Technical Style: Punctuation Unlocking the mysteries!

Technical Style: Punctuation  The punctuation you use most: commas, semi-colons; colons:  The supporting players: hyphens- dashes-- quotation marks“x” parentheses( )

Commas separate certain words.  items in a series: I bought onions, peppers, celery, and beans.I bought onions, peppers, celery, and beans. Do you have to put a comma before the final “and” in a series?Do you have to put a comma before the final “and” in a series?  main clauses joined with a coordinating conjunction: The data were conclusive, and the results were correct.The data were conclusive, and the results were correct. The coordinating conjunctions are these: and, yet, so, for, but.  coordinate adjectives: The sparkling,valuable, antique crystal...The sparkling,valuable, antique crystal...

Commas mark modifying phrases.  modifying phrases and clauses (non-restrictive information): The table in the corner, which had just been overturned, was set upright again.The table in the corner, which had just been overturned, was set upright again.  introductory phrases: Having searched the literature, we then set about synthesizing our material.Having searched the literature, we then set about synthesizing our material.

Commas indicate whether information is restrictive (essential to meaning) or not.  Non-restrictive clauses are surrounded by commas (or dashes). Think of the commas as little hinges: if the enclosed phrase is cut from the sentence, would the meaning really change? The three model runs, all performed on Saturday, produced varying results. The three model runs, all performed on Saturday, produced varying results.  Restrictive information should have no surrounding commas because this info. is vital to the meaning of the sentence. The three model runs performed on Saturday produced varying results. The three model runs performed on Saturday produced varying results.

Why do we need commas to tell us whether a word/phrase is restrictive? Why do we need commas to tell us whether a word/phrase is restrictive?  Under what circumstances should the name “Margaret” be enclosed in commas? Lynn’s sister, Margaret, was impressed. Lynn’s sister, Margaret, was impressed. T his is correct ONLY if Lynn has only one sister. T his is correct ONLY if Lynn has only one sister. The meaning does not change if the name Margaret is taken out of the sentence (the name is non- restrictive). The meaning does not change if the name Margaret is taken out of the sentence (the name is non- restrictive). The commas tell us Lynn has only one sister and her name is Margaret. The commas tell us Lynn has only one sister and her name is Margaret.

What’s the difference between Which and That?  He buried the evidence that was incriminating.  He buried the evidence, which was incriminating.  The presidential candidate gave an acceptance address that was a sure sign he would run an aggressive campaign.  The presidential candidate gave an acceptance address, which was a sure sign he would run an aggressive campaign.  Generally, use a comma before “which.”

Do not do this!  Don’t use a comma alone to join two independent clauses: The equipment was broken, the students were refusing to come to class. The equipment was broken, the students were refusing to come to class.  Don’t let one comma chop a subject off from its verb or verbs: The final criterion, acceptability addresses the approval of the public. The final criterion, acceptability addresses the approval of the public., and

Punctuate these! 1. John who should have known better erased all the disks on the computer 2. Any employee who works overtime this week may have Friday off.

Semi-Colons: Their most important role  Link two independent clauses The evidence was convincing; nevertheless, the jury found him innocent. The evidence was convincing; nevertheless, the jury found him innocent.  In this use, semi-colon may always be replaced by a period. Use this test!

Semi-colons...  Join independent clauses that either do not have a conjoining word or do have a conjunctive adverb (transitional word). Without a conjoining word: Without a conjoining word: The evidence was convincing; the jury found him innocent.The evidence was convincing; the jury found him innocent. Use this form only when the conceptual link is strong enough between the two independent clauses that you need no linking word.Use this form only when the conceptual link is strong enough between the two independent clauses that you need no linking word. With a conjunctive adverb: With a conjunctive adverb: The evidence was convincing; nevertheless, the jury found him innocent.The evidence was convincing; nevertheless, the jury found him innocent.

That’s two independent clauses...  Semi-colon comes before the conjunctive adverb. Comma comes after the adverb. Examples of these adverbs: finally, however, moreover, similarly, therefore, thus, nevertheless Examples of these adverbs: finally, however, moreover, similarly, therefore, thus, nevertheless incorrect: The manager was late to the meeting, however the assistant was on time.incorrect: The manager was late to the meeting, however the assistant was on time. correct: The manager was late to the meeting; however, the assistant was on time.correct: The manager was late to the meeting; however, the assistant was on time.

This is a comma splice.  The doctor prescribed a different medication, however it’s not helping.  How do we correct it? ;

Semi-colons also...  Separate elements that contain interior commas or some visual complexity (e.g., formulae): I bought celery, carrots, and beans; fish, chicken, and beef; and rice and potatoes. I bought celery, carrots, and beans; fish, chicken, and beef; and rice and potatoes.

Colons: one main role  Colons introduce lists: Item aItem a Item bItem b  Colons can also link two main clauses if the second restates, defines, or illustrates the first: No one was surprised by her promotion: she was by far the best candidate. No one was surprised by her promotion: she was by far the best candidate.

Lists  Introduce most lists with a colon. Do not use a colon between a verb or preposition and its object: Wrong:The criteria were: cost, quality, and service. Wrong:The criteria were: cost, quality, and service. Right:We used the following criteria: cost, quality, and service. Right:We used the following criteria: cost, quality, and service.  Use a complete sentence to introduce a list.

Punctuate these. 1. Before the close of business please order the following two boxes of staples a desk blotter and a ream of copier paper. 2. We can consider competing for that project but we already have too much work. 3. No one was surprised by her promotion she was by far the best candidate. 4. Cash flow is our most pressing problem consequently Mr. Edwards will make it the focus of his speech.

Vertical Lists  Use bullets carefully – don’t overuse. Use when all elements in list are equally important and have no special rank, sequence, or significance. Use when all elements in list are equally important and have no special rank, sequence, or significance. Consider using when listed items are long (more than one line) but are not prioritized. Consider using when listed items are long (more than one line) but are not prioritized.  Make a vertical list of one or two-word items only on rare occasions.

Vertical Lists (non-bulleted)  Use numbers or lowercase letters, followed by a period.  If each item is complete sentence, you may use period after each; otherwise, use no ending punctuation: The hydroponic system included the following components: The hydroponic system included the following components: 1. a sealed reservoir 1. a sealed reservoir 2. an aquarium vibrator air pump 2. an aquarium vibrator air pump 3. an automatic household timer 3. an automatic household timer

Lists Within a Sentence   Do not introduce list with a colon when the list is short (three or fewer items, or one-word items): correct: The elements in the test included zinc, lead, and tin.   You may use numbering to separate items within the list: The sequence of testing proceeded according to published standards: 1) take soil borings, 2) dry in oven, 3) analyze chemical composition.   Lists within sentences are not as emphatic as vertical lists. But be careful of overusing vertical lists.

Hyphens...  Join compound words used as modifier before a noun: blue-green sea blue-green sea  Join a prefix to a word: self-conscious self-conscious  Join confusing units: six-foot lockers six-foot lockers six foot-lockers six foot-lockers  Usually join written out fractions and numbers between twenty-one and ninety-nine

Dashes...  Set off interruptions, long appositives, strong reversals: The work of three researchers – Zhang, Barnett, and Liu – was particularly influential. The work of three researchers – Zhang, Barnett, and Liu – was particularly influential.  Use two hyphens to make an em dash (to distinguish it from a hyphen).

Quotation Marks  Set off direct quotations and titles of sections or parts of a longer work: He said, “I can no longer remain here.” He said, “I can no longer remain here.” His last article, “The Influence of Uncertainty in Risk Calculations,” was published in Risk Analysis. His last article, “The Influence of Uncertainty in Risk Calculations,” was published in Risk Analysis.  Generally, commas and periods go inside ending quotation marks; semicolons and colons go outside.

Punctuate this...  He stated in his speech we will attempt to revise our quality processes.

Parentheses (the shy notation)  Try not to use them (they only invite skipping over).  (Certainly, don’t put any useful information inside them.) And never put a whole sentence inside them!

Before Wed. the 22 nd...  Read the scenario under the Challenge cycle of the PRiME lesson, What to Report?  Answer the questions under Generate Ideas: answers to yourself only: put in your own address under “Instructor’s .” answers to yourself only: put in your own address under “Instructor’s .” Bring answers to class on Wednesday, March 22. Bring answers to class on Wednesday, March 22.

PRiME = Professional Responsibility Modules in Engineering  PRiME is a series of web-based lessons on professional responsibility, funded by the UT Chair of Free Enterprise and developed by UT Engineering faculty.  There are modules and lessons on several different topics:

Conjunctive adverbs and semi-colons..  These adverbs link main clauses, not dependent clauses: After much thought, he worried about only one aspect of the experiment; finally, the reagent. After much thought, he worried about only one aspect of the experiment; finally, the reagent.INCORRECT! After much thought, he worried about only one aspect of the experiment: the reagent. After much thought, he worried about only one aspect of the experiment: the reagent.OR After much thought, he worried about only one aspect of the experiment; finally, he asked his advisor which reagent to use. After much thought, he worried about only one aspect of the experiment; finally, he asked his advisor which reagent to use.