of humour – had to laugh when I told him what had happened.

9. He was a tall, lean man with thinning hair and a pleasant face – the kind of face one would find hard to remember.

10. He smiled again – a cold, hard smile.

 

Exercise 8

1. my great-grandfather 5. a hold-up

2. possible but not necessary 6. forty-four chairs

3. a break-in 7. his ex-wife

4. possible but not necessary

 

Exercise 9

1. We took Mrs Browns’ dog to the vets this morning.

2. Here’s the ladies’ cloakroom, and the men’s is over there.

3. There’s a storm coming. We’d better take shelter.

4. Have you met the Smiths? They’re from York.

5. They’ve gone off to Rome for a fortnight’s holiday.

6. They said they’d see us in two weeks’ time.

7. That’s not my son’s coat! Where’s James’s jacket?

 

Exercise 10

1. She said, “I’ll see you later.”

2. “I’ll see you later,” she said.

3. “I’ll see you tonight,” she said. “Don’t forget to bring that book with you.”

4. “I’ll see you tonight,” she said, “and don’t forget to bring that book with you.”