- •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:
4.4. The comma
Between the beginning of a sentence, which is marked by a capital letter, and the full stop indicating the end there will be normally other stops. Chief of these is the comma, which in many ways is the most important as it is the most difficult stop in punctuation. It is often used indiscriminately. Writers sometimes sprinkle commas on the paper like pepper out of a pepper-pot. But used properly, with a due regard for its rightful and varied functions, the comma is the writer's friend and ally in his efforts to communicate with the reader.
The comma is to be used:
(1) to indicate a small natural pause at the end of a phrase or a clause so that the sense of the passage should be quite clear:
Upon hearing from us, Messers Holden Sons, makers of the article you require, will get in touch with you.
When they had discussed the situation, the Committee adjourned for a week.
(2) to separate simple sentences which are not opposed to each other:
The door was quickly unlocked, and he entered. (M. Twain)
A faint wind moaned through the trees, and Tom feared it might be the spirits of the
dead complaining at being disturbed. (M. Twain)
(3) to separate homogeneous parts of a simple sentence in a series that has more than two members:
I had a bowler, a home, a nice little wife, a nice little baby, and a bank account (J. Cary)
Five minutes, ten minutes, a quarter of an hour went by, yet nothing came. (Ch. Dickens)
(4) to set off words denoting direct address:
"It was very nice of you to think of me, Mary darling," said Anne, smiling the tightcat's smile. (Al. Huxley)
Don't groan so, Tom, it's awful. (M. Twain)
(5) to separate words and phrases that might be incorrectly joined while reading:
After washing, the men filed into the dining tent. Above, the sun burned a dull red; below, the sand radiated heat like a furnace.
(6) after an introductory phrase or word, before and after anything that may be omitted without altering the main sense of the sentence:
However, this time she was, probably, a bit too categorical.
Unfortunately, most of the correspondence between Mark and his wife was later destroyed.
(7) to separate detached parts of the sentence:
The road to Lyvern lay through acres of pasture land, formerly arable, now abandoned to cattle, which made more money for the landlord than the men whom they had displaced. (B. Shaw)
The train coming in a minute later, the two brothers parted and entered their respective compartments. (J. Galsworthy)
Herr Paul, a small white flannel cap on his head, gloves on his hands and glasses on his nose, was watering a rosebush. (J. Galsworthy)
4.5. The semi-colon
In relation to the full stop, the semi-colon marks a smaller syntactical pause in the sentence. Some people call it a ‘three-quarter stop’. The semi-colon indicates also a smaller degree of separation in the sentence and a greater connection between its parts. In other words, the full stop used between the sentences says: “Here one idea ends and another one starts.” The semicolon is used to say: “Here one idea ends and another one starts that has something to do with it.”
Here is an example to show what difference a semi-colon can make:
Janet has many friends. Her parents are very rich.
In this example, with a full stop between the two sentences, there is nothing to show whether the two ideas are connected with each other. Now look at it with a semicolon:
Janet has many friends; her parents are very rich.
Here the semi-colon says that there is a connection between Janet's many friends and the fact that her parents are very rich. It has turned a simple statement into an unpleasant remark.
As you see, a semi-colon shows the connection between two or more ideas without the use of a single extra word. It is a very fine tool of writing if you know how to use it; it helps the reader to read 'between the lines'.
A very common use of the semicolon is to mark off coordinate clauses (connected asyndetically) in long compound sentences, with commas used in it for subordinate divisions.
Sherburn ran his eyes slow along the crowd; and wherever it struck the people tried a little to outgaze him, but they couldn't; they dropped their eyes and looked sneaky. (M. Twain)
The moon was above, lustrous and serene; vehicles and pedestrians were few; sparrows twittered sleepily in the eaves - for a little while the scene might have been a country churchyard. (0. Henry)
There was no voice of rebuke; but there were averted eyes; there was a silence and an air of solemnity that struck a chill to the culprit's heart. (M. Twain)
The semicolon is also used to separate items in a list, particularly if there are commas in them.