Basic English Grammar Module

Unit 4 Punctuation

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Unit 4 PUNCTUATION

INTRODUCTION
This unit is concerned with the uses of various punctuation marks. If punctuation is incorrectly
used it may obscure the meaning of the written text or create ambiguity. In this unit we will
focus on the uses of the comma, the semi-colon, the colon and the full stop.

WHY YOU WERE RECOMMENDED TO THIS UNIT:

You have been referred to this unit because you may be having problems associated with
punctuation. You are probably making errors in your sentences that look like the following:

Example 1: Tea has a double-edged effect it can act on the nervous system as either a
stimulant or a tranquiliser.

Example 2: The project has two main aims to reduce unemployment and to increase the
numbers of women in the work force.

Example 3: Because the agar solution tends to evaporate during subsequent incubation.
The edges of the coverslip were sealed to the slide.

Example 4: In the U.S. 30% of women, and 25% of men are obese, this encompasses 35
million adults.

OBJECTIVES OF THIS UNIT

After you have completed this unit you should be able to:

* understand the different situations in which punctuation marks are used

* recognise these situations in a piece of text

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INTRODUCTION
There are four punctuation marks that are of particular importance in any type of writing. They
are the comma ( , ) , the semi-colon ( ; ), the colon ( : ) and the full-stop ( . ). These are the
punctuation marks that are used to separate the parts of a sentence and to mark the end of a
sentence. Each of these will be discussed in turn.

THE COMMA
The comma plays an important role in making sentences easier to read and helps to avoid
confusions of meaning or ambiguity. Because it is the most flexible of punctuation marks it is
difficult to give general rules; however, commas are generally used in the situations described
below.

1. ADVERBIAL CONJUNCTIONS
If you use adverbials such as nevertheless, moreover and however at the beginning of a
sentence, they are usually followed by a comma.

Example: He failed the exam. However, he didn't give up.

2. WORD GROUPS WITHIN CLAUSES

In the sentences you write you may put a word or group of words in the middle of a clause or
another group of words. In this situation you should separate the word or words from the rest of
the clause by using commas. This shows your reader these items are not part of the clauses or
word groups in which they are located.

Examples: The solution is, I feel, appropriate.

He is, nevertheless, wrong.

The data, in that respect, are unsatisfactory.

3. CLAUSES WITHIN CLAUSES

If you have written a very long sentence, one way to help the reader understand the structure of
the sentence is to use a comma to mark the end of a clause.

Example: If occasionally this general discussion of statistical results gives rise to the
impression that some of the utterances are "ex cathedra" , it is emphasised
that there is a statistical justification for all conclusions drawn as indicated by
available verifications presented in the table of intercorrelations, the table of
factor loadings, and the table of residuals.

In this example, placing the comma before it helps the reader to better understand the structure
of the sentence.

Similarly, in long sentences with many clauses within clauses, the use of a comma is very
important in understanding the structure and thus the meaning.

Read the following sentence in which the commas have been removed.

Example: Where Hudson had treated a large population but at the one stratum only

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Fawcett generating a single sentence pursued it from its origins in 'knowledge

of the universe' through prelinguistic behavioural options via those of code
and discourse into the lexicogrammatical networks and out to its realization in
a lexical string with rhythm and intonation assigned to it.

Now look at the same sentence after commas have been inserted.

Where Hudson had treated a large population, but at the one stratum only, Fawcett,
generating a single sentence pursued it from its origins in 'knowledge of the universe' through
prelinguistic behavioural options, via those of code and discourse, into the lexicogrammatical
networks and out to its realization in a lexical string with rhythm and intonation assigned to
it.

Using commas in this long sentence makes it much easier to understand the meaning that the
writer is trying to convey.

4. DEFINING AND NON-DEFINING RELATIVE CLAUSES

An important use of the comma is to separate a non-defining relative clause from the rest of
the sentence. If the comma is omitted then your reader may think the clause is defining.
Conversely, if you use the comma with a defining relative clause you reader will think the clause
is non-defining. In either case the meaning of your sentence may be misinterpreted.

Look at the example to see how the meaning can change if the comma is used incorrectly.

Example: Men, whose wives are dead, are widowers.

In this example the writer has used commas and so has made "whose wives are dead"
a non-defining relative clause. The meaning is that all men are widowers. This is not true and
so the meaning is incorrect. The writer should have used a defining relative clause, as follows:

Men whose wives are dead are widowers.

5. DEPENDENT CLAUSES
If a dependent clause occurs at the beginning of a sentence, it is usually followed by a comma.

Example: Despite the efforts to resusitate him, the man died.

If you put a dependent clause in the middle of another clause, it should be enclosed by commas,
especially if the clause is non-finite or if it is long.

Examples: The faculty, if it is sensible, will make more effort to assist the students.

The faculty, to enrol more students, upgraded its facilities.

As well, if you are using a participle clause (where the main verb is an -n or -ing form), it should
be marked off by commas.

Example: The faculty, unsupported by the administration, had to change its policies.

The faculty, knowing the difficulties, went ahead anyway.

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6. THE COMMA AND LISTS

You should put a comma between each item in a list. The word and should go before the last
item. The word and does not usually have a comma before it.

Example: The apparatus consisted of tubing, wood planks, rope and screws.

The list can also be words or phrases that have the same grammatical use:

He eats, drinks and talks too much.

or it can be several descriptive words that are used together:

Glass is a hard, brittle, transparent material.

The exercise that follows will give you practice is recognising these different situations.

Exercise 1: Insert commas in the following sentences where appropriate.

1. The department knows the type of student they want and plans whatever the obstacles
to get them.

2. The fire having been lit for some time the room was quite warm.

3. The fire having been lit for some time needed more wood.

4. In China a vast country there is a huge population.

5. The engine stalled the brakes failed and the car started to roll backward.

6. He should submit his thesis immediately because if it is not received before the end of
the semester despite how good it is it will be rejected.

7. The Liberal party having been defeated in the last election needs to elect a new leader.

8. The man who owns the car will return next week.

9. If possible the students will be given an exemption.

10. Leaving the assignment too late can be a mistake. If for example an additional
assignment is given there will be no time to finish it.

THE SEMI-COLON
If you think of the full stop as the "strongest" of punctuation marks, and the comma as the
"weakest", then the semi-colon is somewhere in between. It is used a bit like and.

It is often used to join together two or more sentences or independent clauses where the second
clause or sentence may be too closely related to what went before to be cut off by a full stop. It
is often possible to use a full stop instead of a semi-colon but if there is a close association of

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meaning between the two independent clauses (especially if they are short), then the semi-colon
may be better as it doesn't indicate a clear break between the ideas.

Example: They weren't show animals; we just had them as pets.

That clock doesn't go; it's broken.

The following is the type of mistake that students often make in their writing. They put a comma
between two short independent clauses.

Example: Clean water is a basic human need, its presence is crucial for all densely
populated societies.

If you are making this type of mistake in your writing, there are different ways to correct it:

1. replace the comma with a semi-colon

Clean water is a basic human need; its presence is crucial for all densely
populated societies.

2. replace the comma with a full stop

Clean water is a basic human need. Its presence is crucial for all densely
populated societies.

3. insert a co-ordinating or subordinating conjunction

Clean water is a basic human need and its presence is crucial for all densely
populated societies.

Since clean water is a basic human need, its presence is crucial for all densely
populated societies.

A semi-colon may also be used with lists if the items in the list are long and if they contain
commas within themselves.

Example: There are a number of points to be aware of in creating an efficient working

environment: keep the computer out of direct sunlight; place it away from
chemical fumes and containers filled with fluid - such as coffee cups, flower
vases and so on; maintain a sturdy work surface, free from vibration; and
operate it within a certain range of temperature.

In this example you can see that reader is helped by having the items marked off more clearly. If
the semi-colon had not been used, it would have been extremely difficult to understand the
sentence.

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Exercise 2: Punctuate the following sentences using commas or semi-colons.

1. In order to attract private investors to this sector of the accommodation industry it is

recommended that the Council should encourage the private sector to provide
incentives.

2. This practice then increases the demand for accommodation.

3. The law should not discriminate between people it should treat all people as equal.

4. Waverly is one of the smallest municipalities in terms of area in the Sydney

Metropolitan Region. However with a total population of 59,000 in 1986 it is the most
densely settled municipality in Sydney.

5. The unions are not asking for more money they are asking for better working
conditions.

THE COLON
The colon indicates an even closer relationship than the semi-colon. It is often used to point
forward to an explanation, an example, a quotation, or a list. The colon is frequently equivalent
to expressions such as namely, as follows, for example, such as. These expressions are often
unnecessary if you insert a colon.

The following examples will illustrate this:

Example: The experiment demonstrated one thing: the apparatus was defective.

One fact was obvious: all men are not equal.

The Council had two aims: to increase taxes and to maintain the same rates.

Also use the colon to introduce quoted material, particularly if it covers more than one sentence.

Example: The Times commented: "The economy has been in trouble..."

Exercise 3: Correct the faulty punctuation in the following. Re-write the sentence if
necessary.

1. Four types of problems have commonly been identified spelling punctuation illegible
handwriting and poor paragraphing.

...........................................................................................................................................

2. In some centres the teaching approach is learner-centred. Whereas in other schools it

is teacher-centred.

...........................................................................................................................................

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3. Unemployment in Puerto Rico is said to be 10.4 per cent in Trinidad 14 per cent.

...........................................................................................................................................

4. This was one of Hall's major achievements he persuaded his party to carry out a
necessary but suicidal reform.

...........................................................................................................................................

5. Rev. James Watson was reported as saying "If there is such a thing as conscience then
there are white men in Australia whose consciences must have the lash of scorpions."

...........................................................................................................................................

THE FULL STOP

The full stop is used to mark the end of all sentences except direct questions (?) and
exclamations(!).

Exercise 4: The passage below contains four sentences. Put in capital letters and fill stops
where necessary. No other punctuation is needed.

Dunstan was a man in a hurry during his first two years as Attorney-General but he seems to
have slowed down since becoming Premier in many ways he has been all the more effective
for that his term at the top of the political heap in South Australia has coincided with the
greatest change in political alignment ever seen in that State it could be argued that Dunstan
has been the architect of that realignment

A full stop is also used with initials and abbreviations. Some examples are given in the box.

I.K. Brunel, e.g. (example), ed.(editor), p. (page), ch. (chapter), no. (number), vol.
(volume) a.m., p.m., co. (company), e.m.f. (electromotive force), etc.

Please note that it is incorrect to add a full stop to the symbols for units of measurement and
chemical elements. Here are some examples:

m metre C carbon
kg kilogram Fe iron
V volt U uranium

THE ACADEMIC CONTEXT

Using the correct punctuation is one way to help your readers understand more easily and clearly
the structure of your sentences and hence the meaning you are trying to convey and the
arguments you are trying to make.

In the following exercise you are asked to punctuate the texts appropriately. Before beginning,
read the texts first and notice how difficult it is to get the sense of what is being said without the
appropriate use of punctuation marks.

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Exercise 5:

TEXT 1
The technique has many advantages over conventional bioessays in liquid media it is simpler
it is not subject to interference by inhibitors that occur naturally in crude sample extracts or
result from extraction procedures and it can be used directly to identify the small amounts of
material contained in spots cut out from paper chromatograms.

TEXT 2
Before we talk about varying paragraphs let's establish what a paragraph is a paragraph is a
group of sentences that conveys a group of connected ideas the particular way you group
ideas is individual it is part of your individual style just remember that the same philosophy
about varying sentences applies to varying paragraphs if your paragraphs don't vary in size
and structure your writing will drag

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Independent Learning Resources

Basic English Grammar

key
Unit 4: Punctuation

Exercise 1:

1. The department knows the type of student they want and plans, whatever the
obstacles, to get them.

2. The fire having been lit for some time, the room was quite warm.

3. The fire, having been lit for some time, needed more wood.

4. In China, a vast country, there is a huge population.

5. The engine stalled, the brakes failed and the car started to roll backward.

6. He should submit his thesis immediately because, if it is not received before the
end of the semester,despite how good it is, it will be rejected.

7. The Liberal party, having been defeated in the last election, needs to elect a new
leader.

8. The man who owns the car will return next week.

9. If possible, the students will be given an exemption.

10. Leaving the assignment too late can be a mistake. If, for example, an additional
assignment is given there will be no time to finish it.

Exercise 2:

1. In order to attract private investors to this sector of the accommodation industry,

it is recommended that the Council should encourage the private sector to
provide incentives.

2. This practice, then, increases the demand for accommodation.

3. The law should not discriminate between people; it should treat all people as

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Learning Centre, The University of Sydney
This unit may be copied for individual student use

equal.

4. Waverly is one of the smallest municipalities in terms of area in the Sydney

Metropolitan Region. However, with a total population of 59,000 in 1986, it is
the most densely settled municipality in Sydney.

5. The unions are not asking for more money; they are asking for better working
conditions.

Exercise 3:

1. Four types of problems have commonly been identified: spelling , punctuation.,

illegible handwriting and poor paragraphing.

2. In some centres the teaching approach is learner-centred., whereas in other

schools it is teacher-centred.

3. Unemployment in Puerto Rico is said to be 10.4 per cent, in Trinidad 14 per

cent.

4. This was one of Hall's major achievements; he persuaded his party to carry out a
necessary but suicidal reform.

5. Rev. James Watson was reported as saying: "If there is such a thing as
conscience then there are white men in Australia whose consciences must have
the lash of scorpions."

Exercise 4:

Dunstan was a man in a hurry during his first two years as attorney-General but he
seems to have slowed down since becoming Premier. In many ways he has been all the
more effective for that. His term at the top of the political heap in South Australia has
coincided with the greatest change in political alignment ever seen in that State. It could
be argued that Dunstan has been the architect of that realignment.

Exercise 5:

TEXT 1
The technique has many advantages over conventional bioessays in liquid medi: it is
simpler; it is not subject to interference by inhibitors that occur naturally in crude
sample extracts or result from extraction procedures; and it can be used directly to
identify the small amounts of material contained in spots cut out from paper
chromatograms.

TEXT 2
Before we talk about varying paragraphs, let's establish what a paragraph is. A

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paragraph is a group of sentences that conveys a group of connected ideas. The

particular way you group ideas is individua; it is part of your individual style. Just
remember that the same philosophy about varying sentences applies to varying
paragraphs. If your paragraphs don't vary in size and structure, your writing will drag.

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