Full Stop (.) Comma (,) Apostrophe

Total Page：16

File Type：pdf, Size：1020Kb

Using full stops Full Stop (.) End of a sentence: The sunset was beautiful. Used to mark the end of a sentence. I’m not a good cook, but I try my best. Also used in abbreviations In abbreviations: You can buy wine, beer, etc. at the bar. Please return it by 29th Oct. at the latest. Using commas Comma (,) In lists: There’s a choice of duck, pork, beef or fish. Used in four main cases: In direct speech: “Pass the salt,” he said. lists To separate clauses in complex sentences: direct speech We met in York, where I was living then. to separate clauses To mark off parts of a sentence: to mark off parts of a sentence My brother, David, will be joining us. Using apostrophes Apostrophe (’) Showing possession: Used in two main ways: This pen is Priya’s. to show possession Showing possession (plural ending in ‘s’): (belonging to) She attends a girls’ school in Cornwall. to show omission Showing omission: (missing letters) Don’t use those stairs. It’s cold today. TES Classroom Grammar: Punctuation Using inverted commas Inverted commas (‘’) Direct speech: “You never listen to me,” she said. Used to indicate direct speech or “Why should I?” he replied. quotation. Quotation: Also known as quotation marks or The minister’s plans were described as ‘too speech marks. ambitious’ and lacking ‘a clear focus’. Can be single ‘’ or double “” Using exclamation marks Exclamation mark (!) “Look out!” he cried. Used to end a sentence expressing an exclamation. These are best avoided in formal writing. In direct speech it can also be used to indicate dialogue spoken loudly. Using question marks Question mark (?) How do I get to the library? Used to end a sentence or statement which poses a question. Why do giraffes have long necks? Questioning words: how, why, where, when, who, what. TES Classroom Grammar: Punctuation Using colons Colon (:) Between two clauses: Used in between two related clauses, I knew what I had to do: confess my crime. where the second clause cannot stand Introducing a list: alone. You will need the following ingredients: flour, sugar, eggs, milk Also used to introduce a list Before a quote: before quotation or direct Everyone remembers Hamlet’s dilemma: speech “to be or not to be.” Using semicolons Semicolon (;) Call me tomorrow; I’ll know the answer Used in between two equal clauses, then. which are closely related but could stand alone. The flight was long; Australia is very far away. TES Classroom Grammar: Punctuation .

Copy Link

Recommended publications

Punjabi Language Characteristics and Role of Thesaurus in Natural
Dharam Veer Sharma et al, / (IJCSIT) International Journal of Computer Science and Information Technologies, Vol. 2 (4) , 2011, 1434-1437 Punjabi Language Characteristics and Role of Thesaurus in Natural Language processing Dharam Veer Sharma1 Aarti2 Department of Computer Science, Punjabi University, Patiala, INDIA Abstract---This paper describes an attempt to explain various 2.2 Characteristics of the Punjabi Language characteristics of Punjabi language. The origin and symbols of Modern Punjabi is a very tonal language, making use of Punjabi language are presents in this paper. Various relations various tones to differentiate words that would otherwise be exist in thesaurus and role of thesaurus in natural language identical. Three primary tones can be identified: high-rising- processing also has been elaborated in this paper. falling, mid-rising-falling, and low rising. Following are characteristics of Punjabi language [3] [4]. Keywords---Thesaurus, Punjabi, characteristics, relations 2.2.1 Morphological characteristics Morphologically, Punjabi is an agglutinative language. That 1. INTRODUCTION is to say, grammatical information is encoded by way of A thesaurus links semantically related words and helps in the affixation (largely suffixation), rather than via independent selection of most appropriate words for given contexts [1]. A freestanding morphemes. Punjabi nouns inflect for number thesaurus contains synonyms (words which have basically the (singular, plural), gender (masculine, feminine), and same meaning) and as such is an important tool for many declension class (absolute, oblique). The absolute form of a applications in NLP too. The purpose is twofold: For writers, noun is its default or uninflected form. This form is used as it is a tool - one with words grouped and classified to help the object of the verb, typically when inanimate, as well as in select the best word to convey a specific nuance of meaning, measure or temporal (point of time) constructions.
[Show full text]
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…‘.
[Show full text]
Working with Ranges and Wildcard
Using Ranges and Wildcards in Market Insight Text variables can be identified in the System Explorer because they have an ABC icon to the left of the variable name. When searching for a business by name Ranges and Wildcards will be helpful to identify unknown characters or spaces using the wildcards of: * and ?. It is important to use both the business and the tradestyle name when searching for a business. The reason is because the name you are searching for could be in either the business name or the tradestyle. We will use Adobe in our examples and the variables of: Business Name variable ( ) and Tradestyle Name ( ). 1. The following will match business names that are *exactly the same as [each character must be the same as] the search name criteria. Our match string would look as such: =”Adobe” This example will return only businesses with names having the exact same 5 characters will match – i.e. “Adobe”, but not “Adobe Ltd” 1 * Or you can use the Exact Match option in the same drop down and it will return the same results: 2. The asterisk symbol, *, is used to stand for any number of characters [zero or one or multiple]. If we use the root word of Adobe and then an asterik this will return names that *begin with Adobe. The string would as follows: =”Adobe*” 2 This example will match “Adobe” (in this case the * is matching zero characters) and “Adobe Ltd” (in this case the * is matching 4 characters, “ Ltd”) * Or you can use the Begins With option in the same drop down and it will return the same results: 3.
[Show full text]
19. Punctuation
punctuation 19. Punctuation Punctuation is important because it helps achieve clarity and readability . ’ Apostrophes Use • before the “s” in singular possessives: The prime minister’s suggestion was considered. • after the “s” in plural possessives: The ministers’ decision was unanimous. Do not use • in plural dates and abbreviations: 1930s, NGOs • in the possessive pronoun “its”: The government characterised its budget as prudent. See also: Capitalisation, pp. 66-68. : Colons Use • to lead into a list, an explanation or elaboration, an indented quotation • to mark the break between a title and subtitle: Social Sciences for a Digital World: Building Infrastructure for the Future (book) Trends in transport to 2050: A macroscopic view (chapter) Do not use • more than once in a given sentence • a space before colons and semicolons. 90 oecd style guide - third edition @oecd 2015 punctuation , Commas Use • to separate items in most lists (except as indicated under semicolons) • to set off a non-restrictive relative clause or other element that is not part of the main sentence: Mr Smith, the first chairperson of the committee, recommended a fully independent watchdog. • commas in pairs; be sure not to forget the second one • before a conjunction introducing an independent clause: It is one thing to know a gene’s chemical structure, but it is quite another to understand its actual function. • between adjectives if each modifies the noun alone and if you could insert the word “and”: The committee recommended swift, extensive changes. Do not use • after “i.e.” or “e.g.” • before parentheses • preceding and following en-dashes • before “and”, at the end of a sequence of items, unless one of the items includes another “and”: The doctor suggested an aspirin, half a grapefruit and a cup of broth.
[Show full text]
Orthographies in Grammar Books
Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 30 July 2018 doi:10.20944/preprints201807.0565.v1 Tomislav Stojanov, [email protected], [email protected] Institute of Croatian Language and Linguistic Republike Austrije 16, 10.000 Zagreb, Croatia Orthographies in Grammar Books – Antiquity and Humanism Summary This paper researches the as yet unstudied topic of orthographic content in antique, medieval, and Renaissance grammar books in European languages, as part of a wider research of the origin of orthographic standards in European languages. As a central place for teachings about language, grammar books contained orthographic instructions from the very beginning, and such practice continued also in later periods. Understanding the function, content, and orthographic forms in the past provides for a better description of the nature of the orthographic standard in the present. The evolution of grammatographic practice clearly shows the continuity of development of orthographic content from a constituent of grammar studies through the littera unit gradually to an independent unit, then into annexed orthographic sections, and later into separate orthographic manuals. 5 antique, 22 Latin, and 17 vernacular grammars were analyzed, describing 19 European languages. The research methodology is based on distinguishing orthographic content in the narrower sense (grapheme to meaning) from the broader sense (grapheme to phoneme). In this way, the function of orthographic description was established separately from the study of spelling. As for the traditional description of orthographic content in the broader sense in old grammar books, it is shown that orthographic content can also be studied within the grammatographic framework of a specific period, similar to the description of morphology or syntax.
[Show full text]
1St Rule: FANBOYS and Compound Sentences FANBOYS Is a Mnemonic Device, Which Stands for the Coordinating Conjunctions: For, And, Nor, But, Or, Yet, and So
1st Rule: FANBOYS and Compound Sentences FANBOYS is a mnemonic device, which stands for the coordinating conjunctions: For, And, Nor, But, Or, Yet, and So. These words, when used to connect two independent clauses (two complete thoughts), must be preceded by a comma. A sentence is a complete thought, consisting of a Subject and a Verb. Conjunctions should not be confused with conjunctive adverbs, such as However, Therefore, and Moreover or with conjunctions, such as Because. 2nd Rule: Introductory Bits When using an introductory word, phrase, or clause to begin a sentence, it is important to place a comma between the introduction and the main sentence. The introduction is not a complete thought on its own; it simply introduces the main clause. This lets the reader know that the “meat” of the sentence is what follows the comma. You should be able to remove the part which comes before the comma and still have a complete thought. Examples: Generally, John is opposed to overt acts of affection. However, Lucy inspires him to be kind. If the hamster is launched fifty feet, there is too much pressure in the cannon. Although the previous sentence has little to do with John and Lucy, it is a good example of how to use commas with introductory clauses. 3rd Rule: Separating Items in a Series Commas belong between each item in a list. However, in a series of three items, the comma between the second and third item and the conjunction (generally and or or) is optional, whereas in a list of four items, the comma is necessary.
[Show full text]
Apostrophes and Quotation Marks Worksheet
TEACHER’S NOTES WORKSHEETS, ACTIVITIES & GAMES Apostrophes and Quotation Marks Activity Type Introduction Reading, matching and This punctuation worksheet helps students learn and practice writing exercises how to use apostrophes and quotation marks. Procedure Focus Give each student a copy of the two-page worksheet. Apostrophes and quotation marks Students begin by matching situations in which quotation marks and apostrophes are used with examples. Aim Exercise A - Answer key To learn and practice how to use apostrophes and 1. e 2. a 3. b 4. f 5. g 6. h 7. c 8. d quotation marks. After that, students match British and American quotation mark usage with examples. Preparation Exercise B - Answer key Make one copy of the two-page worksheet for 1. b, c 2. a, d 3. b 4. d 5. d 6. c 7. c 8. a each student. Next, students move on to rewrite phrases, adding apostrophes Level where needed. Intermediate (B1) Exercise C - Answer key 1. don't run 5. four 2's 9. a few cups of tea Time 2. three apples 6. two t's 10. my boss's office 30 minutes 3. William's party 7. can't wait 4. I'm hungry 8. my parents' house In the last exercise, students read a passage and rewrite sentences containing direct quotations, titles or terminology, adding quotation marks and apostrophes as necessary. Direct students to choose either the American or British style and use it consistently. Exercise D - Possible answers 1. The title of this article is 'Sun'. 2. The term 'yellow dwarf' is used for stars like the Sun.
[Show full text]
AIX Globalization
AIX Version 7.1 AIX globalization IBM Note Before using this information and the product it supports, read the information in “Notices” on page 233 . This edition applies to AIX Version 7.1 and to all subsequent releases and modifications until otherwise indicated in new editions. © Copyright International Business Machines Corporation 2010, 2018. US Government Users Restricted Rights – Use, duplication or disclosure restricted by GSA ADP Schedule Contract with IBM Corp. Contents About this document............................................................................................vii Highlighting.................................................................................................................................................vii Case-sensitivity in AIX................................................................................................................................vii ISO 9000.....................................................................................................................................................vii AIX globalization...................................................................................................1 What's new...................................................................................................................................................1 Separation of messages from programs..................................................................................................... 1 Conversion between code sets.............................................................................................................
[Show full text]
Appendix a Punctuation Made Easy
374 Appendix A Punctuation Made Easy Full Stop The strongest punctuation mark of all. Should be used: 1. At the end of a complete sentence (not a question or an exclamation). 2. At the end of an imperative sentence. (,Shut the door.') 3. After all initials and some abbreviations (N. R. Baines, etc., Feb., n.a., c.i.f.). 4. Between pounds and pence expressed in figures (£3.65). Comma The weakest pause mark, but the most important, since its omission can sometimes change the meaning of the sentence. Don't pepper your sentences with commas - use the meaning of the sentence as a guide. Never separate subject from verb by a comma. Never separate verb from object or predicate by a comma. Should be used: 1. To separate words or word groups in a series when there are at least three units: 'Sales are increasing, productivity is increasing, and profits are increasing.' 2. To separate a subordinate clause which precedes a main clause: 'Although we are not yet sure of the position, work will continue.' 3. To separate a relative clause whose removal would not change the basic sense of the sentence: 'This product, which is one of our traditional lines, is not expensive.' Compare: 'The product that you have selected is not expensive.' 4. To separate a phrase or word of explanation from the rest of the sentence: 'London, the swinging city, stands beside the Thames.' Note: the rule here is the same as for relative clauses, so: 'He read the article, "Management Training into the 1990s", before tackling the report.' 5.
[Show full text]
International Language Environments Guide
International Language Environments Guide Sun Microsystems, Inc. 4150 Network Circle Santa Clara, CA 95054 U.S.A. Part No: 806–6642–10 May, 2002 Copyright 2002 Sun Microsystems, Inc. 4150 Network Circle, Santa Clara, CA 95054 U.S.A. All rights reserved. This product or document is protected by copyright and distributed under licenses restricting its use, copying, distribution, and decompilation. No part of this product or document may be reproduced in any form by any means without prior written authorization of Sun and its licensors, if any. Third-party software, including font technology, is copyrighted and licensed from Sun suppliers. Parts of the product may be derived from Berkeley BSD systems, licensed from the University of California. UNIX is a registered trademark in the U.S. and other countries, exclusively licensed through X/Open Company, Ltd. Sun, Sun Microsystems, the Sun logo, docs.sun.com, AnswerBook, AnswerBook2, Java, XView, ToolTalk, Solstice AdminTools, SunVideo and Solaris are trademarks, registered trademarks, or service marks of Sun Microsystems, Inc. in the U.S. and other countries. All SPARC trademarks are used under license and are trademarks or registered trademarks of SPARC International, Inc. in the U.S. and other countries. Products bearing SPARC trademarks are based upon an architecture developed by Sun Microsystems, Inc. SunOS, Solaris, X11, SPARC, UNIX, PostScript, OpenWindows, AnswerBook, SunExpress, SPARCprinter, JumpStart, Xlib The OPEN LOOK and Sun™ Graphical User Interface was developed by Sun Microsystems, Inc. for its users and licensees. Sun acknowledges the pioneering efforts of Xerox in researching and developing the concept of visual or graphical user interfaces for the computer industry.
[Show full text]
Quotation Marks and Apostrophes In
Quotation marks and apostrophes in UEB The problem The International Council on English Braille (ICEB) is reviewing the braille signs used to represent the apostrophe and quotation marks in Unified English Braille (UEB). In print, the apostrophe is represented using the same or similar symbol as single quotation marks. In braille, these identical print symbols are represented with different braille symbols according to their meaning. Intervention may be required from braille transcribers to obtain correct braille, and automated braille generated for use on a refreshable braille display can contain errors. This document gives four options for alternative representations of the apostrophe and quotation marks in UEB. Please read the document carefully and share your opinion with us via the online survey at www.surveymonkey.com/r/UEB-apostrophe. The UEB Code Maintenance Committee will consider your responses in deciding whether to change the signs used for apostrophe and quotes. Briefly, the braille output may depend on how the print has been generated: with 'straight' or ‘directional’ apostrophes and single quotes. Different countries and publishers may use “double” or ‘single’ quotes as their predominant quotes with the other kind used as inner quotes (quotes within a quote). Apostrophes may therefore be the same print sign as the predominant or inner quotes. Sounds complicated? Suffice it to say, all these variations are routinely found in print and it can currently lead to braille errors. This document concentrates on how the braille might appear. If you would like more technical information about the problem, including a longer list of examples and how they are encoded in print, please contact [email protected].
[Show full text]
Supplemental Punctuation Range: 2E00–2E7F
Supplemental Punctuation Range: 2E00–2E7F This file contains an excerpt from the character code tables and list of character names for The Unicode Standard, Version 14.0 This file may be changed at any time without notice to reflect errata or other updates to the Unicode Standard. See https://www.unicode.org/errata/ for an up-to-date list of errata. See https://www.unicode.org/charts/ for access to a complete list of the latest character code charts. See https://www.unicode.org/charts/PDF/Unicode-14.0/ for charts showing only the characters added in Unicode 14.0. See https://www.unicode.org/Public/14.0.0/charts/ for a complete archived file of character code charts for Unicode 14.0. Disclaimer These charts are provided as the online reference to the character contents of the Unicode Standard, Version 14.0 but do not provide all the information needed to fully support individual scripts using the Unicode Standard. For a complete understanding of the use of the characters contained in this file, please consult the appropriate sections of The Unicode Standard, Version 14.0, online at https://www.unicode.org/versions/Unicode14.0.0/, as well as Unicode Standard Annexes #9, #11, #14, #15, #24, #29, #31, #34, #38, #41, #42, #44, #45, and #50, the other Unicode Technical Reports and Standards, and the Unicode Character Database, which are available online. See https://www.unicode.org/ucd/ and https://www.unicode.org/reports/ A thorough understanding of the information contained in these additional sources is required for a successful implementation.
[Show full text]