Apostrophes for Contraction Examples
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Punctuation Practice in Manuscript Sainte Geneviève 3390
Punctuation Practice in Manuscript Sainte Geneviève 3390 Isabel de la Cruz Cabanillas, University of Alcalá Abstract The aim of the present article is to explore the scribal punctuation practice in one of Richard Rolle’s epistles, Ego dormio , in manuscript Paris Sainte Geneviève 3390. Analyses of samples seek to reveal regular patterns of use concerning punctuation symbols. Special uses of punctuation may indicate either rhetorical or grammatical functions of these symbols. The method of analysis considers contextual information in the description of each punctuation symbol to identify their functions. In addition, we have used earlier works on medieval punctuation in the identification and categorization of symbols along with their already attested functions (mainly Lucas, 1971, Parkes, 1992 and Zeeman, 1956). The results of the study will be compared with these functions in order to contextualize scribal use of punctuation symbols within the tradition in Middle English manuscripts. Keywords: Richard Rolle; Ego Dormio ; punctuation; Middle English; Manuscripts 1. Introduction Despite concerted efforts to offer a general account on Middle English punctuation, the field still wants a more conclusive analysis other than Parkes’s (1992). Parkes’s study of medieval punctuation is an impressive report on the shapes and functions of medieval punctuation especially in Latin manuscripts, which, nonetheless, remains descriptively inadequate for the case of medieval English. In the last decade, English medievalists have contributed some studies to the field, although the number of these turned out to be insufficient for this general account considering the high number of manuscripts housed in collections all over the world. Jenkinson (1926: 15), Lennard (1992: 65) and Buzzoni (2008: 442), among other scholars, give a number of reasons to explain this paucity of individual punctuation studies leading to a grammar of punctuation in Middle English: - The apparent lack of consistency in the use of the punctuation marks, as each scribe seems to display an inventory of symbols. -
Formal Grammar, Usage Probabilities, and English Tensed Auxiliary Contraction (Revised June 15, 2020)
Formal grammar, usage probabilities, and English tensed auxiliary contraction (revised June 15, 2020) Joan Bresnan 1 At first sight, formal theories of grammar and usage-based linguistics ap- pear completely opposed in their fundamental assumptions. As Diessel (2007) describes it, formal theories adhere to a rigid division between grammar and language use: grammatical structures are independent of their use, grammar is a closed and stable system, and is not affected by pragmatic and psycholinguis- tic principles involved in language use. Usage-based theories, in contrast, view grammatical structures as emerging from language use and constantly changing through psychological processing. Yet there are hybrid models of the mental lexicon that combine formal representational and usage-based features, thereby accounting for properties unexplained by either component of the model alone (e.g. Pierrehumbert 2001, 2002, 2006) at the level of word phonetics. Such hybrid models may associate a set of ‘labels’ (for example levels of representation from formal grammar) with memory traces of language use, providing detailed probability distributions learned from experience and constantly updated through life. The present study presents evidence for a hybrid model at the syntactic level for English tensed auxiliary contractions, using lfg with lexical sharing (Wescoat 2002, 2005) as the representational basis for the syntax and a dynamic exemplar model of the mental lexicon similar to the hybrid model proposals at the phonetic word level. However, the aim of this study is not to present a formalization of a particular hybrid model or to argue for a specific formal grammar. The aim is to show the empirical and theoretical value of combining formal and usage-based data and methods into a shared framework—a theory of lexical syntax and a dynamic usage-based lexicon that includes multi-word sequences. -
Punctuation Guide
Punctuation guide 1. The uses of punctuation Punctuation is an art, not a science, and a sentence can often be punctuated correctly in more than one way. It may also vary according to style: formal academic prose, for instance, might make more use of colons, semicolons, and brackets and less of full stops, commas, and dashes than conversational or journalistic prose. But there are some conventions you will need to follow if you are to write clear and elegant English. In earlier periods of English, punctuation was often used rhetorically—that is, to represent the rhythms of the speaking voice. The main function of modern English punctuation, however, is logical: it is used to make clear the grammatical structure of the sentence, linking or separating groups of ideas and distinguishing what is important in the sentence from what is subordinate. It can also be used to break up a long sentence into more manageable units, but this may only be done where a logical break occurs; Jane Austen's sentence ‗No one who had ever seen Catherine Morland in her infancy, would ever have supposed her born to be a heroine‘ would now lose its comma, since there is no logical break between subject and verb (compare: ‗No one would have supposed …‘). 2. The main stops and their functions The full stop, exclamation mark, and question mark are used to mark off separate sentences. Within the sentence, the colon (:) and semicolon (;) are stronger marks of division than the comma, brackets, and the dash. Properly used, the stops can be a very effective method of marking off the divisions and subdivisions of your argument; misused, they can make it barely intelligible, as in this example: ‗Donne starts the poem by poking fun at the Petrarchan convention; the belief that one's mistress's scorn could make one physically ill, he carries this one step further…‘. -
Punctuate Your Translation Text Right: a View From
Title of article: Decoding and Encoding the Discourse meaning of Punctuation: a Perspective from English-to-Chinese Translation Author: Dr Caiwen Wang, University of Westminster, London, UK Email: [email protected] - 1 - Decoding and Encoding the Discourse meaning of Punctuation: a Perspective from English-to-Chinese Translation Abstract: This exploratory research examines translation students’ use of punctuation, by applying Newmark’s (1988) classical idea of punctuation as a discourse unit for meaning demarcation. Data was collected from a group of 25 Chinese students studying specialised translation at a British university. The research focuses on the use of two punctuation marks: comma and period or full stop. The aim is to investigate how students of translation analyse the meaning of a source text with punctuation marks and how they subsequently convert this meaning into the target language again using punctuation marks. It is found that students generally do not mechanically copy the punctuation marks of a source text into the translation. They will customize or modify the original punctuation marks according to their meaning analysis of the text and their knowledge of punctuation in source and target languages. Finally, we will discuss the implications of the research for translation education. Key words: Punctuation; semantic relationship; discourse; translation pedagogy 1. Introduction This research is an attempt to enrich data for filling the gap summarised by Rodríguez-Castro, which is that ‘[i]n the scholarly research in Translation Studies, the study of punctuation has not attracted much attention either from professionals or from researchers’ (2011:43). The research especially draws inspiration from a Master student doing her end-of-year Translation Project, where she and I, as her supervisor, discussed punctuation use in depth. -
Brief Guide to Punctuation 2020 1Jan20 FINAL.Indd
A Brief Guide to Punctuation Punctuation by font , ; : . ! ? Bookman Old Style , ; : . ! ? Book Antiqua , ; : . ! ? Sabon LT Pro , ; : . ! ? Times New Roman , ; : . ! ? Adobe Caslon pro , ; : . ! ? Minion Pro , ; : . ! ? Baskerville Old Face , ; : . ! ? Garamond , ; : . ! ? Century Gothic , ; : . ! ? Helvetica , ; : . ! ? Arial , ; : . ! ? FreightNeo Pro , ; : . ! ? Cronos Pro A Brief Guide to Punctuation for Writers and Readers by Th omas E. Kinsella A member of the Literature Program at Stockton University Copyright © Thomas E. Kinsella, 2020 Epub edition ISBN 978-1-936435-00-5 A Brief Guide to Punctuation is distributed free of charge. When shared, attribution must remain with Thomas E. Kinsella. This work may not be used for commercial purposes, and may not be altered, transformed or built upon. A pdf of this guide is available at blogs.stockton.edu/freestuff/ Contact me with comments at [email protected] 2020 a Table of Contents This guide has two parts. The first offers brief explanations of the more significant forms of punctuation; the second gives examples of light and heavy punctuation. I. Punctuation expresses meaning 7 Punctuation over time 7 Reading punctuation 8 Guide to punctuation 9 Commas in a list; the serial comma 9 Commas with adjectives 10 Commas between independent clauses 11 Commas setting apart wording 12 Commas with introductory phrases and clauses 13 Nonrestrictive and restrictive wording 14 Which hunt 16 Appositives 17 Commas with parenthetical wording 17 Commas with concluding phrases and clauses 18 Commas and contrasting wording 19 Commas and omitted material 19 Implied vs. actual subjects 19 Comma don’ts 20 Semicolons 21 Comma splices 22 Semicolons and conjunctive adverbs 22 Semicolons in complex series 23 Colons 24 Colons, semicolons and periods 24 A common mistake with colons 25 Dashes and parentheses 26 The em-dash, en-dash and hyphen 27 Apostrophes 28 Possessive pronouns 29 Punctuating quotations 30 Punctuation used to introduce quotations 32 Hyphens 33 The use of ellipses 33 Then vs. -
A Brief Guide to Punctuation
A Brief Guide to Punctuation A Brief Guide to Punctuation for Writers and Readers by Thomas E. Kinsella A member of the Literature Program at Stockton College Copyright © Thomas E. Kinsella, 2011 Epub edition ISBN 978-1-936435-00-5 A Brief Guide to Punctuation is distributed free of charge. When shared, attribution must remain with Thomas E. Kinsella. This work may not be used for commercial purposes, and may not be altered, transformed, or built upon. Feel free to contact me with comments at [email protected] Table of Contents This guide has two parts. The first offers brief explanations of the more significant forms of punctuation; the second gives examples of light and heavy punctuation. I. Punctuation expresses meaning 7 Punctuation over time 7 Reading punctuation 8 Guide to punctuation 9 Commas in a list 9 Commas with adjectives 9 Commas between independent clauses 11 Commas set apart wording 12 Commas with introductory phrases and clauses 13 Restrictive and nonrestrictive wording 13 Which hunt 15 Appositives 16 Commas with parenthetical wording 16 Commas with concluding phrases and clauses 17 Commas and contrasting wording 18 Commas and omitted material 19 Implied vs. actual subjects 19 Comma don’ts 19 Semicolons 21 Semicolons and conjunctive adverbs 21 Semicolons in complex series 22 Colons 23 Colons, semicolons, and periods 24 A common mistake with colons 25 Dashes and parentheses 25 Apostrophes 27 Possessive pronouns 28 Punctuating quotations 29 Punctuation used to introduce quotations 31 Hyphens 32 Then vs. than 32 Incomplete sentences 33 II. Weighting punctuation 35 Lighter and heavier punctuation 36 Essay checklist 42 Glossary 43 A life with punctuation, briefly 45 INTRODUCTION 7 Punctuation expresses meaning Experience is the most important component in any study of punctuation — experience reading and analyzing well-punctuated texts and experience writing well-punctuated texts. -
Punctuation for Connecting Words
rd 3 Year Form Chemistry/Biology PUNCTUATION FOR CONNECTING WORDS A connecting word helps you clarify to a reader how one idea logically links to the next idea. However, using these words with the correct meanings is only half of the battle. The other half is learning to punctuate them correctly. 1) Coordinating Conjunctions With the connectors “and” and “or”, if clauses are short and closely related (such as cause and effect), then commas are not generally used. The best way to decide if a comma is needed with “and” and “or” is to decide if there is a clear pause when you read the sentence out loud. However, the other connectors “but, yet, and so” should almost always have commas before them if they separate two clauses. Coordinators Examples She loved that movie. It was exciting, and her favorite actor had the lead role. And Sometimes the demand goes up and the price does not fall. You could take the children to the park, or you could take them to a movie. Or We need to go now or we will be late for class. But James decided to go to a movie, but Kim stayed home to study. So He made a lot of mistakes, so he had to do the assignment again. Yet Carl usually gets at least eight hours of sleep most nights, yet he’s always tired. 2) Transitions Notice in the examples below that the transition word “therefore” can have either a semi-colon or a period before it, but that it also has a comma after it. -
Investigate the Problems of Using Punctuation Among Secondary School Students
Sudan University of Science and Technology College of Education Department of English Language Investigate the Problems of Using Punctuation among Secondary School Students تقصي مشكﻻت إستخدام عﻻمات الترقيم بين طﻻب المدارس الثانوية A Research Submitted in Fulfillment of the Requirements of B.Sc. Degree in English Language Presented by: 1. Jihad Alwasilah Mohammed Abdelsadig 2. Hafsa Yasseen Mohamed Albasheer 3. Namarig Awadallah Fadul Almolaa 4. Romisa Hasim Mohammed Abdallh Supervised by: Dr. Einas Ahmed Abdalraman Fadel October 2016 i اﻵيــــــــــــــــــــة بسم اهلل الرحمن الرحيم قال تعالى: ِ ِ ِ ِ ِ )قُ ْل لَْو َكا َن الْبَ ْحُر مَداًدا ل َكلَمات َريِّب لَنَفَد الْبَ ْحُر قَ ْب َل أَْن ِ ِ ِِ ِِ تَ ْن َفَد َكلَما ُت َريِّب َولَْو جْئ نَا ِبثْله َمَدًدا( صدق اهلل العظيم سورة الكهف اﻵية )901( i Dedication I dedicate to: The fountain of patience and optimism and hope to each of the following in the presence of god and this. Messenger our mothers dear. The big heat our dear fathers. The people who paved our way of science and technology. All our teachers distinguished. Taste of the most beautiful moment with our friends. ii Acknowledgments We would like to thanks all the people to help us in accomplishing this research especially our supervisor Dr. Einas Ahmed Abdalraman Fadel for her guidance and good advice our deep thanks to our family for their support and kindness. Also we would like to thanks our fiends for their great efforts in this work. Thanks to our teachers through our academic care ear. iii Abstract The aim of this study is to investigate how punctuation marks are use in their right positions and the problems that faced students of second secondary school at Wadrmely, when using punctuation marks, a test has been use as a tool to collect information from students, the subjects were (30) and they test was distribute randomly to the students. -
Contracted Preposition-Determiner Forms in German: Semantics And
Contracted Preposition-Determiner Forms in German: Semantics and Pragmatics A Thesis Presented to the Departament de Traducci´oi Filologia, Universitat Pompeu Fabra, Barcelona In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by Estela Sophie Puig Waldm¨uller Advisor: Dr. Louise McNally Seifert March, 2008 Table of Contents 1 Introduction 1 2 Contexts where NCFs are used or preferred 4 2.1 Introduction . 5 2.2 Basic assumptions on the use of definite NPs in German . 5 2.2.1 Anaphoric use . 9 2.2.2 Endophoric use . 10 2.2.3 Generic use . 11 2.2.4 Use with inferable referents . 12 2.2.5 Use with “inherently” unique expressions . 14 2.3 NCFs as anaphoric definites . 15 2.4 NCFs as endophoric definites . 20 2.4.1 Restrictive relative clauses . 20 2.4.2 Restrictive modifiers . 22 ii TABLE OF CONTENTS iii 2.5 NCFs with inferable referents (“Bridging”) . 23 2.6 Summary . 25 3 Contexts where CFs are used or preferred 26 3.1 Introduction . 27 3.2 Overview . 27 3.3 CFs with semantically unique expressions . 31 3.3.1 “Head-Noun-Driven” uniqueness . 31 3.3.1.1 Proper nouns . 31 3.3.1.2 Time and Date expressions . 34 3.3.1.3 Abstract expressions . 35 3.3.1.4 Situationally unique individuals . 37 3.3.2 “Modifier-Driven” uniqueness: Superlatives and or- dinals . 41 3.4 CFs with non-specific readings . 42 3.4.1 Relational use . 43 3.4.2 Situational use (“Configurational use”) . 44 3.4.3 Idiomatic use . -
The Phonology and Phonetics of Rugao Syllable Contraction: Vowel Selection and Deletion
THE PHONOLOGY AND PHONETICS OF RUGAO SYLLABLE CONTRACTION: VOWEL SELECTION AND DELETION By Chenchen Xu A DISSERTATION Submitted to Michigan State University in partial fulfilment of the requirements for the degree of Linguistics — Doctor of Philosophy 2020 ABSTRACT THE PHONOLOGY AND PHONETICS OF RUGAO SYLLABLE CONTRACTION: VOWEL SELECTION AND DELETION By Chenchen Xu In Chinese languages, when two syllables merge into one that has the segments from both, the segments compete to survive in the limited time slots (Chung, 1996, 1997; Lin, 2007). The survival or deletion of segment(s) follows a series of rules, including the Edge-In Effect (Yip, 1988) and vowel selection (R.-F. Chung, 1996, 1997; Hsu, 2003), which decide on the outer edge segments and vowel nucleus, respectively. This dissertation is dedicated to investigating the phonological patterns and phonetic details of syllable contraction in Rugao, a dialect of Jianghuai Mandarin, with more focus on the vowel selection and deletion process. First, I explored the segment selecting mechanism, including the preservation or deletion of the consonantal and vocalic segments, respectively. Based on the phonological analyses, I further investigated two major questions: 1) what determines the winner of the two vowel candidates for the limited nucleus slot in the fully contracted syllable, the linearity of the vowels (R.-F. Chung, 1996, 1997) or the sonority of the vowels (Hsu, 2003), and 2) is a fully contracted syllable phonetically and/or phonologically neutralized to a non-contracted lexical syllable with seemingly identical segments with regards to syllable constituents, lengths, and vowel quality? The corpus data suggest that, 1) the Edge-In Effect (Yip, 1988) is prevalent in Rugao syllable contraction in deciding the survival of the leftmost and rightmost segments in the pre- contraction form whether they are vocalic or not, unless the phonotactics of the language overwrite it. -
A New Paradigm for Punctuation Albert Edward Krahn University of Wisconsin-Milwaukee
University of Wisconsin Milwaukee UWM Digital Commons Theses and Dissertations 5-1-2014 A New Paradigm for Punctuation Albert Edward Krahn University of Wisconsin-Milwaukee Follow this and additional works at: https://dc.uwm.edu/etd Part of the Linguistics Commons, and the Modern Languages Commons Recommended Citation Krahn, Albert Edward, "A New Paradigm for Punctuation" (2014). Theses and Dissertations. 465. https://dc.uwm.edu/etd/465 This Dissertation is brought to you for free and open access by UWM Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UWM Digital Commons. For more information, please contact [email protected]. A NEW PARADIGM FOR PUNCTUATION by Albert E. Krahn A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Linguistics at The University of Wisconsin-Milwaukee May 2014 ABSTRACT A NEW PARADIGM FOR PUNCTUATION by Albert E. Krahn The University of Wisconsin-Milwaukee, 2014 Under the Supervision of Professor Fred R. Eckman This is a comprehensive study of punctuation, particularly the uses to which it has been put as writing developed over the centuries and as it gradually evolved from an aid to oral delivery to its use in texts that were read silently. The sudden need for standardization of punctuation which occurred with the start of printing spawned some small amount of interest in determining its purpose, but most works after printing began were devoted mainly to helping people use punctuation rather than try to discover why it was being used. Gradually, two main views on its purpose developed: it was being used for rhetorical purposes or it was needed to reveal the grammar in writing. -
Possessive Contraction Pronoun Adverb It + Is = It's Its You + Are = You're Your He = Is = He's His They + Are = They're Their There Who + Is = Who's Whose
42 Name _ Date _ Contraction or Possessive Pronoun? I . Possessive Contraction Pronoun Adverb it + is = it's its you + are = you're your he = is = he's his they + are = they're their there who + is = who's whose Please select the proper word. l. The dog ate (it's, its) dinner. 2. (It' s, Its) going to rain tomorrow. 3. The team elected (it's, its) captain. 4. The man said that (it's, its) too hot to play baseball. 5. (You're, Your) studying apostrophes in this lesson. 6. (You're, Your) book is on the table. 7. If (you're, your) ready, you may begin the test. 8. Please give me (you're, your) opinion. 9. Tom said that (he's, his) lost his new iPod. 10. Jerry will lend you (he's, his) book tomorrow. 11. (Their, There, They're) going to win the game! 12. (Their, There, They're) children are at the party. 13. (Their, There, They're) goes my new car! 14. The Smiths borrowed my car. (Their, There, They're) car is in the shop. 15. It was Mr. Lee (whose, who's) car was stolen. 16. (Whose, Who's) going to the soccer game? 17. (Whose, Who's) book is this? 18. Karen was the teacher (whose, who's) book was chosen to be published. 43 Name _ Dme _ Adjective or Adverb? Please review each sentence carefully and choose the appropriate word. I. Always drive (careful, carefully). 2. Be (careful, carefully)! 3. Sara waited (patient, patiently) for class. 4.