The goal of this activity is that you review punctuation as a set of "signals" that support the meaning of your sentences and paragraphs. We'll use The Punctuation Guide http://www.thepunctuationguide.com/  as a source of the standard rules for use of three punctuation marks that may be new to you--the em dash, the colon, and the semicolon.

If you're familiar with another punctuation guide, for example, one of Diana Hacker's classic texts or the Tongue & Quill USAF, please feel free to use it rather than the website. Build on what you already know! 

Here are other websites recently recommended by former students:   http://www.grammarbook.com/punctuation_rules.asp

http://www.lssc.edu/faculty/heather_j_elmatti/Shared%20Documents/MMC%202100/AP%20Style%20Guide.pdf 

 

Recommended process

• Step 1: Review the rules in The Punctuation Guide (see link above) for
• the em dash [ -- ] Please note that the length of this dash matches the length of the letter m.
• the colon [ : ]
• the semicolon [ ; ]
• Step 2: Find samples of the three kinds of punctuation mentioned above in your personal reading (not in punctuation textbooks). Find samples that you feel are effective in your reading of newspapers or news websites, novels, magazines, blogs, etc. 
• Step 3: Analyze one effective use of each kind of punctuation using the following Plain Language Step 4 layout--or an equally effective one that you devise. Here's the sample layout (see attached) from a previous class.
• Step 4: Copy and paste your analysis into a text box in this discussion. Use the Edit feature behind the gear icon in the upper right corner to tweak layout and spacing, using the rich text editor at the top of the text box.
• Please note that italics are available to distinguish the titles/names of "long" works--websites, books, newspapers, magazines, blogs, etc.
• Use quotation marks around titles/names of "short" works such as articles within websites, chapters within books, articles within newspapers, magazines, and blogs, etc. 
• Step 5: Respond to other analyses shared in this discussion. Here are some "substantive" approaches you might take:
• Suggest alternate correct punctuation that might slightly alter meaning. For example, sets of commas, parentheses, or em dashes around information inserted into the middle of a sentence may each convey different degrees of emphasis. 
• Offer new content in the same pattern as the one that the sample offers. For example, if someone presents "I never vote for anyone; I vote against." as an illustration of the semicolon separating two related sentences, you might come up with a similar pattern--"I never arrive late; I never arrive." or "I arrive late; I leave early."
• Tactfully suggest a correction in punctuation or in analysis. In reality, punctuation in published work is sometimes incorrect, or it's not the most effective choice of punctuation for the situation.

• 1496108837-Week 3 punctuation samples and analyses 9-23-16 3-1.docx

SuperTutor

(15)

Status NEW Posted 30 May 2017 01:05 AM My Price 15.00

-----------

Attachments

file 1496108838-Solutions file.docx preview (51 words )

S-----------olu-----------tio-----------ns -----------fil-----------e -----------Hel-----------lo -----------Sir-----------/Ma-----------dam----------- T-----------han-----------k y-----------ou -----------for----------- yo-----------ur -----------int-----------ere-----------st -----------and----------- bu-----------yin-----------g m-----------y p-----------ost-----------ed -----------sol-----------uti-----------on.----------- Pl-----------eas-----------e p-----------ing----------- me----------- on----------- ch-----------at -----------I a-----------m o-----------nli-----------ne -----------or -----------inb-----------ox -----------me -----------a m-----------ess-----------age----------- I -----------wil-----------l b-----------e q-----------uic-----------kly----------- on-----------lin-----------e a-----------nd -----------giv-----------e y-----------ou -----------exa-----------ct -----------fil-----------e a-----------nd -----------the----------- sa-----------me -----------fil-----------e i-----------s a-----------lso----------- se-----------nt -----------to -----------you-----------r e-----------mai-----------l t-----------hat----------- is----------- re-----------gis-----------ter-----------ed -----------onÂ----------- th-----------is -----------web-----------sit-----------e -----------Tha-----------nk -----------you----------- -----------

Not Rated(0)

• Buy Answer