Basic

 English  Grammar  Module:  Unit  4.  Independent  Learning  Resources    

©  Learning  Centre  University  of  Sydney.  This  Unit  may  be  copied  for  individual  student  use.    

Basic  English  Grammar  Module  

Unit  4:  Grammar  and  Punctuation  
Objectives  of  the  Basic  English  Grammar  module  
 
As  a  student  at  any  level  of  University  study,  when  you  write  your  assignments  or  your  
thesis,  your  writing  needs  to  be  grammatically  well-­‐structured  and  accurate  in  order  to  
be  clear.    If  you  are  unable  to  write  sentences  that  are  appropriately  structured  and  clear  
in  meaning,  the  reader  may  have  difficulty  understanding  the  meanings  that  you  want  to  
convey.    Here  are  some  typical  and  frequent  comments  made  by  markers  or  supervisors  
on  students’  written  work.    Such  comments  may  also  appear  on  marking  sheets  which  
use  assessment  criteria  focussing  on  your  grammar.  
 
• Be  careful  of  your  written  expression.  
• At  times  it  is  difficult  to  follow  what  you  are  saying.  
• You  must  be  clearer  when  making  statements.  
• Sentence  structure  and  expression  poor.  
• This  is  not  a  sentence.  
• At  times  your  sentences  do  not  make  sense.  
 
In  this  module  we  are  concerned  with  helping  you  to  develop  knowledge  of  those  
aspects  of  the  grammar  of  English  that  will  help  you  deal  with  the  types  of  grammatical  
errors  that  are  frequently  made  in  writing.  
 

Who  is  this  module  for?  

 
All  students  at  university  who  need  to  improve  their  knowledge  of  English  grammar  in  
order  to  write  more  clearly  and  accurately.  
 

What  does  this  module  cover?  

 
Unit  1A   Grammatical  Units:  the  structure  and  constituents  of  the  
clause/sentence  
Unit  1B   The  Noun  Group:  the  structure  and  constituents  of  the  noun  group  
Unit  2A   The  Verb  Group:  Finites  and  non-­‐Finites  
Unit  2B   The  Verb  Group:  Tenses  
Unit  3A   Logical  Relationships  between  Clauses  
Unit  3B   Interdependency  Relationships  between  Clauses  
Unit  4   Grammar  and  Punctuation  
 
 

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Basic  English  Grammar  Module:  Unit  4.  Independent  Learning  Resources    
©  Learning  Centre  University  of  Sydney.  This  Unit  may  be  copied  for  individual  student  use.    

References  
 
Collins  Cobuild  English  Grammar  (1990)  London.  
 
Freeborn,  D.A.  (1987)  A  Course  Book  in  English  Grammar.  London:  Palgrave  Macmillan  
 
Garner,  M.  (1983)  Grammar:  warts  and  all.    River  Seine  Publications.  Melbourne.  
 
Halliday  &  Matthiessen,  (2004)  An  Introduction  to  Functional  Grammar,  3rd  edn.    
  London:  Hodder.  
 
Leech,  G.  &  Svartvik,  J.  (1975)  A  Communicative  Grammar  of  English.  Longman  
Group  Ltd:  Essex.  
 
Murphy,  R.  (1991)  English  Grammar  in  Use.  Cambridge  University  Press:    
  Cambridge.  
 
Quirk,  R.,  S.  Greenbaum,  G.  Leech  &  J.  Svartvik.  (1972)  A  Grammar  of  
Contemporary  English.  Longman  Group  UK  Ltd:  Essex.  
 
Thompson,  R.A.  (1991)  Sense  and  System  in  English  Sentences.  CR  Press,  
Newtown.  
 
Thompson,  A.J.  &  A.V.  Martinet.  (1979)  A  Practical  English  Grammar.  2nd  Edition.  Oxford  
University  Press:  Oxford.  
 
   

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Basic  English  Grammar  Module:  Unit  4.  Independent  Learning  Resources    
©  Learning  Centre  University  of  Sydney.  This  Unit  may  be  copied  for  individual  student  use.    

Introduction  
 
This  unit  is  concerned  with  the  uses  of  various  punctuation  marks  and  their  relationship  
to   the   grammar.   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.  
 
You  may  find  this  unit  helpful  if  you  are  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  Unit  4  

 
After  you  have  completed  this  unit  you  should  be  able  to:  
 
• understand   the   different   ways   in   which   punctuation   marks   are   used   and   how  
they  contribute  to  grammatical  accuracy.  
 
• apply  this  understanding  to  your  own  writing.  
 

Exercises  
 
These  are  marked  with  the  icon  ✪  and  you  should  try  to  complete  them  before  
checking  your  work  in  the  Answer  Key,  marked  ✪✪.    
 

Answer  Key  to  all  Exercises  

 
This  can  be  found  at  the  end  of  the  Unit.  
   

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Basic  English  Grammar  Module:  Unit  4.  Independent  Learning  Resources    
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1.0   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.  
 

1.1   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.  
 

1.1.1   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.  
 
1.1.2   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,  according  to  Smith  (2007),  appropriate.  
 
He  is,  nevertheless,  wrong.  
 
The  data,  in  that  respect,  are  unsatisfactory.  
 

1.1.3   Clauses  within  long  sentences  

 
If   you   have   written   a   very   long   sentence,   one   way   to   help   the   reader   understand   the  

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Basic  English  Grammar  Module:  Unit  4.  Independent  Learning  Resources    
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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:  
 
Fungi  play  an  unwanted  role  in  biodeterioration  often  visible  as  mould  on  damp  surfaces  or  materials  
or  less  obviously  as  timber  rots.  

 
Now  look  at  the  same  sentence  after  commas  have  been  inserted.  
 
Fungi  play  an  unwanted  role  in  biodeterioration,  often  visible  as  mould  on  damp  surfaces  or  
materials,  or  less  obviously  as  timber  rots.  

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

1.1.4   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   or   main   clause.   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  
your   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.  
 

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Basic  English  Grammar  Module:  Unit  4.  Independent  Learning  Resources    
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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  and  no  commas,  as  follows:  
 
Men  whose  wives  are  dead  are  widowers.  
 

1.1.5   Dependent  clauses  –  finite  and  non-­‐finite  

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

Example:  
 
Although  the  lifesaver  tried  to  resuscitate  the  man,  he  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.  
 

Examples:  
 
The  faculty,  unsupported  by  the  administration,  had  to  change  its  policies.  
 
The  faculty,  knowing  the  difficulties,  went  ahead  anyway.  

1.1.6   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  form:  
 
He  eats,  drinks  and  talks  too  much.  

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Basic  English  Grammar  Module:  Unit  4.  Independent  Learning  Resources    
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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.  
 
✪ ✪ You  can  now  check  the  answers  in  the  Answer  Key  at  the  back  of  the  unit.  
 

1.2   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   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.  
 

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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:  
 
• replace  the  comma  with  a  semi-­‐colon  
 
Clean  water  is  a  basic  human  need;  its  presence  is  crucial  for  all  densely  populated  societies.    
 
• replace  the  comma  with  a  full  stop  
 
Clean  water  is  a  basic  human  need.  Its  presence  is  crucial  for  all  densely  populated  societies.    
 
• 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  was  the  most  densely  settled  
municipality  in  Sydney.  
 
5.   The  unions  are  not  asking  for  more  money  they  are  asking  for  better  working  conditions.  
 
✪ ✪ You  can  now  check  the  answers  in  the  Answer  Key  at  the  back  of  the  unit.  
 

1.4   The  colon  

 
The   colon   indicates   an   even   closer   relationship   between   parts   of   a   sentence   than   the  
semi-­‐colon.   It   is   often   used   to   point   forward   to   an   explanation   or   restatement   of  
meaning,   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:  
 

Examples:  
 
    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...’  
 
 

  9  
Basic  English  Grammar  Module:  Unit  4.  Independent  Learning  Resources    
©  Learning  Centre  University  of  Sydney.  This  Unit  may  be  copied  for  individual  student  use.    

✪  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.  
 
...........................................................................................................................................  
 
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.’  
 
...........................................................................................................................................  
 
✪ ✪ You  can  now  check  the  answers  in  the  Answer  Key  at  the  back  of  the  unit.  
 

1.5   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  
 
✪ ✪ You  can  now  check  the  answers  in  the  Answer  Key  at  the  back  of  the  unit.  
 

  10  
Basic  English  Grammar  Module:  Unit  4.  Independent  Learning  Resources    
©  Learning  Centre  University  of  Sydney.  This  Unit  may  be  copied  for  individual  student  use.    

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  
 

2.0   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.  
 

✪  Exercise  5  
 

TEXT  1  
The  technique  has  many  advantages  over  conventional  bioassays  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  
 
✪ ✪ You  can  now  check  the  answers  in  the  Answer  Key  at  the  back  of  the  unit.  
   

  11  
Basic  English  Grammar  Module:  Unit  4.  Independent  Learning  Resources    
©  Learning  Centre  University  of  Sydney.  This  Unit  may  be  copied  for  individual  student  use.    

Unit  3A:  Answer  Key  to  Exercises  

✪ ✪ Exercise  1:  Answer  

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:  Answer  

 
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  was  the  
most  densely  settled  municipality  in  Sydney.  
 
5.   The   unions   are   not   asking   for   more   money;   they   are   asking   for   better   working  
conditions.  
   

  12  
Basic  English  Grammar  Module:  Unit  4.  Independent  Learning  Resources    
©  Learning  Centre  University  of  Sydney.  This  Unit  may  be  copied  for  individual  student  use.    

✪ ✪ Exercise  3:  Answer  

 
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:  Answer  

 
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:  Answer  

TEXT  1  
The  technique  has  many  advantages  over  conventional  bioassays  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.  

  13