Tag Archives: punctuation

Commas and Independent Clauses

[If you’d like this quote in Microsoft Word to use as a learning support, you’ll find that here.]

Place a comma before a conjunction introducing an independent clause.

 The early records of the city have disappeared, and the story of its first years can no longer be reconstructed.

The situation is perilous, but there is still one chance of escape.

Two part sentences of which the second member is introduced by as (in the sense of “because”), for, or , nor, or while (in the sense of “and at the same time”) likewise require a comma before the conjunction.

If a dependent clause, or an introductory phrase requiring to be set off with a comma, precedes the second independent clause, no comma is needed after the conjunction.

The situation is perilous, but if we are prepared to act promptly, there is still one chance of escape.

When the subject is the same for both clauses and is expressed only once, a comma is useful if the connective is but. When the connective is and, the comma should be omitted if the relation between the two statements is close or immediate.

           I have heard the arguments, but I am still unconvinced.

          He has several years experience and is thoroughly competent.”

Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.

Everyday Edit: Thurgood Marshall

Here is an Everyday Edit worksheet on Thurgood Marshall. If you want more of these, check with the eleemosynary spirits at Education World, who give away a year’s supply of them at their site.

My usual caution and entreaty on typos doesn’t apply here: there are a number of spelling, grammar and punctuation errors on each of these worksheets; the task is to fix them.

Everyday Edit: Juneteenth

OK, let’s wrap up this Tuesday with an Everyday Edit worksheet on the Juneteenth holiday in observance of Black History Month 2020. Incidentally, if you like these kinds of exercises, the good people at Education World will gladly hand over a year’s supply of them for free.

And if you find typos in this document, fix them! It’s an Everyday Edit worksheet, after all.

Everyday Edit: Tuskegee Airmen

Here is an Everyday Edit worksheet on the Tuskegee Airmen. As I say every time I post one of these documents, if you and your students like them, the good people at Education World generously give away a yearlong supply of them.

And if you find typos on this document, well, that’s the purpose of them; edit and repair as needed!

Teaching and Learning Support: The Serial Comma

[The Oxford Comma is a fairly contentious issue among writers, and this squib doesn’t address that issue in punctuation usage. If you want this material in typescript form click on that hyperlink.]

In a series of three or more terms with a single conjunction, use a comma after each term except the last.

Thus write,

Red, white and blue

Gold, silver, of copper

He opened the letter, read it, and made a note of its contents.

This comma is often referred to as the “serial” comma.

In the names of business firms the last comma is usually omitted. Follow the usage of the individual firm.

Little, Brown and Company

Donaldson, Lufkin & Jenrette

Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.

Two Learning Supports on Abbreviations and Symbols

While I don’t mean to say that the method doesn’t have universal application–it does, and I think it’s probably the best way to build literacy, particularly in procedural knowledge of English prose–I think Hochman and Wexler’s The Writing Revolution curriculum might have particularly effective application in the school in which I presently serve.

So, I have returned to working up some new curriculum for social studies base on it. This morning I made two learning supports, the first one on abbreviations and the second one on symbols. Both documents are in Microsoft Word (as is just everything here at Mark’s Text Terminal), so you can alter them to your students’ needs.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Coordination and Subordination

“I want to pause here to digress on the seemingly underwhelming concepts of coordination and subordination. I will ask you to stifle your yawn as I acknowledge that they are easy to dismiss–ancient, faintly risible, uttered once long ago by acolytes of sentence diagramming in the era of chalk dust. They smack of grammar for grammar’s sake, and almost nobody cares about that. Teachers instead seek mostly to simply make sure the sentences work and dispense with the parsing of parts. It is so much simpler to tell kids to go with ‘sounds right’ (an idea that inherently discriminates against those for whom the sounds of language are not happily ingrained by luck or privilege) or to make the odd episodic correction and not worry about the principle at work.

But coordination and subordination are in fact deeply powerful principles worth mastering. They describe the ways that ideas are connected, the nuances that yoke disparate thoughts together. It is the connections as much as the ideas that make meaning. To master conjunctions is to be able to express that two ideas are connected but that one is more important than the other, that one is dependent on the other, that one is contingent on the other, that the two ideas exist in contrast or conflict. Mastering that skill is immensely important not just to writing but to reading. Students who struggle with complex text can usually understand the words and clauses of a sentence; it is the piecing together of the interrelationships among them that most often poses the problem. They understand the first half of a sentence but miss the cue that questions its veracity in the second half. And so without mastery of the syntax of the relationships–which is what coordination and subordination are–the sentence devolves–for weak readers–into meaninglessness.”

Doug Lemov

Excerpted from: Hochman, Judith C., and Natalie Wexler. The Writing Revolution: A Guide to Advancing Thinking through Writing in All Subjects and Grades. San Francisco: Jossey-Bass, 2017.

Everyday Edit: Columbus Sets Sail

OK, here is an Everyday Edit worksheet, “Columbus Sets Sail,” which serves, I think, as a pretty good introduction to how Hispanic History begins.

Incidentally, if you, or more importantly, your students, like this kind of exercise, the good people at Education World give away a year-long supply of them at no charge. Just click on the hyperlink in the previous sentence to get to them.

If you find typos in this document…well, that’s the point of it. Ask your students to correct them.

The Weekly Text, July 5, 2019: A Pair of Learning Supports on Using Conjunctions

This week’s Text is a pair of learning supports on using conjunctions.

Now it’s time to go swimming in the Connecticut River, in Putney, Vermont, with friends. I hope you’re enjoying your summer.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

A Learning Support on Using Semicolons in Sentences

Here, finally, on an unseasonably warm morning in early January, is a learning support on using semicolons in sentences.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.