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Journal articles on the topic 'Punctuation'
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Seagal, K. Ya. "Punctuational Minus Device in Parody: A Study of A. P. Chekhov’s “The Lady with the Dog” and M. M. Zoshchenko’s “The Lady with the Flowers”." Nauchnyi dialog 14, no. 2 (March 25, 2025): 116–34. https://doi.org/10.24224/2227-1295-2025-14-2-116-134.
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This paper presents an analysis of the punctuational minus device within the context of parody. The study examines emotive punctuation marks (exclamation points, mid-sentence and terminal ellipses, question marks) in A. P. Chekhov’s short story “The Lady with the Dog” (1899) and its ‘parodic reinterpretation’ (I. P. Koleva) by M. M. Zoshchenko’s “The Lady with the Flowers” (1929). The relevance of this research lies in the fact that the emotive-deictic function of punctuation marks has not been described at the intertextual level, and methods of parodying punctuation (with the exception of hyperbolic reproduction) remain unestablished. It is demonstrated that the punctuational minus device consists of the absence of necessary punctuation marks as well as the use of less suitable punctuation marks for fulfilling specific functions. The study reveals that when realizing the emotive-deictic function in an intertext of a parodic type, the punctuational minus device manifests itself in a highly limited and less diverse usage of emotive punctuation marks. A comparative analysis of A. P. Chekhov’s and M. M. Zoshchenko’s short stories leads to the conclusion that the parodic punctuational minus device contributes to the creation of an almost emotionless narrative.
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Shmelev, A. D. "Aleksandr Solzhenitsyn and Codification of Russian Punctuation." Russian language at school 79, no. 9 (November 15, 2018): 55–60. http://dx.doi.org/10.30515/0131-6141-2018-79-9-55-60.
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The paper deals with the general view of punctuation set forth in Grammatical considerations by Alexander Solzhenitsyn as well as the use of punctuation marks in his literary prose. The paper claims that the general principles of punctuation put forward by Solzhenitsyn combined with the results of observation over his punctuation usage should have certain implications for the codification of Russian punctuation. The author suggests that taking account of Solzhenitsyn’s ideas related to the use of punctuation marks and his own punctuational practice can be a help in finding a balance between semantic, syntactic and intonational criteria of punctuation.
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PALYKHATA, ELEONORA. "TRADITIONAL AND INTERACTIVE METHODOLOGY OF VECTORIZATION OF LEARNING SYNTAX AND PUNCTUATION STANDARDS IN COMPREHENSIVE SCHOOL." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 2 (January 11, 2023): 67–73. http://dx.doi.org/10.25128/2415-3605.22.2.8.
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The article highlights the ways to ensure the assimilation of syntactic knowledge and punctuation rules of linguistic didactic vectorization of the traditional and interactive methodology of acquiring punctuation skills and abilities using a system of exercises. An analysis of linguistic didactic research on the topic was carried out and a conclusion was drawn about the need to improve the system of syntactic and punctuational traditional and interactive exercises. As a result, attention is focused on the concepts of “exercises”, “system of exercises”, “tasks” which are relevant for the development of students' punctuation literacy; information about traditional and interactive exercises as vectors of the linguistic didactic methodology of developing punctuation skills is highlighted; a classification of syntactic and punctuational exercises and tasks aimed at developing automated abilities and skills of using separate and distinguishing punctuation marks in writing is proposed.
 Particular attention is paid to the characteristic features of punctuation marks – separating and distinguishing, the first of which are single, the second – couple. The same punctuation marks can be both separating and distinguishing, the difference is only in the function – allocation or separation. The classification of syntactic and punctuational exercises (recognition, by analogy, analytical, reproducing, productive, creative, communication), their characteristics and purpose according to each stage of the lesson of learning new material is proposed. Attention is focused on syntactic and punctuation exercises which have a double task: 1) to present the syntactic characteristics of a language unit, to find out the punctuation features of this syntactic unit (rules for the use of distinguishing and separate punctuation marks) and 2) to draw a structural diagram of a sentence – linear or vertical according to using blocks and pointers.
 Emphasis is placed on the use of appropriate patterns of teaching syntactic and punctuation norms in primary school conditions (understanding the meaning of language units; the ability to learn the norms of the Ukrainian language, in particular syntactic and punctuation; development of language and speech sense; distinguishing concepts: syntax, word combinations, sentences, text; awareness of concepts: punctuation, punctuation marks, etc.); general didactic principles of learning: methodical, specific and linguistic-didactic; psychological and age characteristics of schoolchildren; linguistic foundations – syntactic and punctuation.
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LEE, Jeon Kyung. "The Korean Punctuation Systems." Acta Linguistica Asiatica 4, no. 1 (December 31, 2014): 29–41. http://dx.doi.org/10.4312/ala.4.1.29-41.
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Currently, the concept of punctuation marks organized by the National Institute of Korean Language involves minimum punctuation marks that help communication between a writer and a reader. There are no traditional marks and instead, all of them reflect the Western punctuation marks. The former reflects the writer’s situation and functions in a sentence unit while the latter functions in a text unit which is related to the reading activity. The Korean traditional punctuation marks indicate the result of understanding the text. This means that Korean punctuation marks were developed in connection with learning. The punctuation was developed, at first, from making the punctuation marks in order to understand Chinese when the Koreans accepted Chinese letters. Further, whenever they faced new letters, they developed several kinds of marking. This is why there is a conceptual gap between the traditional punctuation and the current punctuation marks. This research thoroughly examines Korean traditional punctuation marks and discusses how Korean traditional punctuations can be classified in the same category with the current punctuation marks.
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Suliman, Fatma, Manal Ben- Ahmeida, and Salma Mahalla. "Importance of Punctuation Marks for Writing and Reading Comprehension Skills." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 13 (June 30, 2019): 29–53. http://dx.doi.org/10.36602/faj.2019.n13.06.
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This study aims to highlight the causes behind the misuse of punctuation marks in order to help Libyan students reduce committing less mistakes in both skills writing and reading. In addition, this current study investigates the relationship between writing and reading in terms of punctuations, it is restricted only to punctuation marks, not all the cohesive devices. A writing test and a reading passage is formulated to test Libyan university students’ ability in using punctuation marks as well as an interview is conducted to collect more accurate data. In this research paper, the participants are chosen according to Solven's formula using the qualitative descriptive study, results of this study, could provide solutions that may help to overcome punctuation problems, which many EFL students of the English Department, Faculty of Arts Misurata University face. Finally, the findings refer to the fact that Libyan students do suffer from dealing with punctuation mechanics continuously. Moreover, these findings can be used by teachers to improve students’ ability to acknowledge the effective use of punctuations and reduce their problem of misusing punctuation marks in both skills writing and reading. On the light of the findings, it is clear that they committed a large number of remarkable errors progressively, yet in this study, having students become aware of their punctuation mistakes, would possibly enhance and help students to improve their capability to write and read committing less errors. Additionally, their educational motivation and interaction have been turned out extremely higher.
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Flink, Carla M., and Scott E. Robinson. "Corrective policy reactions: positive and negative budgetary punctuations." Journal of Public Policy 40, no. 1 (August 30, 2018): 96–115. http://dx.doi.org/10.1017/s0143814x18000259.
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AbstractPunctuated equilibrium theory seeks to explain policy volatility and stability in government attention. In previous research into the temporal dynamics of punctuations, scholars found that punctuations occur in clusters – a recent budgetary punctuation increases the likelihood of a subsequent punctuation. This article examines the direction, positive or negative, of budgetary punctuations over time. Are budgetary punctuations corrective, grouping positive and negative changes? Or, do budgetary punctuations occur in cumulative trends of positive or negative changes? These questions address the heart of the theoretical metaphor for punctuated equilibrium. In an analysis of over 1,000 Texas school districts for nearly a 20-year-period, results support the notion of reactive patterns of budgetary punctuations – positive and negative budgetary punctuations pair up at a rate much higher than expected by chance. The findings demonstrate that even though it is likely to see consecutive positive and negative punctuations, they are not always fully corrective.
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Bučienė, Laimutė. "Punctuation-related Issues in Essays of Lithuanian Language and Literature State Matura Examination." Pedagogika 135, no. 3 (December 1, 2019): 122–38. http://dx.doi.org/10.15823/p.2019.135.7.
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The research object of this article is the essays written during the Lithuanian language and Literature State matura examination in 2019. The aim of the research is to investigate the essays from the perspective of punctuation, identify the most common punctuation mistakes based on the applicable punctuation norms and present methodological recommendations concerning the teaching/learning of punctuation of various syntactical units in the comprehensive school.The quantitative study of the essays confirmed the insights provided by earlier studies concerning a strong tendency of deteriorating pupils’ punctuation skills. By their frequency the mistakes of punctuating the clauses in a complex sentence significantly exceed other mistakes. More troublesome cases include the punctuation of attributes, parentheses and explanatory parts of the sentence. Unmotivated punctuation, which is not based on the internal structure of the sentence, is also rather common in the language practice of pupils. The high number of such mistakes is determined by the poor skills of syntactical and punctuation analysis. Apparently, the overestimation of intonation as a punctuation criterion plays an important role in the occurrence of mistakes.The compulsory punctuation rules are mainly based on syntax. Therefore, it is very important to strengthen the skills and abilities of syntactical analysis. The source of mistakes is both the lack of and poor knowledge of the rules. It is important to make pupils aware that the variety of the variants of optional punctuation is only useful for those who are well versed in punctuation and understand which rules are elementary, compulsory and helping to grasp the thought and which only show its nuances and a different intonation.
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Yudina, N. V. "RUSSIAN ORTHOGRAPHY AND PUNCTUATION IN THE 21ST CENTURY: «MAN» AND «LAW»." Bulletin of Kemerovo State University, no. 3 (July 28, 2016): 227–333. http://dx.doi.org/10.21603/2078-8975-2016-3-227-333.
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The paper is focused on the research and description of several active processes in Russian orthography and punctuation of the 21st century. The following tendencies are most specific: difference between the codified recommendations of rules and the written (orthographic and punctuative) practice; wish of a modern language personality to make the linguistic activity creative, use the expressive means of graphics, orthography and punctuation and draw attention of those who read and write; intentional violation of the orthographic and punctuative norms caused either by a low level of the written communication, neglect of the existing rules, or motive to the linguistic self-identification. The tendencies in the dynamics of Russian orthography and punctuation are viewed as an active part of the common processes in the Russian language and speech. The research makes it possible to investigate and review the existing orthographic and punctuative norms in order to meet the “challenges of time” and build a reasonable and functional dialogue between a modern language personality and the normative “laws” of the Russian language of the 21st century.
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Gardner-Thorpe, Christopher. "Punctuation." Journal of Medical Biography 14, no. 1 (February 2006): 2. http://dx.doi.org/10.1258/j.jmb.2006.05-74.
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Tian, Tian. "Punctuation Marks and Copyists: Rereading the Yili (The Book of Etiquette and Ceremony) of the Wuwei Han Bamboo and Wooden Slips." Bamboo and Silk 8, no. 1 (March 21, 2025): 132–73. https://doi.org/10.1163/24689246-20240006.
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Abstract The nine-chapter Book of Etiquette and Ceremony (Yili 儀禮) manuscripts found in the Han-dynasty Tomb 6 of the Mozuizi 磨咀子 Cemetery, Wuwei 武威 County contain three kinds of punctuations marks – dividers (fen’ge fu 分隔符), hooks (goushi fu 勾識符), and the signaling markers placed at the upper edges of the slips (jiantou tishi fu 簡頭提示符). These punctuation marks reveal that the text has undergone a complicated copying and transmission process. Copyists used dividers and hooks to separate the text into different layers to demonstrate their interpretations, thus making punctuation marks a medium that embodied their understanding. In addition, various ways of placing punctuation marks make it possible for classical interpretations to have great fluidity.
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Nwike, Christopher Chinedu. "Punctuation Relevance in Subtitle: The Foreign Audience Example." Theory and Practice in Language Studies 11, no. 3 (March 1, 2021): 326. http://dx.doi.org/10.17507/tpls.1103.14.
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This study looked at punctuation mark and their relevance in written information although; the objective of the study is to discover the relevance of punctuation mark in subtitle: The Foreign audience example and to re-echo the need to have a well punctuated write-up in literary genres. The study sees language as a system of human communication. The problem of the study sets in from lots of poor and wrongly applied punctuations, as various forms of signs are seen to be used in some of the movies of the entertainment industry – Nollywood, which in turn, gives rise to wrong interpretation to the foreign audience of that language, and as such, the foreign learner of a particular language, the Igbo example will not enjoy the supposed information. The study adopted the framework of Vinay and Darbelnet principles and strategies as a guide to solving the problem as one of its principles – equivalence was used to relate the movie wrong punctuated subtitles to their supposed target language. The methodology of explication is equally adopted while the study concludes that punctuation errors are involved with wrong application of punctuation mark to written discourses on where it is not supposed to be since punctuation occurs only in written discourses and not spoken.
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Tangestani, Elahe, Mojgan Eyvazi, and Shirin Pourebrahim. "Effect of Punctuation on Complexity of Blindness by Saramago." European Journal of English Language and Literature Studies 11, no. 6 (June 15, 2023): 23–29. http://dx.doi.org/10.37745/ejells.2013/vol11n62329.
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Jose Saramago is believed to possess unique form of writing style which is both defined as complicated and easy to read at the same time. Certain elements have their share in such effect; however, central emphasize of present study is on punctuation and particular use of different punctuations in Blindness. The original book is in Portuguese but English translation by Giovanni Pontiero is the main focus of present study. Theories for the present study is a combination of Nunberg (1990) and Briscoe (1995). Employing descriptive analytical method, punctuations are grouped into 7 categories followed by explanation and examples from the text. The results revealed that particular use of punctuation in the text is unique and extraordinary, and it has a significant impact on both complexity of the text and style of the writer.
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Mulvey, Christopher. "The English Project's History of English Punctuation." English Today 32, no. 3 (April 27, 2016): 45–51. http://dx.doi.org/10.1017/s0266078416000110.
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The mission of the English Project (www.englishproject.org) is to explore and explain the English language in order to educate and entertain the English speaker, and 2015 was the year of punctuation for the Project because 6 February 2015 was the 500th anniversary of the death of Aldus Manutius. Aldus was a Venetian printer who shaped the comma, invented the semicolon and created italic fonts. He may have been the greatest punctuator of all time. We ‘punctuated’ the year by looking in turn at the full stop, the semicolon, the colon, the comma, the slash, the hyphen, the parenthesis, the exclamation, the apostrophe, the quotation mark and the question mark. Those twelve provide the fundamentals of English language punctuation, and all of them do more than one job. If we had a complete and unambiguous set of punctuation marks, we might need as many as 50, but the writing world does not want the trouble of such precision. In just same way, the writing world has never accepted the need for 44 separate letters to match the 44 separate sounds of the English language. Providing a separate grapheme (letter) for every phoneme (sound) is the linguist's business. Punctuation marks are ambiguous therefore. They suggest rather than define. They rely on context and the quick wittedness of the reader. If precision is needed, there are proofreader's marks. Merriam-Webster lists 42 of them, but proofreading is a special practice. Punctuation marks are a special set of symbols, and of symbols and signs there is no end. Punctuation marks are regularly appropriated by the devisers of computer languages. Punctuation marks can become logotypes – ‘a single piece of type that prints a word’. The exclamation mark can be made to work like &, $, or @. There are fuzzy edges to the subject of punctuation.
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Wharton, Matt. "Perfect. Punctuation." Antipodes 32, no. 1-2 (2018): 326–28. http://dx.doi.org/10.1353/apo.2018.0043.
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Henderson, Cindy S. "Improper Punctuation." English Journal 76, no. 1 (January 1987): 86. http://dx.doi.org/10.2307/818319.
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Katsnelson, Alla. "Genome punctuation." Journal of Cell Biology 173, no. 5 (May 30, 2006): 643a. http://dx.doi.org/10.1083/jcb.1735rr3.
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Wharton. "Perfect. Punctuation." Antipodes 32, no. 1-2 (2018): 326. http://dx.doi.org/10.13110/antipodes.32.1-2.0326.
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Calhoun, Robert Matthew. "Christological Punctuation." Novum Testamentum 61, no. 4 (August 29, 2019): 409–22. http://dx.doi.org/10.1163/15685365-12341634.
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AbstractThe 26th edition of the Nestle-Aland Novum Testamentum Graece, followed by the 27th and 28th editions, deleted a punctuation variant in Phil 2:7 noted in the 25th, which drew attention to a syntactical ambiguity in the construal of three successive participial phrases (7b–d). Resolutions of this ambiguity have significant consequences for the passage’s christological perspective. Future editions should revise and restore this variant.
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Straight, Steve. "Poem: Punctuation." Teaching English in the Two-Year College 36, no. 3 (March 1, 2009): 280. http://dx.doi.org/10.58680/tetyc20097053.
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Hannay, Mike, and Caroline Kroon. "Acts and the relationship between discourse and grammar." Functions of Language 12, no. 1 (March 22, 2005): 87–124. http://dx.doi.org/10.1075/fol.12.1.05han.
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In modelling the discourse–grammar interface, a central question concerns the status of discourse act as the minimal unit of discourse organization and its relation to units of grammatical structure. This paper seeks to clarify the notion of act by defining it as a strategic rather than a conceptual unit, and by setting out a classification of strategic acts. Illustration is then offered for the position that discourse acts are to a very considerable extent realized in English by intonation units and punctuation units. This is done by considering how punctuational variation and cases of intonation/syntax mismatch can be explained in terms of the specific discourse contribution of the units concerned. Although the correlation between discourse acts and intonation/punctuation units remains problematic, in that there may not be a 1 : 1 correspondence, it is still attractive — at least for English — to see the linguistic correlate of acts in intonation and punctuation units rather than in syntactic structures. The paper finishes by considering the implications for the formalizing of relations between discourse, semantics and syntax in Functional Discourse Grammar.
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Seagal, K. Ya. "Development of Punctuation theory in First Quarter of 21<sup>st</sup> Century: Main Trends." Nauchnyi dialog 11, no. 2 (March 19, 2022): 94–121. http://dx.doi.org/10.24224/2227-1295-2022-11-2-94-121.
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A generalization of the main trends in the development of the Russian and English punctuation theory in the first quarter of the 21st century is presented, namely, relatively stable trends in the analysis of punctuation within the framework of the communicative-pragmatic approach and punctuation activity in its functional diversity. The relevance of the study lies in the following: there is still no idea of what has been done in the theory of punctuation in the first quarter of the 21st century and what are the main trends in its development. The novelty of the study is in the disclosure of how the theory of punctuation is covered through the prism of a communicative-pragmatic approach. An analysis of the development of punctuation theory in the first quarter of the 21st century is based on Russian and English publications from 2000 to 2021. It is shown how in the theory of punctuation of the first quarter of the 21st century, on the basis of a communicative-pragmatic approach, the principles and functions of punctuation, the relationship between the punctuation mark and the punctuation position, the grounds for the priority of punctuation marks, the verbalization of punctuation marks, punctuation variance, the semantic potential of punctuation, textual punctuation are considered. In addition, it is demonstrated how the functional diversity of punctuation activity, including the use of punctuation marks in computer-mediated communication is covered.
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Sigal, K. Ya. "THE ORIGINS OF THE PSYCHOLINGUISTIC APPROACH TO PUNCTUATION." Bulletin of Udmurt University. Series History and Philology 32, no. 3 (July 8, 2022): 529–36. http://dx.doi.org/10.35634/2412-9534-2022-32-3-529-536.
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In modern psycholinguistics, almost no attention is paid to the functioning of punctuation in writing / reading. The results of the available psycholinguistic studies, including experimental ones, are sometimes mutually exclusive. Therefore, there was a need to turn to the works of linguists, psychologists and pedagogues of the XX century, in which was made an attempt to understand how the subject of speech learns punctuation and uses it. The article is devoted to the origins of the psycholinguistic approach to punctuation: “psychology of punctuation” and theory of teaching punctuation in school. It is shown that thanks to the “psychology of punctuation” the semantic principle received priority in the view of learning punctuation and the interaction of the social and personal determinations in the use of punctuation marks became obvious. The theory of teaching punctuation revealed the specifics of the punctuation skill, its basis - the vision of the punctuation mark, the connection between the use of punctuation marks in the process of creating a written utterance and the expanded internal speech, the orientation of the use of punctuation on the text.
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Seagal, K. Ya. "Stable Comparisons, Punctuation, and Usage." Nauchnyi dialog 13, no. 1 (January 30, 2024): 82–99. http://dx.doi.org/10.24224/2227-1295-2024-13-1-82-99.
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This study offers an analysis of the methods of punctuation marking for stable comparisons in the punctuation practice of the 20th and 21st centuries. The research material comprises a micro-corpus, which includes more than 200 contexts of usage for stable comparisons, semantically similar free comparative constructions, as well as occasional transformations of stable comparisons. Punctuation actions involving stable comparisons are conceptualized as a distinct punctuation experiment, wherein diverse punctuation responses are formulated contingent upon the intrinsic nature of the stable comparisons themselves and the conditions governing their use. It is demonstrated that the punctuation practice of the 20th and 21st centuries reflects a trend towards punctuation differentiation not only between stable comparisons and free comparative constructions but also within stable comparisons themselves. The analysis of punctuation facts leads to the conclusion that the punctuation marking of stable comparisons is determined by derivational, pragmatic, and context-syntactic factors, which are taken into account by writers in their punctuation actions. It is shown that while derivational and context-syntactic factors prompt punctuation marking of stable comparisons, pragmatic factors merely render the use of delimiting commas more preferable. It is emphasized that adequate punctuation codification in the realm of stable comparisons cannot be achieved without reference to the evidence of punctuation practice.
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Seagal, K. Ya. "Verbal Message and Punctuation Marking in Their Functional Interrelationships." Nauchnyi dialog 14, no. 1 (February 13, 2025): 115–36. https://doi.org/10.24224/2227-1295-2025-14-1-115-136.
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This study presents a description of the types of functional interrelationships between verbal messages and punctuation marking within the context of individual authorial punctuation practices among Russian speakers from the late 18th to the early 21st century. The research material comprises punctuation and graphic facts predominantly found in literary (both prose and poetry) and scientific texts. The relevance of this study lies in the necessity to represent various types of functional interrelationships between verbal messages and punctuation marking on a unified conceptual basis — namely, informational. It is demonstrated that three such types have emerged in written discourse: verbal message with punctuation marking, verbal message without punctuation marking, and punctuation marking without a verbal message. The differentiation among these types is shown to be conditioned by the varying distribution of primary information conveyed through verbal means and additional information expressed via punctuation markers within written statements. The conclusion drawn indicates that, when semantically interpreting written statements deliberately devoid of punctuation or composed solely of punctuation marks, the implied verbal messages with punctuation marking frequently serve as the background.
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Yuliawati, Fitrah, and Ika Nuriyanti. "The Study of The Students’ Ability to Use Punctuation in Writing Skill." Wacana Didaktika 5, no. 02 (December 27, 2017): 118–32. http://dx.doi.org/10.31102/wacanadidaktika.5.02.118-132.
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Writing is one of the skills in English that should be mastered by students. Writing is means of communication whereby writing transmit idea to the reader. There are many steps in teaching writing skill. One of the steps is the teaching of punctuation. Punctuation is an element that has an important role in writing. Punctuation refers to sign on marks used to clarify the writings’ idea and the readers can understand easily the meaning of the sentences. This research used qualitative research, because this research describes about the students’ ability to use punctuation in writing. The research was conducted at Madura Islamic University. The result of this research found about to what extent students use the punctuation marks. Firstly, external punctuation. Secondly, internal punctuation. thirdly, pairs punctuation. Fourthly, special punctuation.
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PRУKHODKO, N. S. "AUTHOR’S INDIVIDUAL PUNCTUATION AS AN ELEMENT OF TEXT GRAPHICS." Movoznavstvo 319, no. 4 (August 20, 2021): 60–69. http://dx.doi.org/10.33190/0027-2833-319-2021-4-004.
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The article sheds light on the concept of text graphics and the importance of punctuation in the graphic system of the text, in particular, poetic text. The author elucidates various scholars’ approaches to the definition of the term author’s individual punctuation, with a focus on the system-structural features of some punctuation marks and the most important functions of punctuation as a stylistic device. The article analyzes the expressive and stylistic means used to produce the greatest emotional influence on the listener or reader and classifies them into constructive, emotive, combined, and contaminated groups. The multi-functionality of the author’s punctuation embraces strengthening the aesthetic loading of punctuation marks and expanding the boundaries of their use. The unregulated use of punctuation mark is determined by historical changes and the semantic principles concerning the location of punctuation marks. Author’s punctuation can be interpreted as a substitution of some normatively motivated signs/marks with the unregulated ones; as a text devoid of any marks; as an excessive use of either some particular punctuation marks or only one of them and, on the contrary, their complete absence in the text. The article outlines the main functions of the author’s punctuation: emotional, emphatic, logical, evaluative, semantic, dividing. The individual style, dependence on the functional style, genre, traditions, and norms of a definite historical epoch are the factors that influence the author’s individual punctuation system formation. The author’s punctuation is an interstyle phenomenon because it is inherent in texts of different functional styles. The research findings argue that the author’s individual punctuation system should be interpreted in a broad sense as any conscious, deliberate choice of the unregulated punctuation mark, not fixed in the spelling rules, and in a narrow understanding — all the punctuation marks in the author’s manuscript, which are different from the normative use.
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Nuriyanti, Ika, and Fitrah Yuliawati. "THE STUDY OF THE STUDENTS’ ABILITY TO USE PUNCTUATION IN WRITING SKILL." WACANA DIDAKTIKA 5, no. 02 (December 30, 2017): 118. http://dx.doi.org/10.31102/wacanadidaktika.v5i02.64.
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Writing is one of the skills in English that should be mastered by students. Writing is means of communication whereby writing transmit idea to the reader. There are many steps in teaching writing skill. One of the steps is the teaching of punctuation. Punctuation is an element that has an important role in writing. Punctuation refers to sign on marks used to clarify the writings’ idea and the readers can understand easily the meaning of the sentences. This research used qualitative research, because this research describes about the students’ ability to use punctuation in writing. The research was conducted at Senior High School in Pamekasan. The result of this research found about to what extent students use the punctuation marks. Firstly, external punctuation. Secondly, internal punctuation. thirdly, pairs punctuation. Fourthly, special punctuation. Based on the result of research, it can be concluded that the used punctuation in writing skill in the second semester students of class X state senior high school in Pamekasan couldn’t used punctuation in writing, it showed by the data the average value of student’ couldn’t used punctuation correctly were 73 %. Students’ still confuse or didn’t know used punctuation, and the meaning of the text listed on the sentence that use at the and of sentence or continue with other sentence, and also between declaration and question.
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Telg, Ricky W. "Grammar and Punctuation." EDIS 2015, no. 1 (February 3, 2015): 4. http://dx.doi.org/10.32473/edis-wc192-2015.
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Any news story should be as free of grammar and punctuation errors as possible. Grammar is a system of rules that defines the use of the language. Most of the grammar and punctuation rules you have learned in school will be the same when using Associated Press Style, but there are some differences. This 4-page fact sheet covers some common grammatical and punctuation issues for journalists. Written by Ricky Telg, and published by the UF Department of Agricultural Education and Communication, January 2015. (Photo: iStock/Thinkstock) AEC530/WC192: Grammar and Punctuation (ufl.edu)
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Kelly, Patricia P., Wanda R. Daniel, Howard G. Dunlap, and Judith Shultz Byfield. "Help with Punctuation." English Journal 76, no. 1 (January 1987): 83. http://dx.doi.org/10.2307/818315.
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Goldbarth, Albert. "The Earliest Punctuation." Iowa Review 19, no. 2 (April 1989): 115–16. http://dx.doi.org/10.17077/0021-065x.3753.
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Aitken, Elizabeth. "Punctuation rules. Stop." Primary Teacher Update 2013, no. 24 (September 2013): 21–22. http://dx.doi.org/10.12968/prtu.2013.1.24.21.
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SMITH, JOHN MAYNARD. "Punctuation in perspective." Nature 332, no. 6162 (March 1988): 311–12. http://dx.doi.org/10.1038/332311b0.
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ECKHARDT, ROBERT B. "Punctuation and selection." Nature 334, no. 6178 (July 1988): 110. http://dx.doi.org/10.1038/334110a0.
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White, Warren H., Jonathan P. Dowling, Klaus Hasselmann, Rolf G. Winter, and N. David Mermin. "Equation Punctuation Argumentation." Physics Today 43, no. 6 (June 1990): 13–98. http://dx.doi.org/10.1063/1.2810589.
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Gribbin, William. "Supplementing Punctuation Workbooks." English Journal 74, no. 8 (December 1, 1985): 59–60. http://dx.doi.org/10.58680/ej198510869.
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Rodríguez-Castro, Mónica. "Translationese and punctuation." Translation and Interpreting Studies 6, no. 1 (June 23, 2011): 40–61. http://dx.doi.org/10.1075/tis.6.1.03rod.
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This paper analyzes the comparative usage of punctuation marks in translated (English>Spanish) and non-translated newspaper articles. Excerpts were extracted from the online International News sections published in the US and Mexico by Reuters and the Associated Press. Hypothesis testing and corpus-based descriptive statistics were used to study the frequency of usage of punctuation marks, such as commas, periods, colons, semicolons, en-dashes and em-dashes, as well as sentence length, in translated and non-translated texts in the context of journalistic writing. Results from the analysis reveal a tendency to carry over periods, colons and em-dashes from English source texts into translated Spanish texts, producing a source language residual effect or ‘translationese.’ Data gathered from concordancing tools also suggest a residual effect in the usage of commas and semicolons, as well as in sentencing. These results reflect, among other factors, a lack of adherence to style guide conventions.
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Crabbe, V. C. R. A. C. "Punctuation in Legislation." Statute Law Review 9, no. 2 (1988): 87–101. http://dx.doi.org/10.1093/slr/9.2.87.
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Schneir, Michael. "Syntactic punctuation distraction." Medical Writing 31, no. 4 (December 19, 2022): 84–85. http://dx.doi.org/10.56012/tbjp1682.
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Schneir, Michael. "Syntactic punctuation distraction." Medical Writing 32, no. 1 (March 15, 2023): 116–17. http://dx.doi.org/10.56012/pbnx6491.
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Severskaya, Olga, and Larisa Selezneva. "Some Notes About Business Punctuation: Punctuation Marks or Stumbling Blocks?" Russkaia Rech, no. 2 (April 2021): 44–53. http://dx.doi.org/10.31857/s013161170014708-7.
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Žalkauskaitė, Gintarė. "Features of idiolect in the punctuation of electronic mail." Lietuvių kalba, no. 5 (December 28, 2011): 1–19. http://dx.doi.org/10.15388/lk.2011.22802.
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The article deals with the usage of punctuation marks in the emails of six different authors. Punctuation marks belong to the graphical level of a text, which makes the electronic discourse more distant from standard written language. As a result, a prediction is made that in the electronic communication punctuation marks may be used specifically. The aim of the article is to determine whether punctuation in electronic mail can be linked with the author's idiolect. The corpus of electronic messages under investigation consists of 65,090 words. In total, there are 13,548 punctuation marks used in it. In the present analysis of punctuation, an attempt is made to measure the total number of punctuation marks as well as the number of them as used by each author. In addition the situations in which each punctuation mark is used are also investigated. In the analysis of general tendencies in punctuation mark usage, it has been noted that many different punctuation marks are used in electronic messages. The most numerous marks have proved to be regular ones such as commas, full stops, question marks, dashes, suspension points, brackets, quotation marks, and exclamation marks. The punctuation marks that are used sparingly in traditional written language and electronic communication (various combinations of different punctuation marks, non-traditional variants of punctuation marks, slashes, semicolons) could have the identification value if they were used frequently by any of the authors in their texts.
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Seagal, K. Ya. "V.I. Chernyshev as Researcher of Russian Punctuation." Nauchnyi dialog 11, no. 1 (January 27, 2022): 122–40. http://dx.doi.org/10.24224/2227-1295-2022-11-1-122-140.
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A generalization of the experience of research by Corresponding Member of the USSR Academy of Sciences V.I. Chernyshev (1867-1949) on Russian punctuation is presented. The polemic of V.I. Chernyshev with contemporary scientists A.M. Peshkovsky and G.O. Vinokur on the problems of punctuation is considered. The role of V.I. Chernyshev in the development of punctuation theory in Russian linguistics is shown. The relevance of the study lies in the fact that V.I. Chernyshev’s punctuation concept, which is the first experience of a functional approach to punctuation, is fully described. The novelty of the study lies in the fact that the analysis of segregation as a punctuation phenomenon is assessed. We found textual explanations for those uses of punctuation marks that are significant for the author’s style. The textual understanding of punctuation is revealed, the main principle in teaching punctuation is discussed. According to V.I. Chernyshev, the choice of a punctuation mark is based on semantics, correlated with the tradition of expressing a certain meaning by means of punctuation in the book language and with the aesthetic task of the author. V.I. Chernyshev’s ideas about the interaction of the author’s stylistics and textual criticism in the work of the editor on the punctuation of the artist of the word are described. Special attention is paid to individual examples of V.I. Chernyshev’s analysis of the use of punctuation marks in the works of A.S. Pushkin.
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Bybyk, Svitlana. "Punctuation norm in “Ukrainian orthography” of 2019: principles of formation and factors of codification." Ukrainska mova, no. 3 (2023): 84–101. http://dx.doi.org/10.15407/ukrmova2023.03.084.
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The article offers an analysis of the modern rules of the Ukrainian literary language regarding the use of punctuation marks. A brief review of the works on the principles of Ukrainian punctuation is presented, taking into account the changing views of linguists on their priority for the formation of norms for the use of punctuation marks. It was noted that scientists pay quite active attention to the question of the history of the formation of punctuation marks, the state of development of the problem of the development of the punctuation system of the Ukrainian language: the set of used signs, the relevance of paying attention to punctuation against the background of orthography. A brief history of changes in the composition of the relevant sections in previous spellings from 1928 to the latest edition in 2019 is offered. A detailed analysis of changes in the modern spelling text, motivations for expanding the number of rules, introduction of new punctuation marks in connection with the development of computer typing, changes in documents on the organization of documentation in Ukraine is presented. Debatable points in the rules for the use of punctuation marks are noted. The prospects for studying the dynamics of Ukrainian punctuation in connection with changes in social and cultural factors of communication, in the stylistics of artistic lan- guage are drawn. Keywords: orthography, punctuation, principles of punctuation, punctuation mark, punctuation norm, codification.
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Pavlyuk, Nataliia. "PSYCHOLINGUISTIC BASICS OF PUNCTUATION LEARNING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 295–97. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-295-297.
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The article deals with the issues of gradual formation of mental actions, maintenance of psychological operations (prevention of the content segment necessary for expression of additional meaning in the sentence; anticipation of new thought and its connection with the previous one in the text; the content of the punctuation mark, the definition of the punctuation mark and the selection of the desired punctuation mark), which underlie the discovery of the properties and features of the basic punctuation concepts, and so same formation punctuation skills; the structure of mental activity for mastering punctuation rules and the formation of literacy skills are described. The general methods of mental work, consisting of the following operations, are distinguished: recognition in the sentence of some initial syntactic elements; mental combination of elements in the rule-like semantic-syntactic blocks, which are divided by sentences into punctuated parts; determining the required punctuation marks. The concept of punctuation vigilance, which is the basis for forming the ability to punctuate correctly formulate sentences and text according to the studied punctuation rule, is distinguished. It is noted that complete mastery of the techniques of punctuation analysis is not possible without taking into account certain psychological processes. It is established that the formation and operation of punctuation skills is possible only in the presence of certain syntactic and punctuation generalizations.
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Nahnu, Asmuliyati, and Ria Riski Marsuki. "Contrasting the Usage of Punctuations in Chinese and Indonesian Language." Longda Xiaokan: Journal of Mandarin Learning and Teaching 6, no. 1 (July 20, 2023): 1–7. http://dx.doi.org/10.15294/longdaxiaokan.v6i1.44990.
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Knowing the punctuation marks in Chinese and Indonesian is very important. Therefore, in order to avoid mistakes or inaccuracies in the use of punctuation marks, this research was conducted to clearly describe the similarities and differences in the use of punctuation marks in Mandarin and Indonesian.This study is a descriptive qualitative research using the literature method and the contrastive analysis method. The results show that of the 12 punctuation marks in this study, there are 7 punctuation marks that have the same form and use, 3 punctuation marks that have different forms with the same use, and there are 2 punctuation marks in Mandarin that are not found in Indonesian.
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Nazokat, Odilova Abdulhamid qizi. "COMPARATIVE ANALYSIS OF PUNISHMENT SYMBOLS IN CONTEXT IN ENGLISH." Eurasian Journal of Academic Research 1, no. 2 (June 4, 2021): 884–87. https://doi.org/10.5281/zenodo.4898893.
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<em>The purpose of punctuation is to provide a clearer and easier explanation of the meaning of any appearance or action. In general, punctuation differences cause semantic differences. For example, let's look at these two statements below. Both sentences have the same words and the order of their placement is completely the same. The only difference is the use of punctuation.</em>
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Шмелев, Алексей Дмитриевич. "Вопросы пунктуации в работе Орфографической комиссии Российской академии наук: лингвистические основы кодификации". Język i Metoda 7 (2021): 15–21. http://dx.doi.org/10.4467/23919981jm.21.002.14234.
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This paper claims that a clear realization of the general principles of codification of punctuation should precede the work on creating a complete set of rules for Russian punctuation. Disputes among linguists on the qualification of new phenomena in punctuation are clear evidence of the absence of generally accepted criteria for assessing codification of norms. The proposed integrated approach to the codification of punctuation norms combines the results of observation over usage (taking into account the social variation of usage) with results of interviews. It is necessary to distinguish between analytical and synthetic approaches. Within the analytical approach, a given punctuation mark serves the starting point for further investigation: the researchers seek to provide most accurate account of its functions. Within the synthetic approach, a given syntactic position is the starting point: one should establish whether it requires a punctuation mark and, if so, which one. Rules of punctuation require the synthetic approach while theoretical grounds for them may be better discovered within the analytical approach. The codification consists of two stages, namely, (i) deciding whether a punctuation mark is appropriate in a given syntactic position, and (ii) stating the corresponding rule. Often the codifiers do not distinguish between those two stages. The Commission for Orthography of the Russian Academy of Sciences analyzes discrepancies between rules for punctuation and usage. In addition, the Commission studies variation of punctuation standards as well as some specific issues of punctuation. These issues will be reflected in a new punctuation code.
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Melnikova, E. M. "Difficult cases of punctuation in the tasks of the All-Russian Olympiad of schoolchildren in the Russian language." Russian language at school 85, no. 5 (September 18, 2024): 44–49. http://dx.doi.org/10.30515/0131-6141-2024-85-5-44-49.
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The article examines those All-Russian Olympiad assignments in the Russian language that include questions on punctuation. It is noted that punctuation as a separate section is not included in the methodological recommendations for compiling Olympiad assignments. There are several reasons accounting for the small number of punctuation Olympiad tasks. Firstly, modern Russian punctuation is variable. Thus, the use of one or another punctuation mark can be determined not only by the main structural-grammatical principle of punctuation, but by the semantic and intonation ones as well. Secondly, the absence of unified prescriptive rules leads to discrepancies in the explanation of a particular punctuation case. Nevertheless, assignments on difficult cases of punctuation are appropriate in the Russian language Olympiad since they are the type of research tasks that form textual analysis skills in the aspect of the norm variation processes.
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Hairuddin, Hairuddin. "Preserving Arabic Punctuation in the History of Qur'an Writing." Langkawi: Journal of The Association for Arabic and English 6, no. 1 (June 25, 2020): 71. http://dx.doi.org/10.31332/lkw.v6i1.1739.
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This article discusses the preservation of Arabic punctuation in the history of Quran writing using a critical history design. The author begins by recounting the beginning of the laying of Naqth (punctuation), history, type and the form of Naqth (punctuation) found by Abu al-Aswad ad-Duali by giving examples of comparison of classical Qur’an manuscripts not accompanied by punctuation. The author then examines Abu al-Aswad ad-Duali's biography, followed by the reasons for the compiling of Arabic rules and convinces that he was the first person laying down of Arabic rules despite the controversy surrounding it. Likewise, the type of punctuation (the Naqth) discovered is an i’rāb punctuation (the Naqth), not a punctuation of i‘jām.
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Hasyim, Sunardi, Burhanuddin Burhanuddin, and Sumarni Hafid. "The Use of English Punctuation in Improving Students’ Writing Skills at The Sixth Semester of Letters of UMI Makassar." Tamaddun 16, no. 1 (June 15, 2017): 47–56. http://dx.doi.org/10.33096/tamaddun.v16i1.50.
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The research entitled The use of English Punctuation in improving Students writing skills at the sixth semester of Faculty of Letters of UMI Makassar. This study aims to describe student`s error of using punctuation in English text. The study is conducted to students at the semester six of English Department. The researcher analyzed the error in the use of punctuation itself, because good punctuation is essential in clear and effective writing especially in academic writing. It was correlated to Jeremy’s theory (2004,p.49) stated that using punctuation correctly is one of the important skill in writing.. There are two problems of this study; how the students’ errors of using punctuation in English text are and what cause of error in using punctuation. The researcher used qualitative method in this study. Punctuation marks that are presented in this research are comma, full stop, hyphen, apostrophe, question mark, quotation mark, and exclamation mark. As a result, the researcher found that comma is most common error made by the English Department student during the sixth semester. In the data analysis, the writer described that the sixth Semester Students’ of the English Department have low achievement in using English Punctuation. The low achievement they have is primarily caused by their errors that are still made by students’ in using English Punctuation, they are also influenced by the following factors : 1. The students’ basic knowledge in using English punctuation is not sufficient, 2. The interest of the students’ in learning and doing the exercises of the use of English punctuation is low, and 3. The English punctuation is very complex and difficult to the students’.