Punctuation Introduction What this section is about: Punctuation is the practice, art or system of inserting marks or points in writing or printing in order to make the meaning clear. (The Tasman Dictionary). Punctuation rules are important. They are devised to eliminate ambiguities in language. Learn punctuation.... Few things undercut the authority of a piece of writing more than a simple mistake in punctuation. (Michael Alley). In this module you will learn about the function of punctuation and how to correctly use punctuation. STEP 1: Read the section in the course textbook, Emerson & Hampton Writing Guidelines, on paragraphing and punctuation (Appendix C). STEP 2: Read the material presented below (adapted from material by John Hampton). Without our punctuation system of little black dots and squiggles, written language would be hard to understand. As Day (1989) pointed out, English is a strange language, and punctuation is a powerful tool. Consider the following sentence Woman without her man is a savage. (i) (ii) The average male chauvinist would say that sentence is OK as it is it needs no punctuation (and he is grammatically correct!) Of course in these enlightened times, we would use punctuation to make the sentence read Woman without her, man is a savage.
The Functions of Punctuation Each punctuation mark in the English writing system serves a function (sometimes more than one). The functions of punctuation are: to mark boundaries = fullstop, question mark and exclamation mark, comma, colon, semi-colon, brackets, dash to label = apostrophe question mark, inverted commas to delete = apostrophe. 1. The Boundary Markers These signal the boundary between different parts of the written language. i.e. sentences are marked off from each other by fullstops, question marks or exclamation marks. The internal parts of sentences (clauses, phrases and single words) are marked off from each other by commas, colons, semi-colons, brackets and dashes. 1.1 Full stops, Question Marks and Exclamation Marks Full stops are easy to use. Place one at the end of every sentence you write, but note that it may be replaced by the question mark (?) or sometimes the exclamation mark (!). e.g. Punctuation is easy. Why do I have trouble with punctuation? It is very important to use punctuation correctly! Note that a question mark should only be used to indicate a direct question, e.g. Why do I have to study this course? A question mark should not be used for an indirect question, e.g. He wondered why anyone would have to study this course. An exclamation mark is used to give a command: Come over here! An exclamation mark is also used to express strong emotion: I hate the way you do that!
1.2 The Comma Commas can be likened to a road sign that says Slow down (Day 1989). They are used within sentences to mark off bits, making the meaning clearer. (i) (ii) to list items in a series I visited Paeroa, Waihi, Thames, Te Aroha, and Morrinsville on my holiday (i.e. single words) Whether you are making new friends, concentrating on your studies, or discovering the joys of the Fitz, being a first year Massey student provides plenty of new experiences (i.e. phrases). to add to the basic sentence (a) as an opener: Unfortunately, I am now broke. However, Dad came to the rescue. (b) (c) in the middle, usually between the subject and the verb: The party, which was due to start at eight o clock, didn t really get going until after the pubs closed. My bike, my only form of transport, has two flat tyres. at the end: We turned the stereo off at 5 in the morning, to the neighbour s relief. Once more Jim hasn t dried the dishes, the lazy sod. (iii) to separate the clauses in a compound sentence A woman drove me to drink, and I never even had the courtesy to thank her (W.C. Fields). I came out to Massey, but I did not go to my lecture. Note: to use a comma in this way you will need to use a co-ordinating conjunction (and, or, but, for, nor, go, yet) to help separate the two independent clauses. e.g. This is a good rule, and your readers will bless you for using it. independent co-ordinating independent clause I conjunction clause II after the comma
(iv) when writing addresses or large numbers 216 Ponsonby Road North, Auckland (would it get there if it was sent to Ponsonby Road, North Auckland?). The Lotto cheque was for NZ$1,867,329. 1.3 The Colon Colons announce that something is coming, a sort of introductory flourish. (a) (b) (c) (d) to announce a list You will need the following for this course: common sense, an enquiring mind, and the will to work. to introduce a word, phrase, clause, or sentence Chastity: the most unnatural of the sexual perversions (Aldous Huxley). Perhaps you have guessed my favourite brand of beer: Speights. to separate a title and subtitle Computer Literacy in Universities: A Recommendation Report. to introduce a quotation The writer E.B. White summed up the frustrations of the commuter s life when he wrote: Commuter one who spends his life In riding to and from his wife. 1.4 The Semi-Colon Semi-colons have two main uses (a) (b) to separate items in a series when the items contain internal commas The International Grasslands Congress was held in Hamilton, Waikato; Palmerston North, Manawatu; Lincoln, Canterbury; and Rockhampton, Queensland. to link two sentences that are closely related in content Lead me not into temptation; I can find the way myself. (Rita Mae Brown) The lecture was hopeless; lots of the other students were talking.
1.5 The Bracket Brackets are used to mark off a word, phrases or sentences. The information enclosed in the brackets is usually incidental Some people in this tutorial group (me, for example) are older than the others. He went into the Fitz for a quick one (which became a quick three). 1.6 The Dash Dashes (pairs) are used to separate the words inside them from the main body of the sentence It s an interesting course or so we were told but we haven t seen much evidence of that as yet. 2. Labelling Marks A labelling mark is one which gives the word, phrase or sentence to which it is attached a particular characteristic i.e. it gives it certain properties which would not always be evident without that label. 2.1 The Apostrophe Apostrophes are used to show possession, or to indicate the contraction of a word. (a) (b) To show possession for singular nouns add s e.g. The boy s dog; the student s room; Ken s farm. for plural nouns formed by adding s, just add e.g. The boys dog; the students flat; the Smiths farm. for plural nouns formed in other ways add s e.g. Men s names; children s toys; women s clothing. To indicate word contractions (i.e. that letters have been left out) e.g. I ll (I will) I d (I would or I had) won t (will not) it s (it is) we ll (we shall) you d (you had)
Note: do not use apostrophes when referring to decades (1920s not 1920 s) making a plural of a word ending in a vowel (tomatoes not tomato s) using possessive pronouns (ours not our s). 2.2 Inverted Commas These are most commonly called quotation marks. Whenever you are directly quoting someone else, use quotation marks. The Dean said Communication is an important requirement of the new degree. She shouted Look out! Note: Never alter a quotation. If you leave out material indicate this with three dots (...). If you add anything, put it in brackets. 3. Deletion Mark There is only one, the apostrophe (see 2.1b). STEP 3: When you have read the material above, you may like to test your understanding by doing the following exercises.
Exercise 4.1: Punctuation Which Marks Boundaries Correct the punctuation errors in these sentences. 1. Hey cut it out 2. I personally will see to it 3. In particular commas are important 4. The system consists of an engine tubing to bring fuel to the cylinders and associated mounting bolts 5. Television is a popular medium however I would define it as the bland leading the bland 6. He is the kind of man who adores his friends when they agree to everything he says 7. The sound of a harpsichord reminds me of only one thing two skeletons copulating on a tin roof in a thunderstorm 8. Brackets are as you might expect useful for separating stretches of language 9. They are rather like human beings every one unique 10. The bag was filled with the following items apples a bottle of Lemon and Paeroa three books my watch a copy of the NZ Farmer and a lettuce and vegemite sandwich Check your answers on page 155.
Exercise 4.2: Punctuation which Provides a Labelling Mark Correct the punctuation errors in these sentences. 1. I could see Sarahs point of view 2. He heard a thundering of horses hooves 3. Its your life 4. I cant do it 5. He said I love you 6. She asked when are we going 7. Whats the point of doing these tests 8. I felt for its pulse but I could feel the big dogs life slipping away 9. Cant we just talk it through like normal human beings 10. Wheres this discussion leading us Check your answers on page 156.
References and Further Reading Day, R. A. (1992). Scientific English a guide for scientists and other professionals. Phoenix: Oryx Press. Note that this book, which is one of your course texts, has a very detailed and useful section on using punctuation. If you have any concerns about your understanding of punctuation, you should read the relevant section in this book. (See Ch. 16, pp. 66-83 and Appendix 1, pp. 97-102).
Answers to Exercise 4.1 Self Assessment Sheet Please note: there is often more than one way to punctuate a sentence correctly. We will mark as correct any punctuation which is grammatically correct and makes sense of the sentence. What follows here are standard ways of punctuating the sentence; other answers may be correct also - you should check with your paper coordinator. 1. Hey, cut it out! 2. I, personally, will see to it. 3. In particular, commas are important. 4. The system consists of an engine, tubing to bring fuel to the cylinders, and associated mounting bolts. 5. Television is a popular medium; however, I would define it as the bland leading the bland. 6. He is the kind of man who adores his friends when they agree to everything he says. 7. The sound of a harpsichord reminds me of one thing: two skeletons copulating on a tin roof in a thunderstorm. 8. Brackets are (as you might expect) useful for separating stretches of language. 9. They are rather like human beings: every one unique. 10. The bag was filled with the following items: apples, a bottle of Lemon and Paeroa, three books, my watch, a copy of the NZ Farmer, and a lettuce and vegemite sandwich.
Answers to Exercise 4.2 Self Assessment Sheet 1. I could see Sarah s point of view. 2. He heard a thundering of horses hooves. 3. It s your life. 4. I can t do it. 5. He said I love you! 6. She asked, when are we going? 7. What s the point of doing these tests? 8. I felt for its pulse, but I could feel the big dog s life slipping away 9. Can t we just talk it through like normal human beings? 10. Where s this discussion leading us?