- •History through art
- •Развитие речевой способности в контексте диалога культур и цивилизаций
- •С.В. Сомова
- •Part II
- •Part III
- •Step 1: Understanding the Information Historical Background
- •Archaic Period
- •Classical Period
- •Hellenistic Period
- •Part II Words to be pronounced and learnt
- •Part III
- •Step 2: Spelling and Vocabulary
- •Ancient rome Historical Background
- •Step 1: Understanding the Information Historical Background (509 bc – ad 476)
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •Step 4: Shaping Ideas and Facts in English
- •Step 5: Subject and Thesis
- •Part II
- •The middle ages
- •The MiDdLe aGeS
- •Historical Background
- •Part I
- •Part II
- •Part III
- •Step 1: Understanding the Information Historical Background 800 bc – 146 bc
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Hildegard of bingen
- •Part III
- •The renaissance
- •The renaissance
- •Historical Background
- •Part I
- •Part II
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Портрет высокого возрождения
- •Vincenzo perugia
- •Part IV
- •The baroque
- •The baroque
- •Historical Background
- •Part I
- •Part II
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Giovanni lorenzo bernini
- •Part V
- •The enlightenment
- •The enlightenment
- •Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Versailles
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Thomas gainsborough
- •Step 4: Shaping Ideas and Facts in English
- •Franz joseph haydn
- •George frideric handel
- •Part VI
- •Romanticism
- •Romanticism
- •Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •John constable
- •Step 4: Shaping Ideas and Facts in English
- •Part VII the new times
- •Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •The twentieth century Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Step 5: Writing an Essay
- •Topics for Your Essays
- •Reference
- •1. Writing technique
- •1.1. How to Start to Write
- •1.2. How to Take Notes
- •1.3. Library Resources for Writing
- •1.4. Effective Sentences
- •1.5. Paragraphing
- •1.6. Paraphrasing
- •2. Written forms
- •2.1. Précis-writing
- •2.2. Synopsis-making
- •2.3. Composition and Essay-Writing
- •3. Elements of style. Expressive means of the english language
- •3.1. Metaphor
- •3.2. Metonymy
- •3.3. Simile.
- •Compare
- •3.4. Epithets
- •Compare
- •3.5. Hyperbole and understatement.
- •3.6. Oxymoron
- •3.6. Irony
- •4. Punctuation
- •4.4. The comma
- •4.5. The semi-colon
- •4.6. The colon
- •4.7. Quotation marks
- •4.8. Apostrophe
- •4.9. Hyphen
- •4.10. Marks of Parenthesis
- •4.11. A series of periods
- •4.12. Punctuating within the Compound Sentences
- •4.13. Punctuating within the Complex Sentence
- •5. Capitalization
- •6. Numbers spelled out or used in figures
- •Appendix 1
- •Appendix 2
- •Dictation 1 Early Years of Christianity
- •Dictation 4
- •Dictation 5 Socrates, Plato, and Aristotle
- •Dictation 6 The Roman Republic
- •Dictation 7 The Gladiators
- •Dictation 8 The Roman Empire
- •Dictation 9 Ancient Rome
- •Dictation 10
- •Keys to
- •Ancient Rome step 1: Understanding the Information
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Part II. The Middle Ages step 1: Understanding the Information
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Part III. The Renaissance
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Vincenzo perugia
- •Part IV. The Baroque
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Giovanni Lorenzo bernini
- •Part V. The Enlightenment
- •Step 3: Punctuation and Logic
- •Thomas gainsborough
- •Part VI. Romanticism
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •John constable
- •Part VII. The New Times
- •Step 2: Spelling and Vocabulary
- •The Twentieth Century
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Resource List
- •Contents
- •Авторы-составители:
4. Punctuation
The importance of punctuation marks in English is indisputable. They are indispensable to help a reader to understand exactly what is meant by the written or printed matter. There are cases when the meaning of this or that sentence depends entirely upon its punctuation. Though such sentences are regarded to be of a bad quality, they persist. The best sentence is that which stands least in need of punctuation. Good writers try to depend upon punctuation as little as possible. But they cannot do without it altogether.
The main punctuation marks used in English are the following:
. |
the full stop, the period |
? |
the mark (point, note) of interrogation, the question mark, the interrogation mark (point) |
! |
the mark (point) of exclamation, the exclamation point (note) |
, |
the comma |
; |
the semicolon |
: |
the colon |
|
the dash |
“ ” |
(double) quotation marks, inverted commas, double quotes |
‘ |
the apostrophe |
- |
the hyphen |
( ) |
parentheses, marks of parenthesis, (round) brackets |
… |
a series of periods, suspension periods, leaders, the ellipsis |
4.1. The full stop or the period is to be used:
(1) to mark the end of a complete sentence that is neither a question nor an exclamation;
(2) to indicate an abbreviation or an abbreviated title:
I.e. (that is); e.g. (for example); viz. (namely); etc. (and so forth); ltd. (limited);
p. (page); Mr. (Mister); Dr. (Doctor); N.Y. (New York); R.E. Jameson, Esq. (Esquire);
D.C. (District of Columbia);
There is a tendency, however, to omit the full stop in some abbreviations:
UNO (United Nations Organization); GMT (Greenwich Mean Time); PO (Post Office); WW I (World War I);
(3) to join fractions to whole numbers in decimals (decimal fractions are said with each figure separate):
0.5 (nought point five, or point five); 3.375 (three point three seven five); 25.999 (twenty-five point nine nine nine).
4.2. The note of interrogation (the question mark) is to be used:
(1) after every direct question:
Note that the question mark is not needed when a question is only reported as having been asked, e.g.: When I looked in at the door, the woman asked me what I wanted.
(2) after an indirect question if the main clause is also a question:
Do you know where they will be? (G. Greene)
What did you say your name was, honey? (M. Twain)
(3) at the end of a sentence that is not a question in form, but containing the information which requires an answer:
We expect you will want to stay at the Carlton Hotel?
"You say your hair is gone?" he said, with an air almost of idiocy. (0. Henry)
(4) after a question-tag that is used at the end of a sentence (affirmative or negative) asking for confirmation of something we are not sure about, or for agreement:
You're the new secretary, aren't you?
You haven't seen my watch around, have you?
"Annabel," he said, "give me that rose you are wearing, will you?" (0. Henry)
4.3. The exclamation mark is used:
(1) after utterances which are not complete sentences and which include exclamations:
What wonderful weather! What a beautiful day! How interesting! Good heavens! Goodness gracious!
(2) at the end of exclamatory sentences:
Oh, Aunt Polly, come! Tom's dying! (M. Twain)
"Francis, will you please try to speak sensibly!" his wife said. (E. Hemingway)
Tom said: "Get away from here!" "Go away yourself!" (M. Twain)
(3) very sparingly after a direct address:
"Oh, Tom! Then I ain't the first you've ever been engaged to!" "Tom! Come back, Tom!" (M. Twain)
(4) at the end of simple sentences denoting wish:
Success attend you in your noble activity! If he could be with us! If only he were more diligent!
Ah, if he could only die temporarily! (M. Twain)
(5) after an isolated and self-contained interjection like Oh.', Ah.', Alas.', Hurrah', Behold!, etc.