Practical usage of punctuation marks

A similar example is found in the same author: Fielding was a blank, frank atheist, but he respected every opinion his friend held: to do this is essential to friendship. The part preceding the colon in this case is itself a compound sentence (in a somewhat loose application of the term); this, however, is irrelevant for the fact that the colon is a signal of a compound sentence, in so far as there is an independent clause on either side of it.

The function of the colon is somewhat more complicated because it is occasionally used to introduce direct speech. It is well known, however, that this use of the colon is much less characteristic of English than of Russian: in English direct speech is often preceded by a comma, especially if it does not begin a new paragraph.

The grammatical significance of the comma is much harder to define. Its uses are so varied that it appears to be practically impossible to give it a general characteristic: it may mark the end of a main clause, or of a subordinate clause, or it may stand between homogeneous members (whether subjects, predicates, predicatives, objects, adverbial modifiers, or attributes), or it may also mark off an apposition, a direct address, etc. The only thing that may perhaps be said about the function of the comma in general is, that it marks some kind of syntactical division. It will perhaps be best to illustrate this by pointing out contexts in which a comma would not be possible. These are:

(1) The group of attribute and head word (by attribute is meant one that is not loose). No comma would for instance be possible after the word one, or after two, or after distinct in the following sentence: At one period two distinct tombs containing Esmiss Esmoor's remains were reported. (FORSTER) (2) The group of subject and predicate. Thus, no comma would be possible after the word Fielding in the sentence, Fielding said no more (Idem), or after the word Weeks, or after eyes, or Philip, or American in the sentence Weeks spoke seriously, but his gray eyes twinkled a little at the end of his long speech, and Philip flushed when he saw that the American was making fun of him. (MAUGHAM) Commas are also impossible in certain other groups, as between a preposition and a noun. The essential point is, that a comma does mark some kind of grammatical division, at least that between homogeneous parts of a sentence or that between a loose secondary part and the rest of the sentence. The more exact function of a comma in every given case can only be made out by considering its syntactical surroundings.

Such, then, would appear to be the grammatical functions of punctuation marks. They might also be shown by a very simple experiment: dropping all punctuation marks from a certain passage in a text and finding out what points in the grammatical structure

 

1.5 The Comma 

The Comma of the passage are lost or at least obscured by this omission. This would reveal the exact value of punctuation from the grammatical viewpoint.

The function of inverted commas, or quotation marks (" "), stands somewhat apart from that of other punctuation marks. From the grammatical viewpoint inverted commas appear to have no significance.

A similar investigation might be made about the grammatical value of intonation. But this would require experimental study of English pronunciation, which lies beyond the scope of this book. Some main points concerning the grammatical value of intonation are to be found in books on phonetics.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER II

Practical usage of punctuation marks

Plural nouns

In writing, we place an apostrophe ('):

• before the possessives on singular nouns, e.g. a girl's book; a man's best friend, and on irregular plural nouns, e.g. The People's Republic; women's clothes.

• after the possessives on regular plural words, e.g. the books' covers; the dogs' tails and on singular nouns ending in s, e.g. the series' end; James' friend.⁶

The pronunciation rules for 's are the same as those for regular plural endings

Linking two or more adjectives together

In writing we generally separate the adjectives in a list by commas when they all qualify the same noun.

A dark, gloomy, terrifying, clearing. We leave out commas when one adjective qualifies another. A pale blue vase.

Direct speech

We generally indicate direct speech by enclosing it in either single or double inverted commas: '. . .' or ". . .".

If this direct speech is enclosed in double inverted commas, then we use single inverted commas to enclose any further direct speech that is embedded in this {"What do you mean, 'Mary's had enough'?") or vice versa.

Grammar for English language teachers

Increasingly, people use a colon (:) to introduce direct speech. More traditionally, we use a comma to introduce this, or we place a comma before the second inverted comma when followed by a phrase like he said.

He said, 'I like you.'

'I like you,' he said.

 

 

Relative clauses

Some relative clauses simply provide information which is additional to the information in the main clause (non-defining relative clauses). We generally use a comma to separate these clauses from the main clause.

 She gave the uneaten food to the children, who cooed with delight.

Some relative clauses identify something from other, similar things (defining relative clauses). In this case we don't use a comma to separate the clauses.

The child who was crying eventually found her mother.

We always use a comma before a relative clause that qualifies the whole of the main clause.

The bus came at last, which was an enormous relief.

Defining and non-defining clauses

Grammars and coursebooks for learners of English usually suggest that non-defining clauses and phrases are separated from the main clause by commas This is sensible advice to give to learners, and enables them to choose between defining and non-defining clauses and phrases in writing.

In fact, however, we often leave out the commas where the context makes it clear that a clause or phrase doesn't have a defining function. As the following demonstrates, this practice is very widespread, through a range of genres ([ ] shows where a comma could be used but wasn't in the original):

Exercises for punctuation

a) Newspaper report

The Bank of England's huge operation for the pound [ ] which ended in Britain's humiliating departure from the Exchange Rate Mechanism on Black Wednesday [ ] has left the Government facing losses of up to £5 billion.

b) Information on packaging

Hovis Wheatgerm Bread has 4 times as much Germ as 100% Wholemeal Bread [ ] which gives it the distinctive taste that all the family enjoys.

c) History

The London Docks, however, faced increasing pressure from Tilbury [ ] which could handle larger boats.

d) 'Literary' fiction

Oldmeadow shoved the man away [ ] who moved a foot or two then came back again.

e) Popular fiction

She found a crumpled tissue and blew her nose violently. She never cried. Strong Alice hadn't cried since after Charlie [ ] which was obviously post-natal.

f) Formal correspondence

I enclose a note of my charges [ ] which I would mention I have limited to the absolute minimum and I look forward to receiving a cheque in settlement in due course.⁷

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CONCLUSION

 

To build a statement, which will express any kind of thoughts it is not enough just to choose some relevant words and tell them one after another. Words, which speaker uses during his/her speech have to be connected with each other in a special order and should be put into shape of a united complex, which is especially involved into the communicative situation.

Punctuation has a special sense during building of speech expressions because on where speaker will make breaks depends the whole understanding of the expressions.

Certain psychological, linguistical and cognitive factors make writing more difficult type of communication, which needs a careful selecting of linguistic tools, high level of logicality and interrelationship of comments, keeping certain functional limits and requirements to the organization of different kinds of written messages. That is why during the study of English punctuation it is of a high importance to be very attentive, because in spite of that fact that some rules in English and Russian are similar the bigger part of grammar rules are differs and there are some language structure differents. In different languages the relations between punctuation, intonation, and grammar (syntax) may be different, that is, punctuation may tend to indicate intonation to a greater or to a smaller extent. It certainly always has something to do with grammar. Now from this viewpoint it may be said that in English punctuation is connected with intonation to a greater extent than in Russian. I think that it is not only student who has to be very attentive during the study of the punctuation but also a teacher, because depending on which method of teaching teacher will use depends will students immediately understand the theme or will the punctuation be a terra incognita for them until the end of times.

Studying punctuation is a very laborious work, directed to the leaning punctuation rules, exceptions and mostly spread examples. The gaps of knowledge in this sphere have not only students but also professional translators and teachers. Writing in general and punctuation in particular even on native language needs a serious preliminary study, higher level of physical and intellectual activity. Learning punctuation is a very long process. The low level of knowledge of native language writing makes foreign writing teaching even harder.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

List of Literature

1. Grammar for English Language teachers with Exercises and a Key, Martin Parrott, Cambridge University Press, 1996
2. Строй современного английского языка, Б.А. Ильиш, Издательство «Просвещение», 1971
3. Практическая грамматика английского языка, Л. Кутузов, Москва Вече, 1998
4. Modern English Grammar, N. M. Rayevska, Кiev 1976
5. Бархударов Л.С., Штеллинг Д.А. Грамматика английского языка – 4-е изд. – М.: Высшая школа, 1973.
6. Хэкболдт П. Изучение иностранных языков. М., Просвещение, 1963.
7. Ur P. A Course in Language Teaching: Practice and Theory. Cambridge University, 1997.
8. Бим И.Л. «Теория и практика обучения иностранному языку в средней школе» М., 1988
9. Beginning to Write, Paperback, Cambridge University Press, 1999
10. Second Language Learning and Language teaching. Second edition. Vivian Cook// Arnold
11. Haycraft, J. 1978. An introduction to English language teaching. Harlow: Longman.
12. Abbott, G., D. McKeating, J. Greenwood, and P. Wingard. 1981. The teaching of English as an international language. A practical guide. London: Collins.

 

¹ Строй современного английского языка, Б.А. Ильиш, Издательство «Просвещение», 1971

² Строй современного английского языка, Б.А. Ильиш, Издательство «Просвещение», 1971

³ Modern English Grammar, N. M. Rayevska, Кiev 1976

⁴ Grammar for English Language teachers with Exercises and a Key, Martin Parrott, Cambridge University Press, 1996

⁵ Строй современного английского языка, Б.А. Ильиш, Издательство «Просвещение», 1971

⁶ Grammar for English Language teachers with Exercises and a Key, Martin Parrott, Cambridge University Press, 1996

⁷ Grammar for English Language teachers with Exercises and a Key, Martin Parrott, Cambridge University Press, 1996