PUNCTUATIONPUNCTUATION

THE MOST IMPORTANT MARKS OF PUNCTUATION ARE:THE MOST IMPORTANT MARKS OF PUNCTUATION ARE:

. . PERIOD (FULL STOP)PERIOD (FULL STOP)

? QUESTION MARK? QUESTION MARK

! EXCLAMATION POINT! EXCLAMATION POINT

-- DASH-- DASH

- HYPHEN- HYPHEN

‘ ‘ APOSTROPHEAPOSTROPHE

, , COMMACOMMA

; SEMICOLON; SEMICOLON

: COLON: COLON

“” “” DOUBLE QUOTATION DOUBLE QUOTATION MARKSMARKS

‘’ ‘’ SINGLE QUOTATION SINGLE QUOTATION MARKSMARKS

() PARENTHESES() PARENTHESES

[] BRACKETS[] BRACKETS

END STOPSEND STOPS

ARE MARKS OF PUNCUATION USED AT THE END OF A ARE MARKS OF PUNCUATION USED AT THE END OF A SENTENCE: PERIOD, QUESTION MARK, EXCLAMATION SENTENCE: PERIOD, QUESTION MARK, EXCLAMATION POINT. 95% OF ALL SENTENCES END WITH A POINT. 95% OF ALL SENTENCES END WITH A PERIOD.PERIOD.

USE A PERIODUSE A PERIOD AT THE END OF A DECLARATIVE SENTENCEAT THE END OF A DECLARATIVE SENTENCE AFTER MOST ABBREVIATIONS AFTER MOST ABBREVIATIONS e.g. Oct.14, at 4 p.me.g. Oct.14, at 4 p.m.. PROPERLY IN AN OUTLINE: PROPERLY IN AN OUTLINE: e.g.e.g.I.I. Pre-work jittersPre-work jitters

A.A. The night beforeThe night before

1. Setting the alarm clock1. Setting the alarm clock

2. Sleeplessness2. Sleeplessness

USE THREE SPACED PERIODS TO INDICATE USE THREE SPACED PERIODS TO INDICATE OMISSION OMISSION e.g. Some books aree.g. Some books are good, others are…not.good, others are…not.

BEFORE A DECIMAL, TO SEPARATE DOLLARS AND BEFORE A DECIMAL, TO SEPARATE DOLLARS AND CENTS: CENTS: e.g. 17.26% $4.85 $0.95e.g. 17.26% $4.85 $0.95

END STOPSEND STOPS

Use an exclamation pointUse an exclamation point To end a forceful interjection or to indicate surprise or To end a forceful interjection or to indicate surprise or

vigorous emotion: vigorous emotion: e.g. May I ask you-please!-to help me.e.g. May I ask you-please!-to help me.

REMEMBER REMEMBER

THAT EMOTION, SURPRISE, COMMAND SHOULD BE STRONG TO THAT EMOTION, SURPRISE, COMMAND SHOULD BE STRONG TO WARRANT THE “!”. WARRANT THE “!”.

WRITING DOTTED WITH “!”S IS A FORM OF “SCHOOLGIRL STYLE”WRITING DOTTED WITH “!”S IS A FORM OF “SCHOOLGIRL STYLE”

AN “!” AFTER A LONG SENTENCE LOOKS SILLY; MOST OF US DON’T AN “!” AFTER A LONG SENTENCE LOOKS SILLY; MOST OF US DON’T HAVE SUFFICIENT BREATH TO EXCLAIM MORE THAT A FEW WORDS HAVE SUFFICIENT BREATH TO EXCLAIM MORE THAT A FEW WORDS AT A TIME.AT A TIME.

TO USE A “.”, NOT AN “!” AFTER A MILDLY IMPERATIVE SENTENCETO USE A “.”, NOT AN “!” AFTER A MILDLY IMPERATIVE SENTENCE

e.g. Take your time and work carefully.e.g. Take your time and work carefully.

Use a question markUse a question mark at the end of every direct questionat the end of every direct question to indicate a series of queries in the same sentenceto indicate a series of queries in the same sentencee.g. Are you going? Is your sister? John? Sheila?e.g. Are you going? Is your sister? John? Sheila?

THE COMMATHE COMMA

SERVES MANY DIFFERENT PURPOSES AND IS THE MOST SERVES MANY DIFFERENT PURPOSES AND IS THE MOST WIDELY USED MARK OF PUNCTUATION. IT IS ALSO THE WIDELY USED MARK OF PUNCTUATION. IT IS ALSO THE MOST TROUBLESOME.MOST TROUBLESOME.

““PANDA IS A SMALL ANIMAL THAT … EATS, SHOOTS, AND PANDA IS A SMALL ANIMAL THAT … EATS, SHOOTS, AND LEAVES”LEAVES”

FOUR PURPOSES OF THE COMMA:FOUR PURPOSES OF THE COMMA:TO INTRODUCE, TO SEPARATE, TO ENCLOSE AND SHOW TO INTRODUCE, TO SEPARATE, TO ENCLOSE AND SHOW

OMISSION.OMISSION.1) USE IT TO SEPARATE LONG INDEPENDENT CLAUSES IN A COMPOUND 1) USE IT TO SEPARATE LONG INDEPENDENT CLAUSES IN A COMPOUND

SENTENCE.SENTENCE.2) USE IT TO SET OFF A LONG INTRODUCTORY PHRASE FROM AN 2) USE IT TO SET OFF A LONG INTRODUCTORY PHRASE FROM AN

INDEPENDENT CLAUSEINDEPENDENT CLAUSE3) USE A PAIR OF COMMAS TO SET OFF WORDS INSERTED W/IN A 3) USE A PAIR OF COMMAS TO SET OFF WORDS INSERTED W/IN A

SENTENCESENTENCE4) USE COMMAS TO DIVIDE ELEMENTS IN A SERIES 4) USE COMMAS TO DIVIDE ELEMENTS IN A SERIES 5) USE A COMMA TO PREVENT MISREADING: 5) USE A COMMA TO PREVENT MISREADING: e.g. The morning after a policeman came to the door.e.g. The morning after a policeman came to the door.

COMMAS TO INTRODUCECOMMAS TO INTRODUCE1) TO INTRODUCE A WORD, PHRASE, OR, ON OCCASION, 1) TO INTRODUCE A WORD, PHRASE, OR, ON OCCASION,

A CLAUSEA CLAUSEe.g. If you want something done well, do it yourself.e.g. If you want something done well, do it yourself.

2) TO INTRODUCE A STATEMENT OR QUESTION:2) TO INTRODUCE A STATEMENT OR QUESTION:e.g. I wondered, why is she so aggressive?e.g. I wondered, why is she so aggressive?

3) TO INTRODUCE A SHORT QUOTATION:3) TO INTRODUCE A SHORT QUOTATION:e.g. “I’ll never forget that,” she replied.e.g. “I’ll never forget that,” she replied.

UNLESS A “?” OR A “!” IS NEEDED:UNLESS A “?” OR A “!” IS NEEDED:e.g. “Do you think she’ll be there?”e.g. “Do you think she’ll be there?”NB! NB! WHEN THE QUOTATION IS EITHER LONG OR FORMAL, WHEN THE QUOTATION IS EITHER LONG OR FORMAL,

USE A COLON RATHER THAN A COMMAUSE A COLON RATHER THAN A COMMA

COMMAS TO SEPARATECOMMAS TO SEPARATE1) TO SEPARATE INDEPENDENT CLAUSES JOINED BY 1) TO SEPARATE INDEPENDENT CLAUSES JOINED BY

CONJUNCTIONS CONJUNCTIONS AND, BUT, YET, NEITHER, NOR, ORAND, BUT, YET, NEITHER, NOR, ORe.g. She didn’t like her work, and her distaste was obvious.e.g. She didn’t like her work, and her distaste was obvious.SOMETIMES COMMA IS OMITTED, IF THE CLAUSE IS SHORT (4-5 WORDS SOMETIMES COMMA IS OMITTED, IF THE CLAUSE IS SHORT (4-5 WORDS

LONG)LONG)

2) TO SEPARATE ADVERBIAL CLAUSE FROM THE 2) TO SEPARATE ADVERBIAL CLAUSE FROM THE INDEPENDENT CLAUSEINDEPENDENT CLAUSE

e.g. By working hard and pleasing his employers, Steve got a pay-raise. e.g. By working hard and pleasing his employers, Steve got a pay-raise. 3) TO SEPARATE WORDS, PHRASES, AND CLAUSES IN A 3) TO SEPARATE WORDS, PHRASES, AND CLAUSES IN A

SERIESSERIESe.g. I chose a tray, selected my food, and paid the cashier.e.g. I chose a tray, selected my food, and paid the cashier.SOME WRITERS OMIT THE COMMA BEFORE THE CONJUNCTION: “A, B and C”SOME WRITERS OMIT THE COMMA BEFORE THE CONJUNCTION: “A, B and C”

4) TO SEPARATE TWO OR MORE ADJECTIVES WHEN THEY 4) TO SEPARATE TWO OR MORE ADJECTIVES WHEN THEY EQUALLY MODIFY THE SAME NOUN:EQUALLY MODIFY THE SAME NOUN:

e.g. She wore an old, dirty dress and a new, pretty, expensive coat.e.g. She wore an old, dirty dress and a new, pretty, expensive coat.WHEN THE ADJECTIVES DO NOT MODIFY EQUALLY, USE NO WHEN THE ADJECTIVES DO NOT MODIFY EQUALLY, USE NO

COMMAS: COMMAS: e.g. A large green bug settled on the torn autumn leaf.e.g. A large green bug settled on the torn autumn leaf.

COMMAS TO SEPARATECOMMAS TO SEPARATE5) TO SEPARATE CONTRASTED ELEMENTS IN A SENTENCE:5) TO SEPARATE CONTRASTED ELEMENTS IN A SENTENCE:

e.g. The word begins with an s, not a c.e.g. The word begins with an s, not a c.

6) TO SEPARATE WORDS THAT MIGHT BE MISREAD6) TO SEPARATE WORDS THAT MIGHT BE MISREAD

e.g. The stock advanced five points, to twenty-one. e.g. The stock advanced five points, to twenty-one.

Soon after, she got up and left the house.Soon after, she got up and left the house.

The day after, the supervisor was absent himself.The day after, the supervisor was absent himself.

7) TO SEPARATE THOUSANDS, MILLIONS, ETC., IN FIGURES:7) TO SEPARATE THOUSANDS, MILLIONS, ETC., IN FIGURES:

e.g. The deficit amounted to $8,765,432,100 e.g. The deficit amounted to $8,765,432,100

COMMAS ARE NOT USED IN TELEPHONE #, YEARS, HOUSE #, COMMAS ARE NOT USED IN TELEPHONE #, YEARS, HOUSE #, ZIP CODES, SERIAL NUMBERS, ETC.ZIP CODES, SERIAL NUMBERS, ETC.

COMMAS TO ENCLOSECOMMAS TO ENCLOSE1) TO INCLOSE PARENTHETICAL WORDS, PHRASES, OR CLAUSES:1) TO INCLOSE PARENTHETICAL WORDS, PHRASES, OR CLAUSES:e.g. You are, on the other hand, well suited for this work.e.g. You are, on the other hand, well suited for this work.I believe, whether or not you want to know my opinion, that our company policy is I believe, whether or not you want to know my opinion, that our company policy is

wrong.wrong.2) TO ENCLOSE NON-DEFINING CLAUSES:2) TO ENCLOSE NON-DEFINING CLAUSES:e.g. Denver, which is the capital of Colorado, is densely populated.e.g. Denver, which is the capital of Colorado, is densely populated. The books, those that I own, are all paperbacks.The books, those that I own, are all paperbacks.3) TO ENCLOSE ABSOLUTE PHRASES:3) TO ENCLOSE ABSOLUTE PHRASES:e.g. The performance over, we rose to our feet.e.g. The performance over, we rose to our feet.4) TO ENCLOSE WORDS IN APPOSITION:4) TO ENCLOSE WORDS IN APPOSITION:e.g. James Green, our manager, was a kindly man.e.g. James Green, our manager, was a kindly man.5) TO ENCLOSE VOCATIVES:5) TO ENCLOSE VOCATIVES:e.g. Workers of the world, unite!e.g. Workers of the world, unite!6) TO ENCLOSE INITIALS OR TITLES FOLLOWING A PERSON’S NAME:6) TO ENCLOSE INITIALS OR TITLES FOLLOWING A PERSON’S NAME:e.g. John Campbell, Ph.D., and Robert Romano, M.A. are members of the Council.e.g. John Campbell, Ph.D., and Robert Romano, M.A. are members of the Council.7) TO ENCLOSE PLACES AND DATES WHICH EXPLAIN PRECEDING 7) TO ENCLOSE PLACES AND DATES WHICH EXPLAIN PRECEDING

PLACESPLACESe.g. He lives in Miami, Florida. His address is 1607 Ravinia Road, Peru 29, e.g. He lives in Miami, Florida. His address is 1607 Ravinia Road, Peru 29,

IllinoisIllinois

COMMAS TO INDICATECOMMAS TO INDICATE OMISSIONOMISSION

MOST SENTENCES WHICH REQUIRE A COMMA TO MAKE MOST SENTENCES WHICH REQUIRE A COMMA TO MAKE CLEAR THAT SOMETHING HAS BEEN LEFT OUT ARE CLEAR THAT SOMETHING HAS BEEN LEFT OUT ARE POORELY CONSTRUCTED AND SHOULD BE REPHRASED. POORELY CONSTRUCTED AND SHOULD BE REPHRASED.

IN RARE INSTANCES, HOWEVER, USING A COMMA TO IN RARE INSTANCES, HOWEVER, USING A COMMA TO SHOW OMISSION HELPS TO AVOID WORDINESS:SHOW OMISSION HELPS TO AVOID WORDINESS:

e.g. In this office are ten workers; in that one are sixteene.g. In this office are ten workers; in that one are sixteen

In this office are ten workers; in that, sixteen.In this office are ten workers; in that, sixteen.

UNNECESSARY COMMASUNNECESSARY COMMAS

DO NOT USE A COMMADO NOT USE A COMMA

1)BEFORE THE FIRST AND AFTER THE LAST MEMBER OF A 1)BEFORE THE FIRST AND AFTER THE LAST MEMBER OF A SERIES:SERIES:

e.g. The tea was a cold, sweet, refreshing, drink.e.g. The tea was a cold, sweet, refreshing, drink.

2) TO SEPARATE A SUBJECT FROM ITS PREDICATE:2) TO SEPARATE A SUBJECT FROM ITS PREDICATE:

e.g. We requested that the road be resurfaced.e.g. We requested that the road be resurfaced.

3) BEFORE INDIRECT QUOTATION:3) BEFORE INDIRECT QUOTATION:

e.g. The candidate stated that he was against taxation.e.g. The candidate stated that he was against taxation.

4) BETWEEN TWO INDEPENDENT CLAUSES WHERE A 4) BETWEEN TWO INDEPENDENT CLAUSES WHERE A STRONGER MARK OF PUNCTUATION IS REQUIRED STRONGER MARK OF PUNCTUATION IS REQUIRED “COMMA SPLICE”:“COMMA SPLICE”:

e.g. The foreman told me to be there early, I told him I couldn’t.e.g. The foreman told me to be there early, I told him I couldn’t.

5) W/WORDS IN APPOSITION WHICH ARE DIFINING:5) W/WORDS IN APPOSITION WHICH ARE DIFINING:

e.g. My sister Margaret is a lovely woman. e.g. My sister Margaret is a lovely woman.

UNNECESSARY COMMAS (cont.)UNNECESSARY COMMAS (cont.)

6) Indiscriminately to replace the word omitted:6) Indiscriminately to replace the word omitted:e.g. Robin said, he would come to see me.e.g. Robin said, he would come to see me.(the comma is incorrectly used for “that”)(the comma is incorrectly used for “that”)

7) IN ANY SITUATION UNLESS IT ADDS TO CLARITY 7) IN ANY SITUATION UNLESS IT ADDS TO CLARITY AND UNDERSTANDING:AND UNDERSTANDING:

e.g. Naturally, the first thing you should do, after e.g. Naturally, the first thing you should do, after reporting for work, is to see your supervisor.reporting for work, is to see your supervisor.

After the play, Martha and I went home, by taxicab, After the play, Martha and I went home, by taxicab, because we wanted, at all cost, to avoid subway because we wanted, at all cost, to avoid subway crowds.crowds.

THE SEMICOLONTHE SEMICOLONTHE SEMICOLON IS A STRONGER MARK OF PUNCTUATION THAN THE THE SEMICOLON IS A STRONGER MARK OF PUNCTUATION THAN THE

COMMA; IT SIGNIFIES A GREATER BREAK OR A LONGER OAUSE COMMA; IT SIGNIFIES A GREATER BREAK OR A LONGER OAUSE BETWEEN SENTENCE ELEMENTS.BETWEEN SENTENCE ELEMENTS.

REMEMBER: THE SMICOLON IS USED ONLY BETWEEN ELEMENTS OF REMEMBER: THE SMICOLON IS USED ONLY BETWEEN ELEMENTS OF EQUAL RANK; IT IS ENTIRELY A MARK OF EQUAL RANK; IT IS ENTIRELY A MARK OF COORDINATIONCOORDINATION..

USE THE SEMICOLON:USE THE SEMICOLON:

1) TO SEPARATE INDEPENDENT CLAUSES NOT JOINED BY A SIMPLE 1) TO SEPARATE INDEPENDENT CLAUSES NOT JOINED BY A SIMPLE CONJUNCTION:CONJUNCTION:

e.g. “If you make people think they’re thinking, they’ll love you; if you really make e.g. “If you make people think they’re thinking, they’ll love you; if you really make them think, they’ll hate you.” – them think, they’ll hate you.” – MarquisMarquis

2) TO SEPARATE INDEPENDENT CLAUSES JOINED BY A CONJUNCTIVE 2) TO SEPARATE INDEPENDENT CLAUSES JOINED BY A CONJUNCTIVE ADVERB (ADVERB (ALSO, ANYHOW, BESIDES, CONSEQUENTLY, ALSO, ANYHOW, BESIDES, CONSEQUENTLY, FURTHERMORE, HOWEVER, MOREOVER, OTHERWISE, THEREFORE, FURTHERMORE, HOWEVER, MOREOVER, OTHERWISE, THEREFORE, THUS, ETC.):THUS, ETC.):

e.g.e.g. This job is not simple; however, it’s exciting and rewarding.This job is not simple; however, it’s exciting and rewarding.

THE SEMICOLON (cont.)THE SEMICOLON (cont.)3) BETWEEN INDEPENDENT CLAUSES WHICH ARE LENGTHY OR 3) BETWEEN INDEPENDENT CLAUSES WHICH ARE LENGTHY OR

CONTAIN INTERNAL PUNCTUATION:CONTAIN INTERNAL PUNCTUATION:e.g. “As long as war is regarded as wicked, it will have its fascination; when it is e.g. “As long as war is regarded as wicked, it will have its fascination; when it is

looked upon as vulgar, it will cease to be popular.” – Wildelooked upon as vulgar, it will cease to be popular.” – Wilde

DO NOT OVERUSE SEMICOLONDO NOT OVERUSE SEMICOLON

ORDINARILY, THE SEMICOLON HAS THE SAME FUCTION AS A PERIOD: ORDINARILY, THE SEMICOLON HAS THE SAME FUCTION AS A PERIOD: IT INDICATES A COMPLETE BREAK, THE END OF ONE THOUGHT IT INDICATES A COMPLETE BREAK, THE END OF ONE THOUGHT AND THE BEGINNING OF ANOTHER. AND THE BEGINNING OF ANOTHER.

ONE FAIRLY SAFE GUIDE IS: ONE FAIRLY SAFE GUIDE IS: NO PERIOD, NO SEMICOLON:NO PERIOD, NO SEMICOLON:e.g. Inasmuch as Joe has a fiery temper; we have to be careful what we say to him.e.g. Inasmuch as Joe has a fiery temper; we have to be careful what we say to him.(a comma should be used instead of the semicolon)(a comma should be used instead of the semicolon)DO NOT USE IT AS A MARK OF INTRODUCTION:DO NOT USE IT AS A MARK OF INTRODUCTION:e.g. Dear Sir; e.g. Dear Sir; DO NOT USE IT AS A SUMMARIZING MARK:DO NOT USE IT AS A SUMMARIZING MARK:e.g. Answering the phone, typing, filing; these were my duties last summer.e.g. Answering the phone, typing, filing; these were my duties last summer.

THE COLONTHE COLONTHE COLON IS A MARK OF EXPECTATION OR ADDITION. IT’S PRIMARY THE COLON IS A MARK OF EXPECTATION OR ADDITION. IT’S PRIMARY

FUNCTION IS TO SIGNAL THE READER TO “WATCH FOR WHAT’S FUNCTION IS TO SIGNAL THE READER TO “WATCH FOR WHAT’S COMING.”COMING.”

USE THE COLON:USE THE COLON:

1) TO INTRODUCE A WORD, A PHRASE, OR CLAUSE, OR AFTER AN 1) TO INTRODUCE A WORD, A PHRASE, OR CLAUSE, OR AFTER AN INTRODUCTORY STATEMENT:INTRODUCTORY STATEMENT:

e.g. This is my problem: what do I do now?e.g. This is my problem: what do I do now?2) TO SEPARATE INTRODUCTORY WORDS FROM A LONG OR FORMAL 2) TO SEPARATE INTRODUCTORY WORDS FROM A LONG OR FORMAL

QUOTATION WHICH FOLLOWS:QUOTATION WHICH FOLLOWS:e.g. Jefferson concluded his First Inaugural Address as follows: “And may that Infinite e.g. Jefferson concluded his First Inaugural Address as follows: “And may that Infinite

Power which rules the destines of the universe…”Power which rules the destines of the universe…”3) AS A SEPARATING MARK IN SPECIAL SITUATIONS:3) AS A SEPARATING MARK IN SPECIAL SITUATIONS:A)A) IN BUSINESS LETTERS: IN BUSINESS LETTERS: e.g. Dear Mr. James:e.g. Dear Mr. James:

B)B) TITLES AND SUBTITLES OF BOOKS: TITLES AND SUBTITLES OF BOOKS: e.g. The English Novel: A e.g. The English Novel: A PanoramaPanorama

C)C) HOUR AND MINUTE FIGURES: e.g. 10:15 a.m.HOUR AND MINUTE FIGURES: e.g. 10:15 a.m.D)D) CHAPTERS AND VERSES OF THE BIBLE: e.g. Exodus, 12:31CHAPTERS AND VERSES OF THE BIBLE: e.g. Exodus, 12:31E)E) VOLUMES AND PAGE REFERENCES: e.g. War and Peace, II:122VOLUMES AND PAGE REFERENCES: e.g. War and Peace, II:122

THE COLON (cont.)THE COLON (cont.)

DO NOT OVERUSE THE COLONDO NOT OVERUSE THE COLON

DO NOT PLACE A COLON BETWEEN A PREPOSITION AND OBJECT:DO NOT PLACE A COLON BETWEEN A PREPOSITION AND OBJECT:

e.g. I am fond of: New Orleans, Seattle, Denver.e.g. I am fond of: New Orleans, Seattle, Denver.

DO NOT PLACE A COLON BETWEEN A VERB AND ITS OBJECT:DO NOT PLACE A COLON BETWEEN A VERB AND ITS OBJECT:

e.g. He liked to see: TV plays, movies, and sitcoms.e.g. He liked to see: TV plays, movies, and sitcoms.

She likes a number of activities, such as: swimming, dancing, and She likes a number of activities, such as: swimming, dancing, and cooking.cooking.

THE DASHTHE DASHTHE DASH IS A MARK OF PUNCTUATION USED TO DENOTE A SUDDEN THE DASH IS A MARK OF PUNCTUATION USED TO DENOTE A SUDDEN

BREAK OR SHIFT IN THOUGHT.BREAK OR SHIFT IN THOUGHT.

““THE INTERRUPTION, THE MARK OF ABRUPTNESS, THE SOB, THE THE INTERRUPTION, THE MARK OF ABRUPTNESS, THE SOB, THE STAMMER, THE MARK OF IGNORANCE.”STAMMER, THE MARK OF IGNORANCE.”

IT IS THE ONLY MARK OF PUNCTUATION WHICH IS NOT ON THE IT IS THE ONLY MARK OF PUNCTUATION WHICH IS NOT ON THE STANDARD KEYBOARD. TO TYPE A DASH, USE TWO HYPHENS; NO STANDARD KEYBOARD. TO TYPE A DASH, USE TWO HYPHENS; NO SPACE PRECEDES OR FOLLOW THE HYPHENS.SPACE PRECEDES OR FOLLOW THE HYPHENS.

USE THE DASH:USE THE DASH:1) TO INDICATE A BREAK OR SHIFT IN THOUGHT:1) TO INDICATE A BREAK OR SHIFT IN THOUGHT:e.g. Do we—can we—dare we ask for more money?e.g. Do we—can we—dare we ask for more money?2) TO INTRODUCE A WORD OR GROUP OF WORDS WHICH YOU WISH 2) TO INTRODUCE A WORD OR GROUP OF WORDS WHICH YOU WISH

TO EMPHASIZE:TO EMPHASIZE:e.g. What he needed most he never got—love.e.g. What he needed most he never got—love.3) TO SET OFF STRONGLY DISTINGUISHED PARENTHETICAL 3) TO SET OFF STRONGLY DISTINGUISHED PARENTHETICAL

MATERIAL: e.g. I think—no, I am positive—that you should go.MATERIAL: e.g. I think—no, I am positive—that you should go.4) TO INDICATE OMISSION OF LETTERS AND WORDS:4) TO INDICATE OMISSION OF LETTERS AND WORDS:e.g. Senator S– was from my hometown.e.g. Senator S– was from my hometown. June—October 1990June—October 1990

THE HYPHENTHE HYPHENMARK OF SEPARATION USED BETWEEN PARTS OF A WORD.MARK OF SEPARATION USED BETWEEN PARTS OF A WORD.

USE A HYPHEN:USE A HYPHEN:1) TO SEPARATE (JOIN) THE PARTS OF COMPOUND WORDS:1) TO SEPARATE (JOIN) THE PARTS OF COMPOUND WORDS:e.g. fast-moving; sister-in-law; half-asleep; X-ray; know-it-all; forty-e.g. fast-moving; sister-in-law; half-asleep; X-ray; know-it-all; forty-

seven; three-fourths seven; three-fourths

2) TO INDICATE THE DIVISION OF A WORD BROKEN AT THE END OF A 2) TO INDICATE THE DIVISION OF A WORD BROKEN AT THE END OF A LINE:LINE:

e.g. knowl-edge, ste-nog-ra-phere.g. knowl-edge, ste-nog-ra-phera)a) Never divide a monosyllable: e.g. strength, laughedNever divide a monosyllable: e.g. strength, laughedb)b) Do not divide on a syllable with a silent vowel: e.g. climbed, Do not divide on a syllable with a silent vowel: e.g. climbed,

yelledyelledc)c) Do not divide a word with only 4 letters: e.g. also, only, openDo not divide a word with only 4 letters: e.g. also, only, opend)d) Divide two consonants standing between vowels: e.g. struc-ture, Divide two consonants standing between vowels: e.g. struc-ture,

alter-native, exis-ten-tialismalter-native, exis-ten-tialisme)e) Do not divide sums of moneyDo not divide sums of moneyf)f) Do not divide initials in a name or in proper namesDo not divide initials in a name or in proper namesg)g) Do not divide units of timeDo not divide units of time

QUOTATION MARKSQUOTATION MARKS

USE QUOTATION MARKS USE QUOTATION MARKS 1) TO ENCLOSE EVERY DIRECT QUOTATION AND EACH PART OF AN 1) TO ENCLOSE EVERY DIRECT QUOTATION AND EACH PART OF AN

INTERRUPTED QUOTATION:INTERRUPTED QUOTATION:e.g. “What will my starting salary be?” I asked the manager.e.g. “What will my starting salary be?” I asked the manager. “ “Well,” he replied, “I’m not sure.”Well,” he replied, “I’m not sure.”2) IN A DIALOGUE USE A SEPARATE PARAGRAPH FOR EACH CHANGE 2) IN A DIALOGUE USE A SEPARATE PARAGRAPH FOR EACH CHANGE

OF SPEAKER:OF SPEAKER:e.g. “Dad,” cried Neil.e.g. “Dad,” cried Neil. “ “There, there, it’s gonna be just fine,” his father said.There, there, it’s gonna be just fine,” his father said.3) TO ENCLOSE WORDS WITH A WIDELY DIFFERENT LEVEL OF USAGE:3) TO ENCLOSE WORDS WITH A WIDELY DIFFERENT LEVEL OF USAGE:e.g. The person who has “had it” so far is Saddam.e.g. The person who has “had it” so far is Saddam.4) TO ENCLOSE CHAPTER HEADINGS AND THE TITLES OF ARTICLES:4) TO ENCLOSE CHAPTER HEADINGS AND THE TITLES OF ARTICLES:e.g. Grant Wood’s famed painting, “American Gothic,” was recently e.g. Grant Wood’s famed painting, “American Gothic,” was recently

reproduced in reproduced in American Heritage.American Heritage.5) USE SINGLE QUOTATION MARKS TO ENCLOSE A QUOTATION 5) USE SINGLE QUOTATION MARKS TO ENCLOSE A QUOTATION

WITHIN A QUOTATION: e.g. The coach said, ”When you say, ‘I’ll be WITHIN A QUOTATION: e.g. The coach said, ”When you say, ‘I’ll be there on time,’ I expect you to mean what you say.” there on time,’ I expect you to mean what you say.”

QUOTATION MARKS (cont.)QUOTATION MARKS (cont.)

In the British Isles the In the British Isles the useuse of the single and double of the single and double quotation marks is quotation marks is reversedreversed from the way they are from the way they are used in the United States. There the normal used in the United States. There the normal quotations and short titles are within single quotation quotations and short titles are within single quotation marks. Double quotation marks are used for titles or marks. Double quotation marks are used for titles or quotations within quotation marksquotations within quotation marks..

PLACE QUOTATION MARKS CORRECTLY WITH REFERENCE PLACE QUOTATION MARKS CORRECTLY WITH REFERENCE TO OTHER MARKSTO OTHER MARKS

1)1) THE COMMA AND THE PERIOD THE COMMA AND THE PERIOD ALWAYSALWAYS COME INSIDE COME INSIDE QUOTATION MARKS.QUOTATION MARKS.

2)2) A QUESTION MARK, EXCLAMATION POINT, OR DASH COMES A QUESTION MARK, EXCLAMATION POINT, OR DASH COMES OUTSIDEOUTSIDE QUOTATION MARKS UNLESS IT IS PART OF THE QUOTATION MARKS UNLESS IT IS PART OF THE QUOTATION. A SINGLE QUESTION MARK COMES INSIDE QUOTATION. A SINGLE QUESTION MARK COMES INSIDE QUOTATION MARKS WHEN BOTH THE NON-QUOTED AND QUOTATION MARKS WHEN BOTH THE NON-QUOTED AND QUOTED ELEMENTS ARE QUESTIONED.QUOTED ELEMENTS ARE QUESTIONED.

3)3) THE SEMICOLON AND COLON COME THE SEMICOLON AND COLON COME OUSIDEOUSIDE QUOTATION QUOTATION MARKS.MARKS.

THE APOSTROPHETHE APOSTROPHEHAS THREE USES:HAS THREE USES:1)1) TO FORM THE POSSESSIVE CASE OF NOUNS AND PRONOUNSTO FORM THE POSSESSIVE CASE OF NOUNS AND PRONOUNS2)2) TO INDICATE OMISSION OF A LETTER FROM WORDS OR A FIGURE TO INDICATE OMISSION OF A LETTER FROM WORDS OR A FIGURE

FROM NUMERALSFROM NUMERALS3)3) TO INDICATE THE PLURALS OF LETTERS, NUMERALS, SYMBOLS, TO INDICATE THE PLURALS OF LETTERS, NUMERALS, SYMBOLS,

ABBREVIATIONS.ABBREVIATIONS.USE THE APOSTROPHEUSE THE APOSTROPHE1) AND 1) AND S S TO FORM THE POSSESSIVE CASE OF A NOUN NOT ENDING IN TO FORM THE POSSESSIVE CASE OF A NOUN NOT ENDING IN SS: :

e.g. children’s; town’s e.g. children’s; town’s 2) TO FORM THE POSSESSIVE CASE OF A PLURAL NOUN ENDING IN S:2) TO FORM THE POSSESSIVE CASE OF A PLURAL NOUN ENDING IN S:e.g. boys’; ladies’e.g. boys’; ladies’3) ALONE OR WITH S TO FORM THE POSSESSIVE OF NOUNS ENDING IS S:3) ALONE OR WITH S TO FORM THE POSSESSIVE OF NOUNS ENDING IS S:e.g. Robert Burns’ /Burns’s; (RULE: WORDS OF ONE SYLLABLE)e.g. Robert Burns’ /Burns’s; (RULE: WORDS OF ONE SYLLABLE)4) AND S A IN THE LAST ELEMENT OF COMPOUND NOUNS:4) AND S A IN THE LAST ELEMENT OF COMPOUND NOUNS:e.g. my son-in-law’s boat; King Henry IV’s funeral; somebody else’s tickete.g. my son-in-law’s boat; King Henry IV’s funeral; somebody else’s ticket5) TO SHOW THAT LETTERS OF FIGURES HAVE BEEN OMITTED:5) TO SHOW THAT LETTERS OF FIGURES HAVE BEEN OMITTED:e.g. aren’t; shouldn’t; The Civil War was fought 1861-’65.e.g. aren’t; shouldn’t; The Civil War was fought 1861-’65.6) AND S TO INDICATE THE PLURALS OF NUMERALS, LETTERS, ETC.6) AND S TO INDICATE THE PLURALS OF NUMERALS, LETTERS, ETC.e.g. Uncrossed e.g. Uncrossed tt’s look like 1’s. He uses too many ’s look like 1’s. He uses too many andand’s and ’s and butbut’s in speaking.’s in speaking.