Let_s Improve Our Writing

8/17/2019 Let_s Improve Our Writing

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PRODUCCIÓN PEDAGÓGICAProf. Silvia E. Gimenez – Prof. Adriana E. Gonzalez 1

Let’s improve our

writing


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see the message in the same way the writer does, linking words also help you to articulate

those ideas and communicate them to other people.

IV. OBJECTIVES

a. To understand the importance of punctuation in writing;

b. To illustrate the need for punctuation in written language;

c. To connect sentences and paragraphs so as to transmit a message;

d. To be aware of our own mistakes in writing and improve them;

e. To be able to punctuate and connect simple and complex sentences and

paragraphs correctly.


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1. Punctuation Marks _________________________________________________ 06

1.1. Full Stop ____________________________________________________ 07

1.2. Comma _____________________________________________________ 07

1.3. Semicolon __________________________________________________ 10

1.4. Colon ______________________________________________________ 11

1.5. Apostrophe _________________________________________________ 12

1.6. Hyphen _____________________________________________________ 14

1.7. Dash ______________________________________________________ 16

1.8. Brackets ___________________________________________________ 16

1.9. Ellipsis Points _______________________________________________ 17

1.10. Inverted Commas ____________________________________________ 18


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1.11. Exclamation Marks ___________________________________________ 19

1.12. Question Marks ______________________________________________ 19

1.13. Bullet Points ________________________________________________ 20

1.14. Capitalization ________________________________________________ 21

2. Punctuation Marks Practice _________________________________________ 28

3. Linking Words ____________________________________________________ 31

4. Linking Words Practice _____________________________________________ 34

5. Run-On Sentences (Comma Splices) __________________________________ 37

6. Run-On Sentences Practice ________________________________________ 38

7. Sentence Fragments ______________________________ 40

8. Sentence Fragments Practice _______________________ 41

9. Extra Material _____________________________________ 43

10. Bibliography _____________________________________ 44


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PUNCTUATION

MARKS

Punctuation needs more attention in English teaching than it sometimes receives. It is a

systematic aspect of the written language and essential to meaning, for it performs two main

functions. One is the grammatical funct ion of making clear the

relationship between parts of sentences and of paragraphs. The other is

the rhetorical funct io n of indication tone, attitude, feeling and emphasis.

In speech, both these functions are carried out by such means as pause,

pitch, pace, intonation, and volume, often accompanied by facial

expressions and gestures. In written language, accurate punctuation is the

necessary substitute for these resources.

WHAT DO WE MEAN BY PUNCTUATION?

Punctuation marks are essential in writing. They show the reader where sentences startand finish and if they are used properly, they make your writing easy to understand.

Punctuation is a set of symbols used in writing to help indicate

something about the structure of sentences, or to assist readers in knowing

when to change the rhythm or the stress of their speaking. Depending on

the style of writing and the language used, punctuation may tend towards

one of these purposes more than the other. Common units of punctuation

in English and many other languages include the comma, period,

apostrophe, quotation mark, question mark, exclamation mark, bracket,

dash, hyphen, ellipsis, colon, and semicolon. Each of these units indicates

a different thing, and some may have multiple meanings depending on

context.


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TYPES OF PUNCTUATION MARKS

FULL STOP (.)

A ful l stop , also known as period , is the default terminal punctuation mark,

used to end a sentence without conveying any additional meaning.

Full stops are used…

to mark the end of a sentence that is a complete statement:

o My name’s Beth and I was 18 in July.

o After leaving school, she went to work in an insurance company.

to mark the end of a group of words that don’t form a conventional sentence,

so as to emph asize a statement:

o I keep reliving that moment. Over and over again.

in som e abbreviation s, for example etc., Dec., or p.m .:

o The coffee morning will be held on Thursday 15 Sept. in the Waterfront

Restaurant.

o There’s a wide range of sandwiches, pies, cakes, etc. at very reasonable prices.

in website and email addresses:

o www.oup.com (in this context, it is known as dot )

If an abbreviation with a full stop comes at the end of a sentence you

don’t need to add another full stop:

o Bring your own pens, pencils, rulers, etc.

COMMA (,)

A comma marks a slight break between different parts of a sentence. Used properly,

commas make the meaning of sentences clear by grouping and separating words,

phrases, and clauses. Many people are uncertain about the use of commas, though,

and often sprinkle them throughout their writing without knowing the basic rules.

Commas are used…

… to separate the dif ferent i tems in a l ist :

o Saturday morning started with a hearty breakfast of scrambled eggs, bacon, sausage,

and French toast.

http://www.oup.com/http://www.oup.com/http://www.oup.com/


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o The school has a vegetable garden in which the children grow cabbages, onions,

potatoes, and carrots.

The final comma in these lists (before the word ‘and’) is known as the ‘serial

comma’ . Not all writers or publishers use it, but it is used by Oxford

Dictionaries – some people refer to it as ‘the Oxford comma’. Using it is a

matter of style, but in some cases, it can make your meaning clearer. Take a

look at this sentence:

o My favourite sandwiches are chicken, bacon and ham and cheese. -

NOTE: It isn’t entirely clear from this sentence whether the writer is listing three or four of their favourite

sandwich fillings: is ‘ham’ one of their favourites and ‘cheese’ another, or is it ‘ham and cheese’ that they

like? Adding an Oxford comma makes the meaning clear:

o My favourite sandwiches are chicken, bacon, and ham and cheese.

… t o mark off sh ort asides.

o Children are quite demanding, I quite agree.

o Well, I’m sorry.

o Could you open the window, please?

o You haven’t met John, haven’t you?

… w hen a writer quotes a speaker’s words exactly as they were spoken, this is known

as direct speech. If the piece of direct speech comes after the information about who is

speaking, you need to use a comma to introduce the direct speech. The comma comes before

the first quotation mark. Note that the final quotation mark follows the full stop at the end of the

direct speech:

o Steve replied, ‘No problem.’

… at the end of a piece of direct speech, i f the speech com es before the information

about wh o is speaking. In this case, the comma goes inside the quotation mark:

o ‘I don’t agree,’ I replied.

o ‘Here we are,' they said.

http://www.oxforddictionaries.com/words/jargon-buster#direct_speechhttp://www.oxforddictionaries.com/words/jargon-buster#direct_speech


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I f a piece of direct speech takes the form of a question or an

exclamation, you should end it with a question mark or an

exclamation mark, rather than a comm a :

o ‘Stop him!’ she shouted.

o ‘Did you see that?’ he asked.

Direct speech is of ten broken up by the informat ion about w ho is

speaking. In these cases, you n eed a comma to end the first piece of

speech (inside the quotation mark) and another comma before the

second piece (before the quotation mark):

o ‘Yes,’ he said, ‘and I always keep my promises.’

o ‘Thinking back,’ she added, ‘I didn’t expect to win.’

… to separate clauses in a complex sentence (i.e. a sentence which is made up of a main

clause and one or more subordinate clauses).

The following examples show the use of commas in two complex sentences:

o Having had lunch, o we went back to work.

[subordinate clause] [main clause]

o I first saw her in Paris, o where I lived in the early nine

[main clause] [subordinate clause]

If the commas were removed, these sentences wouldn’t be as clear but the

meaning would still be the same. There are different types of subordinate

clause, though, and in some types the use of commas can be very important.

A subordinate clause beginning with ‘who’, ‘which’, ‘that’, ‘whom’, or ‘where’ is

known as a relative clause. Take a look at this example:

Passengers who have young children may board the aircraft firs [relative clause]

This sentence contains what’s known as a ‘restrictive relative clause’ . Basically, a restrictive

relative clause contains information that’s essential to the meaning of the sentence as a whole. If

you left it out, the sentence wouldn’t make much sense. If we removed the relative clause from the

example above, then the whole point of that sentence would be lost and we’d be left with the rather

puzzling statement:

o Passengers may board the aircraft first. (You should not put commas round a restrictive

relative clause.)

http://www.oxforddictionaries.com/words/clauseshttp://www.oxforddictionaries.com/words/sentences#complex_sentencehttp://www.oxforddictionaries.com/words/sentences#complex_sentencehttp://www.oxforddictionaries.com/words/clauses#main_clausehttp://www.oxforddictionaries.com/words/clauses#main_clausehttp://www.oxforddictionaries.com/words/clauses#subordinate_clausehttp://www.oxforddictionaries.com/words/clauses#subordinate_clausehttp://www.oxforddictionaries.com/words/clauses#subordinate_clausehttp://www.oxforddictionaries.com/words/clauses#relative_clausehttp://www.oxforddictionaries.com/words/clauses#relative_clausehttp://www.oxforddictionaries.com/words/clauses#subordinate_clausehttp://www.oxforddictionaries.com/words/clauses#subordinate_clausehttp://www.oxforddictionaries.com/words/clauses#subordinate_clausehttp://www.oxforddictionaries.com/words/clauses#main_clausehttp://www.oxforddictionaries.com/words/clauses#main_clausehttp://www.oxforddictionaries.com/words/sentences#complex_sentencehttp://www.oxforddictionaries.com/words/clauses


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The other type of subordinate clause beginning with ‘who’, ‘which’, ‘whom’, etc. is known as a

‘ non -restr ict ive relat ive clause ’ . A non-restrictive relative clause contains information that is notessential to the overall meaning of a sentence. Take a look at the following example:

Mary, who has two young children, has a part-time job in the library.

[relative clause]

If you remove this clause, the meaning of the sentence isn’t affected and it still makes perfect

sense. All that’s happened is that we’ve lost a bit of extra information about Mary:

- Mary has a part-time job in the library.

You need to put a comma both before and after a non-restrictive relative clause.

You sho uld us e a comma after 'however' when however means 'by con trast ' or

'on the other hand':

o However, a good deal of discretion is left in the hands of area managers.

Don't use a comm a after however when it means 'in whatever way':o However you look at it, existing investors are likely to lose out .

SEMICOLON (;)The main task of the semicolon is to mark a break that is stron ger than a

comma but not as final as a full stop.

A semicolon is used…

… between two main clauses that balance each other and are

too c losely l inked to be made into separate sentences , as in

these two examples:

o The road runs through a beautiful wooded valley; the railway line follows it.

o An art director searched North Africa; I went to the Canary Islands.

… as a stron ger divis ion in a sentence that already co ntains commas:

The study showed the following: 76% of surveyed firms monitor employee Web-

surfing activities, with 65% blocking access to unauthorized Internet locations; over

one-third of the firms monitor employee computer keystrokes; half reported storing and

reviewing employee emails; 57% monitor employee telephone behaviour, including the

inappropriate use of voicemail.

http://www.oxforddictionaries.com/words/clauses#non-restrictive_relative_clausehttp://www.oxforddictionaries.com/words/clauses#non-restrictive_relative_clausehttp://www.oxforddictionaries.com/words/clauses#non-restrictive_relative_clausehttp://www.oxforddictionaries.com/words/clauses#main_clausehttp://www.oxforddictionaries.com/words/clauses#main_clausehttp://www.oxforddictionaries.com/words/clauses#non-restrictive_relative_clause


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… t o join tw o independent c lauses when they are closely related and the relat ionsh ip is

clear.

o The robin laid three eggs; the eggs are a vibrant shade of blue.

… t o join two independent clauses with a conjun ct ive adverb:

o The sky is cloudless; therefore, we can go to the beach.

o Aliyah loves school; however, she hates grammar class.

… t o separate items in a series where each item con tains a comma with in itsel f .

o We took our friends to St. John, New Brunswick; Halifax, Nova Scotia; and

Sherbooke, Quebec, when they came for a visit last year. (there are both city and province

in each list item, the semi-colons make the list item more clear.)

COLON (:)

The colon is a unit of punctuation typically used to introduce a subsequent sentence

that is in some way logically linked to the preceding sentence. Therefore, one may find

colons serving as punctuation to introduce a list, to offset something that is a

consequence of the fact stated in the preceding sentence, or to lead into a quotation.

There are two main uses of the colon…

… to introd uce a list :

o The price includes the following: travel to London, flight to Venice, hotel

accommodation, and excursions.

o The job calls for skills in the following areas: proofing, editing, and database

administration.

… before a quotat ion, and s ometimes before direct speech:

o The headline read: ‘Taxi Driver Battles Gangsters’.

o They shouted: ‘Our families are starving! We need land!’

APOSTROPHE (’)

Are you uncertain about when to use an apostrophe? Many people have difficulty with

this punctuation mark. The best way to get apostrophes right is to understand when

and why they are used.


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An apostrophe is used…

to show that a th ing or person belongs or re lates to someone or something

(possess ion) . Here are the main guidelines for using apostrophes to show possession:

- Singular nou ns and m ost personal names. With a singular noun or most personal

names: add an apostrophe plus s:

o We met at Ben’s party.

o The dog’s tail wagged rapidly.

o Yesterday’s weather was dreadful.

… w i th personal names that end in -s: add an apostroph e plus “ s ” when you wou ld

natural ly pronou nce an extra s if you said the word ou t loud :

o He joined Charles’s army in 1642.

o Dickens's novels provide a wonderful insight into Victorian England.

o Thomas's brother was injured in the accident.

Note that there are some exceptions to this rule, especially in names of places or

organizations, for example:

o St Thomas’ Hospital

If you are not sure about how to spell a name, look it up in an official place such

as the organization’s website.

With personal names that end in -s but are not spoken with an extra s: just add

an apostrophe after the -s:

o The court dismissed Bridges' appeal.

o Connors' finest performance was in 1991.

… w i th a plural noun that already ends in -s: add an apostro phe after the s:

o The mansion was converted into a girls’ school.

o The work is due to start in two weeks’ time.

o My duties included cleaning out the horses’ stables.

… with a plural noun that doesn’t end in –s: add an apostrophe plus s:

o The children’s father came round to see me.

o He employs 14 people at his men’s clothing store.

The only cases in which you do not need an apostrophe to show belonging is in the group of

words called possessive pronouns - these are the words his, hers, ours, yours, theirs (meaning


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‘belonging to him, her, us, you, or them’) - and with the possessive determiners. These are the

words his, hers, its, our , your , their (meaning 'belonging to or associated with him, her, it, us, you,

or them').

… to show th at letters or numbers have been om itted. Here are some examples of

apostro phes that indicate miss ing letters:

o I’m - short for I am

o he’ll - short for he will

o she’d – short for she had or she would

o pick ’n’ mix - short for pick and mix

o it’s hot - short for it is hot

o didn’t - short for did not

… to show that numbers have been omitted, especial ly in dates:

o The Berlin Wall came down in the autumn of ’89 (short for 1989).

The general rule is that you should not use an apostrophe to form the plurals

of nouns, abbreviations, or dates made up of numbers: just add -s (or -es, if

the noun in question forms its plural with -es). For example:

euro euros (e.g. The cost of the trip is 570 euros.)

pizza pizzas (e.g. Traditional Italian pizzas are thin and crisp.)

apple apples (e.g. She buys big bags of organic apples and carrots.)

MP MPs (e.g. Local MPs are divided on this issue.)

1990 1990s (e.g. The situation was different in the 1990s.)

… to show the plurals of single letters:

o I've dotted the i's and crossed the t's.

o Find all the p's in appear .

… to show the plurals of s ingle numb ers:

o Find all the number 7’s.

These are the only cases in which it is generally considered acceptable to use an

apostrophe to form plurals: remember that an apostrophe should never be used toform the plural of ordinary nouns, names, abbreviations, or numerical dates.


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HYPHEN (-)Hyphens are used to l ink words and parts of words .

We use hyphens…

… in comp ound w ords to show that the component words h ave a combined meaning

(e.g. a pick-me-up, mother-in-law, good-hearted ) or th at there is a relat ionsh ip between the

words that make up the comp ound .

o Rock-forming minerals are minerals that form rocks. (But you don’t need to use them

in every type of compound word.)

… in many compound adject ives.

… when a comp ound form ed from two n ouns is m ade into a verb, for example:

noun verb

an ice skate to ice-skate

a booby trap to booby-trap

a spot check to spot-check

a court martial to court-martial

You should NOT USE a hyph en within phrasal verbs. For example:

noun + adjective noun + participle adjective + participle

accident-prone computer-aided good-looking

sugar-free power-driven quick-thinking

carbon-neutral user-generated bad-tempered

sport-mad custom-built fair-haired

camera-ready muddle-headed open-mouthed

Phrasal verb Example

build up You should continue to build up your pension.

break in They broke in by forcing a lock on the door.

stop off We stopped off in Hawaii on the way home.

http://www.oxforddictionaries.com/words/verbs#phrasal_verbshttp://www.oxforddictionaries.com/words/verbs#phrasal_verbs


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If a phrasal verb is made into a noun, though, you SHOULD use a hyphen:

Noun Example

build-up There was a build-up of traffic on the ring road.

break-in The house was unoccupied at the time of the break-in.

stop-off We knew there would be a stop-off in Singapore for refuelling.

Compound nouns

A comp ound noun is one consis t ing of two component nouns. In principle, such nouns

can be written in one of three different ways:

one word two words hyphenated

aircrew air crew air-crew

playgroup play group play-group

chatroom chat room chat-room

In the past, these sorts of compounds were usually hyphenated, but the situation is

different today. The tendency is now to write them as either one word or two separate

words. However, the most important thing to note is that you should choose one style

and stick to it within a piece of writing. Don’t refer to a playgroup in one paragraph

and a play-group in another.

… to jo in a pref ix to another word , especially if the prefix ends in a vowel and the other word

also begins with one (e.g. pre-eminent or co-own).

… to s eparate a pref ix from a name or d ate , e.g. post-Aristotelian or pre-1900 .

… to avoid confus ion wi th another word: for example, to distinguish re-cover (= provide

something with a new cover) from recover (= get well again).

… to divide word s that are not us ual ly hyphenated.

They show where a word is to be divided at the end of a line of writing. Always try to split the

word in a sensible place, so that the first part does not mislead the reader: for example, hel-

met not he-lmet ; dis-abled not disa-bled .

… to stand for a common second element in all but the last word of a list, e.g.:

o You may see a yield that is two-, three-, or fourfold.

DASH (–)

A dash is used…

http://www.oxforddictionaries.com/words/prefixes-and-suffixes#prefixeshttp://www.oxforddictionaries.com/words/prefixes-and-suffixes#prefixes


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… to mark off info rmation o r ideas that are not essential to an understanding of th e rest

of th e sentence:

o Thousands of children – like the girl in this photograph – have been left homeless.

o My son – where has he gone? – would like to meet you.

… to show other k inds of break in a sentence where a comm a, semicolon, or colon

wo uld be tradit ional ly used:

o One thing’s for sure – he doesn’t want to face the truth.

o Things have changed a lot in the last year – mainly for the better.

Dashes are especially common in informal writing, such as personal

emails or blogs, but it’s best to use them sparingly when you are

writing formally.

BRACKETS ( ) [ ]

There are two main types of brackets.

ROUND BRACKETS (also called parentheses) are mainly us ed to separate off

inform ation that isn’t essential to the meaning of th e rest of the sentence. Ifyou removed the bracketed material the sentence would still make perfectly good

sense. For example:

o Mount Everest (8,848 m) is the highest mountain in the world.o There are several books on the subject (see page 120).o He coined the term ‘hypnotism’ (from the Greek word hypnos meaning 'sleep') and

practised it frequently.

They can also be used to enclose a comment by th e person w ri t ing:

o

He’d clearly had too much to drink (not that I blamed him). SQUARE BRACKETS are mainly used to enclose words added by

someone other than the orig inal wri ter or speaker, typical ly in

order to clari fy the situat ion :

o He [the police officer] can’t prove they did it.

I f round or s quare brackets are used at the end of a sentence, the ful l stop sh ould b e

placed outside the closing bracket:

o They eventually decided to settle in the United States (Debbie's home).


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ELLIPSIS POINTS:

An ellipsis is a set of three periods (…) indicating an omission. Each periodshould have a single space or either side, except when adjacent to a quotation

mark, in which case there should be no space.

Use ellipsis points…

… in the middle of a quotat ion to indic ate the omiss ion of m aterial , use three points with

spaces b efore and after the el l ipsis.

o The First Amendment provides that "Congress shall make no law respecting . . . the

right of the people peaceably to assemble, and to petition the Government for a

redress of grievances." U.S. Const. amend. I.

… at the end o f a quotat ion to in dicate the omission of material , use four p oints -- a

three-point el l ipsis and a period. The el l ipsis sh ould f ol low a blank space.

o The First Amendment provides that "Congress shall make no law . . . abridging the

freedom of speech . . . ." U.S. Const. amend. I.

Do not place an el l ipsis at the beginnin g of a quotat ion to ind icate the omiss ion of

material.

o The First Amendment also prohibits laws "respecting an establishment of religion . . .

." U.S. Const. amend. I.

When combining a fully quoted sentence with a partially quoted sentence, or with a

second, but nonconsecutive quoted sentence, place a period at the end of the fully

quoted sentence, followed by a space, an ellipsis, another space, and the remainder of

the quoted material. Do not place a space before a period at the end of a fully quoted

sentence.

o In a unanimous decision, Justice Holmes wrote, "The question in every case is

whether the words used are used in such circumstances and are of such a nature as

to create a clear and present danger that they will bring about the substantive evils

that Congress has a right to prevent. . . . When a nation is at war many things that

might be said in time of peace are such a hindrance to its effort that their utterance

will not be endured so long as men fight and that no Court could regard them as

protected by any constitutional right." Schenck v. United States, 249 U.S. 47, 52

(1919).


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INVERTED COMMAS

Inverted commas can be single - ‘x’ - or double - ‘’x‘’. They are al so knownas quotat ion marks , speech marks , or quotes .

Inverted commas are mainly used in the following cases…

… to m ark the beginning and end of direct speech (i.e. a speaker’s words written down

exactly as they were spoken):

o ‘That,’ he said, ‘is nonsense.’

o ‘What time will he arrive?’ she asked.

… to mark of f a word or phrase that’s being discuss ed, or that’s being direct ly quoted

from s omewhere else:

o He called this phenomenon ‘the memory of water’.

o What does ‘integrated circuit’ mean?

Single or double?

There’s no rule about which to use but you should stick to one or the other

throughout a piece of writing. Single inverted commas are generally more

common in British English while American English tends to prefer double

ones.

If you find that you need to enclose quoted material within direct speech or

another quotation, use the style you haven’t used already. So, if you’ve been

using single inverted commas, put any further quoted material within double ones and vice

versa. For example:

She still sounds amazed when she says: ‘We were turned down because “we

represented too small a minority of the population”. They could still get away

with saying things like that then.’

EXCLAMATION MARK (!)

The main use of the exclamation mark is to end sentences that express:

an exclamation:

o Ow! That hurt!

o

Hello! How are you?


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direct speech that represents something sh outed or spok en very loudly:

o ‘Look up there!’ she yelled.

som ething that amu ses the wri ter:

o Included on the list of banned items was 'crochet hooks'!

An exclamation mark can also b e used in brackets after a statement to sh ow th at the

wri ter f inds i t funny or i ronic :

o She says she’s stopped feeling insecure (!) since she met him.

People tend to use a lot of exclamation marks in informal writing such as emails or text

messages, but you should avoid using them in formal writing.

QUESTION MARK (?)

A qu estion mark is us ed to indicate the end of a question:

o Have you seen the film yet?

NOTE that you don’t use a question mark at the end of a question

in reported speech:

o He asked if I had seen the film yet.

A qu est ion m ark can also be used in brackets to show th at

the wri ter is unconvin ced by a statement:

o I’m about to get started on the new project, which is apparently quite straightforward (?).

BULLET POINTS

Bullet points are used to draw attent ion to important

in format ion wi th in a document so that a reader can identify the

key issues and facts quickly. There are no fixed rules about how

to use them, but here are some guidelines:

The text introducing the list of bullet points should end with a colon.

If the text that follows the bullet point is not a proper sentence, it doesn’t need to begin

with a capital letter and it shouldn’t end with a full stop, for example:

http://www.oxforddictionaries.com/words/jargon-buster#reported_speechhttp://www.oxforddictionaries.com/words/jargon-buster#reported_speech


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Alw ays begin prop er nouns w ith a capital letter. Proper nouns are names of particular

people (Diana, Stewart, Bernadette), places (London), months (April), and so on. Common

nouns are more general (person, city, month). The following list may be helpful.

Always use a capital letter when

referr ing to God , or the names and titles

of God. (God, the Persons of the Trinity, the Holy

Trinity, the Father, the Son, the Holy Spirit, the

Saviour, the Almighty, the Messiah, the Lord, Allah,

Yahweh, etc.)

A capital letter is also used when

referr ing to sacred books (the Holly Bible,

the New Testament, the Old Testament, the

Qur'an, the Pentateuch, etc.)

Religions are also g iven capital letters

(Christianity, Buddhism, Hinduism), as are believers (Christians, Buddhists, Hindus).

Pagan god s are not given c apital letters.

o It was Neptune, god of the sea, who summoned up the storm that drowned thesailors.

o Neptune, of course, has a capital letter because that is his name but god doesn't haveone.


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I t is corr ect to use capital letters for person al pronou ns and po ssessive adject ives

referr ing to God b ut in recent years it has become less us ual.

o Let us praise God. Let us praise Him.o Let us praise His ways.

o Let us praise God. Let us praise him.o Let us praise his ways,

Either form is correct. It is important to be consistent, however, to avoid making the reader uneasy.

Use a capital letter at the beginnin g of th e first wor d of a ti t le, the last wor d, and al l the

most important words in between.

o We all enjoyed reading A Day in the Life of a Mouse.o Have you seen A Room with a View?o I read it in The Independent.

Titles include: books, plays and movies, pamphlets, musical works, television or radio programmes,

podcasts, poems, journals, magazines, published speeches, works of art, websites, and manes of specific

airplanes, trains, ships, and satellites.

Capital letters are usu al ly used at the beginning of each l ine of p oetry. An example shouldmake this clear:

O that 'twere possible,

After long grief and pain,To find the arms of my true-love

Round me once again! Alfred Lord Tennyson, 'Maud'

Some poets (E.E. Cummings, for example) deliberately take liberties with capital letters and they should bequoted accordingly.

I thank You God for most this amazingday for the leaping greenly spirits of trees

and a blue true dream of sky; and for everythingwhich is natural which is infinite which is yes

e.e. cummings, 'i thank You God'

Direct speech (a quotat ion of th e actual words of a speaker) always begin s with a capital

letter wh erever i t occ urs in a sentence.

o She said, 'We will come if we possibly can.'o 'We will come if we possibly can,' she said.o 'We will come,' she said, 'if we possibly can.'

Structurally the sentence within the inverted commas is quite self-contained. It may help to rememberthat it is a sentence within a sentence and needs its own capital letter.

Note: There is a section on the punctuation of direct speech later in the book. There are other pitfalls!


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• use capital letters in th e address and th e postco de.9 Willow Crescent,

Cosham,Portsmouth,

Hants P 0 9 2EX

• use a capital letter with the first wo rd in th e salutat ion.

Had the salutation been longer, the first word only would need to be capitalised (apart from any

names, of course.)

o Dear Mr. Askewo My dear Mr. Askewo My very dear Mr. Askew

• use of a capital letter with the first word in the body of the letter , even though it follows a

comma after 'Dear Mr. Askew'.

• use a capital letter with the first word of the compl imentary c lose. (It is a common error to use

capital letters for each word at this point.)

Yours sincerely

Yours faithfully

Your loving nephew

Writ ing a wo rd in c apital letters can

suggest the emphasis you wo uld give

that word in c onversat ion. This is a

device appropriate to inform al wri t ing

rather than to formal wri t ing.

In the extract on the right, George

MacBeth is discussing Rachel Lindsay's

poem The Congo':

Use capital letters in headings. Be alert

to the use of capital letters in printed

material: newspaper lay-outs,

advertisements, reports, leaflets,

magazines, contents pages, etc.

Typographically there are many styles of

capital letters and a huge range in

presentation is possible. The visual

implications can be very exciting.


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You will see that sometimes the initial letter of key words are used, sometimes the first and last

letters, sometimes the first part of a word, and so on. It is important to use the accepted

abbreviated form. Some dictionaries list abbreviations and contractions in an appendix.

Word s and phrases are abbreviated accord ing to a number of conventions.

o Mrs. T. (Missis Thatcher)o P.M. (Prime Minister)o G.C.S.E. (General Certificate of Secondary Education)o Dr. (Doctor)o etc. (etcetera)o approx. (approximately)o Cpl. (Corporal)

Note that capital letters o nly are used in the abbr eviated

o form of some words and phrases:o CFCs (Chlorofluorocarbons)o P.T.O. (Please turn over)

Capital letters can also useful ly dist inguish tw o form s:

o P.M. (Prime Minister)o p.m. (post meridiem = after noon)

You may

already have

noticed in your

general reading

as well as in your

reading of the

text above that

sometimes full

stops are used to indicate abbreviations and

sometimes they are not. It has actually been

perfectly acceptable for some time to omit the

full stops in such abbreviations as Mr, Mrs, Dr,

Rd, where the word has been shortened to its

first and last letters.

Mr. Brown

Mr Brown


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However, modern typing is to omit full stops with all abbreviations and this is having its effect,

although more slowly, on hand-written practice also. It may be wise to continue to use full stops

with abbreviations in handwritten work for a little longer if you are preparing for external

examinations. Some examining boards are more traditional in their practice than others.

On the other hand, it is interesting to note that two very modern additions to our vocabulary are

never used with full stops in their abbreviated form: CFCs and pic.

Have a close look at a few different newspapers and periodicals to see where they print BBC or

B.B.C., Mrs. Thatcher or Mrs. Thatcher, 17 Oct or 17th Oct., am or a.m. This will indicate the

general trend.

Words and phrases can be shortened in a less drastic way than in the abbreviations we have just been examining. If just a few letters are omitted, an apostrophe is used to show where this has

happened.

In some contractions, two words are combined into a new form and an apostrophe indicates the

missing letters.

Be very careful with the placing of the

apostrophe. Its function is to indicate the

omitted letter or letters, not to show where the

two words have been joined. In some words

the apostrophe appears to perform this

second function but do not be misled or you may

begin to use the apostrophe in the wrong place with

contractions incorporating 'not'.

did’nt didn’twould’nt wouldn’t

Apostrophes are also used…

… i n sho rtened words and phrases:

o o'clock (of the clock) - never used in its full form now!

… i n dates where the century is understoo d:

o I left South Africa in '76.

… i n plurals of abbreviat ions:


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o Only ten M.P.'s were present.

… i n plurals of letters, num bers, and sym bols

o Dot your i's and cross your t's.o Form your 6's and 9's more carefully.o Write the A's and D's in red.

… to avoid confus ion

o It is best not to use so many 'but's'.

Before we leave contractions and abbreviations, we should examine some commonly confused

homophones:


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PUNCTUATION MARKSPRACTICE

Commas, colons, semi-colons, and STOPPERS

A. Read the sentences and correct the mistakes in them.

1. I am hungry, is there anything to eat.

2. Laughing uncontrollably he staggered from the room.

3. I need help I need it urgently I am desperate.

4. Please can you help me.

5. It’s a nice recipe isn’t it.

6. He knows however that he could get home in time.

7. His behavior I regret to say has been deplorable.

8. “Anna and Matthew supper is ready”

9. “Ladies and Gentlemen our speaker has been delayed”

10. I wish my boyfriend Matt hadn’t had his ear -pierced.

11. Graham Green is a biographer Norman Shery will be authographing copies of Vol. 1 in

Dillons on Thursday.

12. Judith enjoys all school subjects Latin; French; English; Maths; Physics; Chemistry; and

History.

13. She was very tired. She had worked late the night before.

14. To my amazement, I heard Mary say; I’m never coming back.

Quotations Marks

B. Use quotation marks where necessary. Then, try to infer the rules.

1. We are off to London tomorrow, she said. Cross your fingers it doesn’t rain. We don’t want to

have to take umbrellas.

2. Star Trek was a great commercial success.


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3. Both parents said together, no, you can't go to the fair.

4. He called this phenomenon the memory of water.

5. How do you spell achievement?

6. She asked, Have you ever read Pride and Prejudice?

Capital LettersC. Use capital letters where necessary. Then, try to infer the rules.

1. “dr. jackson is coming in a second.”

2. jenny and i went to the beach together.

3. mr. roberts said that the practice had been discontinued.

4. my favourite day of the week is thursday and my favourite subject is geography.

5. roses are red

violets are blue

sugar is sweet

and so are you

6. i saw the advertisement in the times

7. She said, “we will come of we possibly can.”

8. On wednesday, march 9th, the twins were born.

9. I speak english, french and italian

10. I visited london and paris

11. God the father, god the son, and god the holy spirit are the three persons of the holy trinity.

12. We shall be reading a village by the sea.

D. Punctuate the following text.


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E. Use 40 capital letters where necessary in the letter that follows.


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Linkingwords

WHAT ARE LINKERS?

Linkers are words that relate one idea or sentence

of the text with another. They connect the ideas

logically.

WHY ARE THEY USED?

They give direction to the writer. They are also used to guide the reader through his thoughts.

They make the meaning specific,

HOW DO WE CHOOSE A LINKER?Meaning is the first and the most important principle in choosing a linker. The second is the

logical relation that needs to be made distinctly clear. For example, linkers

like because , so and therefore express logical relations which are different from those expressed

by al though , but and nevertheless.

WHAT iS THEIR USE IN PARAGRAPHS?

It is important to use linkers while describing a person, place or thing. They help us in listing

facts chronologically, linking events across time, comparing and contrasting sketches, explaining

graphic images and illustrating the main idea.


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TYPE OF LINKER OR

CONNECTOR

EXAMPLES BROAD MEANING

CAUSE / reason

Because, as, since, seeing that,thus, hence (introduce a sentence)

Because of, on account of, owing to,due to (Introduce a noun phrase)

Introduces a reason and shows aresult.

EFFECT/CONSEQUENCE

As a consequence of, As a resultof (followed by a noun phrase)

So (Introduces a sentence. No commas)

Consequently, As a consequence, As a result, Therefore

Introduces a consequence.

COMPARISON Similarly, likewise, in the sameway…

Identifies similarities between twoideas.

CONDITIONGiven that, assuming that, grantedthat…

Introduces a condition

CONCESSION /CONTRAST

But, however, even though, in spiteof, despite, despite that fact that,instead of, by contrast, on thecontrary nevertheless, nonetheless,as opposed to…

Identifies differences between twoideas.

TIME

At once, immediately, in themeantime, now that, as soon as,prior to, subsequently, eventually,meanwhile, in the meantime,whenever…

Indicates time and frequency ofevents.

EMPHASIS Especially, particularly… Emphasizes a situation, event, etc.

RESTATEMENT In other words, that is to say… Explains something in a differentway.

ADDITION

Moreover, furthermore, similarly,apart from, in addition, in addition to,what’s more, on top of that, besides,on the one hand, on the other hand,eventually.

Adds ideas in support of the mainidea.


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TYPE OF LINKER OR

CONNECTOR

EXAMPLES BROAD MEANING

EXAMPLE

For example, for instance (introducesan example referring to previously statedideas)

such as (introduces an example referring tothe last idea)

Introduces illustrations in support ofthe main idea.

PURPOSE / INTENTION

So as to, in order to (introduces an

infinitive of purpose)

In order that, so that (introduces asentence)

Introduces an intention.

SEQUENCE First, second, third, next, then, Shows the importance of the ideasby listing according to priority.

SUMMARY All in all, to conclude, Draws conclusion by summarizingthe ideas.

OPINION In my opinion, As I see it, It seems tome that, people believe,

Expresses a personal/professionalopinion or judgement.


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LINKING WORDS

PRACTICE

A. Complete the sentences with the correct linkers.

1. We went out _________________ the weather was bad.

2. She was found guilty of fraud. ______________ of this, she resigned from the government.

She spoke Japanese as __________________ as Korean.

3. She's an expert on butterflies. What's ___________________, she knows a lot about ants.

4. ____________ the contrary, he considers bullfighting a barbaric remnant of the Roman circus.

5. _________________ it's not the best option, it is definitely the cheapest.

6. ____________________ first, everyone was confused by all the changes.

7. Not __________________ are drinks cheaper in Granada than in Valencia but also the bar

snacks are free.

8. You can camp here ________________ you have permission from the local council.

9. She left the party early, _____________________ she was enjoying herself immensely.

10. The railway splits the town in two, __________________ only physically but also socially.

11. She arrived early ____________________ that she had time for a chamomile tea.

12. As ______________ she was concerned, the special offer was a con.

13. Genetically modified crops are extremely dangerous ______________ they threaten the

biodiversity of the planet.

14. ___________________ ____, I’d like to say that I agree, secondly, explain why.

15. Camels live in the desert, _____________________ dolphins live in the sea.16. In the end, we didn’t go to the cinema. We went to the theatre _______________________.

17. I don’t like strawberry ice cream. ______________ ____, I love chocolate flavor.

18. It started raining. _______________ we decided not to go.

19. Firstly, we have to think about our budget and _____________ about how much time we have.

20. I love those soft French cheeses, __________________ Camembert.

21.


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B. Rewrite the sentences. Make the necessary changes so as to use the linkers between

parentheses.

1. Isabel apologized several times. Paul wouldn’t speak to her. (but)

____________________________________________________________________________

2. We decided to walk even though it was raining. (in spite of)

____________________________________________________________________________

3. Roger works very hard to help his parents. He’s also a good student. (in addition)

____________________________________________________________________________

4. I love ice-cream. In addition, I love chocolate. (as well as)

____________________________________________________________________________

5. I’d love to come. I really haven’t got the time. (however) ____________________________________________________________________________

6. Rome is a great place to visit, but it has got terrible traffic problems. (despite)

____________________________________________________________________________

7. Miguel was very busy yesterday. He helped me. (even though)

____________________________________________________________________________

8. Sarah exercises vigorously. She can’t lose weight. (however)

____________________________________________________________________________

9. Visitors are not allowed to park here. It is a private parking area. (since)

____________________________________________________________________________

10. Joanne booked a babysitter because she wanted to go out for the evening. (in order to)

____________________________________________________________________________

11. Brenda does a lot of exercise. She is fit. (therefore)

____________________________________________________________________________

12. Mark heard the news on the radio. He was driving home. (while)

____________________________________________________________________________

13. Despite its popularity, the group hasn’t reached any gold record yet. (in spite of)

____________________________________________________________________________

14. John bought a couple of exercise-books. He wanted to catch up with the rest of the class. (so as

to)

____________________________________________________________________________

15. My brother doesn’t earn a good wage. My sister -in-law doesn’t earn a good wage. (neither…

nor) ________________________________________________________________________

16. The accident was very serious but nobody was badly injured. (even though)

____________________________________________________________________________


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C. Read the paragraph and choose the correct linker.

English food has a bad name abroad although / because / if foreigners visiting England often

meet it in the more 'popular' type of restaurant which / it / one is the easiest to find. The food in

the / a / such restaurants has to be served quickly and / as well as / in addition being cheap.

Although / Nevertheless / Together with the food is often badly cooked together with / as well

as / and presented without any imagination. This is because some of the restaurants do not pay

enough attention to what their customers want.

Together with / Moreover / Whereas these restaurants do nothing for the reputation of British

food abroad, the foreigner who takes a little trouble and compares the restaurants carefully, can eat

well in Britain.


37/45


RUN-ON

SENTENCES (ORCOMMA SPLICE)

A run-on sentence occurs when two separate sentences are joined

without any form of punctuation, or any sort of word connecting them.

It is without question the simplest of all sentence errors in that its cause

is not the result of any particular misunderstanding or misconception. Below

are several examples of run-on sentences.

Examples of Run-on Sentences:

1. The computer is a useful tool it can be used for writing papers.

2. Once upon a time there was a man his name was Josh.

3. Bees don’t eat flowers they gather nectar from them then they go back to

the hive.

Explanation of the Problem:

Run-on sentences usually occur because studentseither write very quickly, or are not paying particular

attention to their work. Such a reason should come as

good news to most students because it means that

fixing the problem is often as simple as re-reading

one’s work and then putting in an appropriate

punctuation mark.

How to Fix It:

Fixing a run-on sentence is a matter of

1) detecting the sentence in the first place, and

2) adding in a punctuation mark.

To detect the presence of a run-on sentence, a student should re-read his or her work. Reading

aloud tends to be more effective than reading to oneself because voice intonation reveals where

individual sentences start and stop. A sentence which should end in a period is typically

accompanied by a drop in the voice. A sentence which should end with a question mark will be

characterized by a rise in one’s voice. Likewise, a sentence that should end with an exclamation

point will usually end with the voice taking on a more forceful tone, or a punch.


38/45


RUN-ON SENTENCESPRACTICE

EXERCISES: Part One

A. Eliminate the following run-on sentences by inserting an

appropriate punctuation mark (a period, question mark, or

exclamation point).

1. The man took out the garbage he was cleaning the house.

2. The woman ate a pear she smiled because it was delicious.

3. After the parade we went for a walk we needed to stretch our legs.4. What should I do I think I am lost.

5. I’ve had enough I can’t take it anymore!

6. Watch my favorite movie you bet I’d like to see it again.

7. There were gardens everywhere there were some in the back there were even some aroundthe side of the house.

8. Can you go I’d really like to see you there if you can’t I’ll understand, of course.

9. Notecards are good for recipes scrap pads are good for keeping lists.

10. We won the lottery that’s wonderful!

EXERCISES: Part TWO

C. Rewrite the following run-on paragraphs by inserting an appropriate punctuation mark

11. They walked through the forest, twigs snapping beneath their feet an owl hooted a frog

croaked the sounds of the woods were all around them.

12. While sledding down the hill, Billy lost his hat his friends helped him look for it, but they

couldn’t find it they looked at the top of the hill, and they looked at the bottom of the hill it was

nowhere to be found.

13. In the cabinet Janet found an old book its cover was dusty, but she could see that it was

made of leather she blew off the dust, and when the air cleared she could barely make out the

title it was a diary she began to wonder how it got there her family had just moved into the old

house, and they had almost finished cleaning it out how the cabinet down in the cellar had been

overlooked was a mystery to her.

14. It was a cozy house with thick wooden beams supporting the ceiling and stout wooden logs

for walls the fireplace was made of stones it had a mantle with carvings of deer and bear on it,

and pegs for hanging wet mittens and scarves could the pegs be used for stockings at

Christmas of course they could!


39/45


15. There is a place, not far from here, at the edge of a meadow if you go there you’ll find a

mound of earth, with wildflowers growing upon it when the heat of the day is too much to bear, I

go ther e there’s always a breeze, and the ground is soft sometimes I see hawks circling high

above the meadow sometimes I see a fox scampering through the grass how did I find such a

place I stumbled upon it, I suppose yesterday only the bees and bugs and silent trees knew it

was there, but now you know as well.


40/45


SENTENCE

FRAGMENTS

What is a sentence fragment?

A SENTENCE FRAGMENT fails to be a sentence in the sense that it cannot

stand by itself. It does not contain even one independent clause. There are

several reasons why a group of words may seem to act like a sentence but not

have the wherewithal to make it as a complete thought.

It may locate something in time and place with a prepositional phrase or a series of such

phrases, but it's still lacking a proper subject-verb relationship within an independent

clause:

o In Japan, during the last war and just before the armistice.

This sentence accomplishes a great deal in terms of placing the reader in time and place, but there is no

subject, no verb.

It describes something, but there is no subject-verb relationship:

o Working far into the night in an effort to salvage her little boat.

This is a verbal phrase that wants to modify something, the real subject of the sentence (about to come up),

probably the she who was working so hard.

It may have most of the makings of a sentence but still be missing an important part of a

verb string:

o Some of the students working in Professor Espinoza's laboratory last semester.

Remember that an -ing verb form without an auxiliary form to accompany it can never be a verb.

It may even have a subject-verb relationship, but it has been subordinated to another

idea by a dependent word and so cannot stand by itself:

o Even though he had the better arguments and was by far the more powerful speaker.

This sentence fragment has a subject, he, and two verbs, had and was, but it cannot stand by itself because

of the dependent word (subordinating conjunction) even though. We need an independent clause to follow

up this dependent clause: . . . the more powerful speaker, he lost the case because he didn't understand

the jury.

http://grammar.ccc.commnet.edu/grammar/clauses.htmhttp://grammar.ccc.commnet.edu/grammar/clauses.htmhttp://grammar.ccc.commnet.edu/grammar/clauses.htmhttp://grammar.ccc.commnet.edu/grammar/definitions.htm#verbalhttp://grammar.ccc.commnet.edu/grammar/definitions.htm#verbalhttp://grammar.ccc.commnet.edu/grammar/definitions.htm#verbalhttp://grammar.ccc.commnet.edu/grammar/fragments.htm#clauseshttp://grammar.ccc.commnet.edu/grammar/fragments.htm#clauseshttp://grammar.ccc.commnet.edu/grammar/fragments.htm#clauseshttp://grammar.ccc.commnet.edu/grammar/fragments.htm#clauseshttp://grammar.ccc.commnet.edu/grammar/definitions.htm#verbalhttp://grammar.ccc.commnet.edu/grammar/clauses.htm


41/45


SENTENCE FRAGMENTSPRACTICE

A. Read the passages below and identify the part that is a fragment and correct it.

1. Joshua found the pressure from the gas in his stomach unbearable. Although he didn’t want

to be rude in the middle of geology class. An explosive belch erupted from his mouth.

__________________________________________________________________________

__________________________________________________________________________

2. Phillip left work early. To memorize the vocabulary that his Spanish midterm would test the

next day. But all that he could think about was Beatrice, the cure new sales associate who

worked in the camera department.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. Chewing the dry, tough, whole-grain bread bought from the health food store. Lorena.

Fantasizing about a juicy cheeseburger on a soft white bun didn't improve the taste of the

soy product sandwiched between leaves of organic lettuce.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

4.My cat Fuzz loves to sleep in inconvenient places. Lately she prefers the computer table

where her long hair sticks to the mouse pad, covers the keyboard, and clings to the screen of

the monitor.

__________________________________________________________________________

__________________________________________________________________________

5. Rocking and thrashing like a wild horse that cowboys had lassoed. At the other end of the

Laundromat, Bobby quietly read an old magazine, pretending that it was not his machine.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

http://www.chompchomp.com/frag01/frag01.08.a.htmhttp://www.chompchomp.com/frag01/frag01.08.c.htmhttp://www.chompchomp.com/frag01/frag01.08.c.htmhttp://www.chompchomp.com/frag01/frag01.09.b.htmhttp://www.chompchomp.com/frag01/frag01.09.b.htmhttp://www.chompchomp.com/frag01/frag01.09.c.htmhttp://www.chompchomp.com/frag01/frag01.09.c.htmhttp://www.chompchomp.com/frag01/frag01.10.a.htmhttp://www.chompchomp.com/frag01/frag01.10.c.htmhttp://www.chompchomp.com/frag01/frag01.10.c.htmhttp://www.chompchomp.com/frag01/frag01.10.c.htmhttp://www.chompchomp.com/frag01/frag01.10.c.htmhttp://www.chompchomp.com/frag01/frag01.10.c.htmhttp://www.chompchomp.com/frag01/frag01.10.a.htmhttp://www.chompchomp.com/frag01/frag01.09.c.htmhttp://www.chompchomp.com/frag01/frag01.09.c.htmhttp://www.chompchomp.com/frag01/frag01.09.b.htmhttp://www.chompchomp.com/frag01/frag01.09.b.htmhttp://www.chompchomp.com/frag01/frag01.08.c.htmhttp://www.chompchomp.com/frag01/frag01.08.c.htmhttp://www.chompchomp.com/frag01/frag01.08.a.htm


42/45


B. Read the passages below. Identify the fragments and correct them.

1. _____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. _____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. _____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. _____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


43/45


EXTRA MATERIAL

SEMICOLON vs. COLON: https://www.youtube.com/watch?v=6H1SQBIF628

Don PERIOD: https://www.youtube.com/watch?v=HCrVynFYy_w

Ms. EXCLAMATION!: https://www.youtube.com/watch?v=AHSKFbdYq1U

QUESTION MARKowitz: https://www.youtube.com/watch?v=AC3WqM-0TpI

QUOTATION MARKS: https://www.youtube.com/watch?v=OLB1IUNdoSE

QUOTATION MARKS: https://www.youtube.com/watch?v=WuP4WXHtqMo

The COMMMAS and the STOPPERS: https://www.youtube.com/watch?v=QzieZqtK_0Y

PUNCTUATION explained by PUNCTUATION:

https://www.youtube.com/watch?v=LdCOswMeXFQ

How to Apply CAPITAL LETTERS: https://www.youtube.com/watch?v=oN5eiMH83bE

https://www.youtube.com/watch?v=6H1SQBIF628https://www.youtube.com/watch?v=HCrVynFYy_whttps://www.facebook.com/l.php?u=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DAHSKFbdYq1U&h=TAQE0N1c9&enc=AZPcDMYhAuzEdumP1bSGCYpo9v-nYNuD9FcPkNkk4A63nBZfs3dLdRMgTFa3d9Bh4J8kkkm9SdezETm2nSdpvoJhA3DXSLNpKLPQWpsg4IYRFKM_14eiTiKYYuUU274sLihsHypEpzEmz52VA57kJPiW&s=1https://www.youtube.com/watch?v=AC3WqM-0TpIhttps://www.youtube.com/watch?v=OLB1IUNdoSEhttps://www.youtube.com/watch?v=WuP4WXHtqMohttps://www.youtube.com/watch?v=QzieZqtK_0Yhttps://www.youtube.com/watch?v=LdCOswMeXFQhttps://www.youtube.com/watch?v=oN5eiMH83bEhttps://www.youtube.com/watch?v=oN5eiMH83bEhttps://www.youtube.com/watch?v=LdCOswMeXFQhttps://www.youtube.com/watch?v=QzieZqtK_0Yhttps://www.youtube.com/watch?v=WuP4WXHtqMohttps://www.youtube.com/watch?v=OLB1IUNdoSEhttps://www.youtube.com/watch?v=AC3WqM-0TpIhttps://www.facebook.com/l.php?u=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DAHSKFbdYq1U&h=TAQE0N1c9&enc=AZPcDMYhAuzEdumP1bSGCYpo9v-nYNuD9FcPkNkk4A63nBZfs3dLdRMgTFa3d9Bh4J8kkkm9SdezETm2nSdpvoJhA3DXSLNpKLPQWpsg4IYRFKM_14eiTiKYYuUU274sLihsHypEpzEmz52VA57kJPiW&s=1https://www.youtube.com/watch?v=HCrVynFYy_whttps://www.youtube.com/watch?v=6H1SQBIF628


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1. BURT, Angela. (1993) “A Guide to Better Punctuation”. Stanley Thornes (Publishers) Ltd.

2. STRAUS, Jane. (2007) “The Blue Book of Grammar and Punctuation”. Jossey Bass. A

Wiley Imprint. 10th edition.

3. SIMMONS, Robin L. (1997-2014). Last visit: January 14th, 2015. “Grammar Bytes”

Available in http://chompchomp.com/exercises.htm.

4. UNKNOWN. (2002). “Run-on Sentences: A Skill Sheet”. Available on web:

http://www.writeguide.com/wp-content/uploads/Run-onSentences.pdf . Last visit:

December 2nd

, 2015.

5. Oxford University Press (2015) Last visit: January 16th, 2015. “Punctuation

Marks” Available in http://www.oxforddictionaries.com.

http://chompchomp.com/exercises.htmhttp://chompchomp.com/exercises.htmhttp://chompchomp.com/exercises.htmhttp://www.writeguide.com/wp-content/uploads/Run-onSentences.pdfhttp://www.writeguide.com/wp-content/uploads/Run-onSentences.pdfhttp://www.oxforddictionaries.com/http://www.oxforddictionaries.com/http://www.oxforddictionaries.com/http://www.oxforddictionaries.com/http://www.writeguide.com/wp-content/uploads/Run-onSentences.pdfhttp://chompchomp.com/exercises.htm


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