Download Other Comma Uses and Misuses - New Mexico State University

Other
Comma Uses
and Misuses
the Writing Center
New Mexico State University
English 102
Commas are used to separate items in a series to prevent confusion. Use a comma
before the "and" in the series. If you have three items in a series, two commas are
needed. In a four item series, three commas are needed, and so on. Here's an
example:
Peter drove his friend the minister and his sister to the airport.
To indicate that Peter's friend and the minister are two different people whom Peter
drove to the airport, we separate those items with a comma, and we also use a comma
before "and."
Peter drove his friend, the minister, and his sister to the airport.
If there are only two items in the sentence do not use a comma before "and."
My room is dirty and smelly when I don't do the laundry.
In a series of adjectives, don't use a comma after the final adjective in the series.
Your rude, crude, obnoxious brother called.
Also: Put a comma before such as or like.
They served typical cafeteria food, such as mystery meat, green Jell-O, and tater
tots.
•
No comma is necessary after such as or like.
Also: No comma is necessary before or after a verb.
Incorrect: Trying to jump out of a moving car, is never a healthy thing to do.
Incorrect: A great way to get your sister mad at you is, to sprinkle chile powder
on her toothbrush.
Remember: While readers should pause when they read commas, commas are not
marks of respiration. That is, don't insert a comma just because you think someone
needs to take a breath at that point in the sentence. Grammatical rules govern comma
usage, so if you can't think of a specific, rule-based reason for using a comma, DON'T
USE ONE.
•
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Other
Comma Uses
and Misuses
the Writing Center
New Mexico State University
English 102
Commas are used to separate items in a series to prevent confusion. Use a comma
before the "and" in the series. If you have three items in a series, two commas are
needed. In a four item series, three commas are needed, and so on. Here's an
example:
Peter drove his friend the minister and his sister to the airport.
To indicate that Peter's friend and the minister are two different people whom Peter
drove to the airport, we separate those items with a comma, and we also use a comma
before "and."
Peter drove his friend, the minister, and his sister to the airport.
If there are only two items in the sentence do not use a comma before "and."
My room is dirty and smelly when I don't do the laundry.
In a series of adjectives, don't use a comma after the final adjective in the series.
Your rude, crude, obnoxious brother called.
Also: Put a comma before such as or like.
They served typical cafeteria food, such as mystery meat, green Jell-O, and tater
tots.
•
No comma is necessary after such as or like.
Also: No comma is necessary before or after a verb.
Incorrect: Trying to jump out of a moving car, is never a healthy thing to do.
Incorrect: A great way to get your sister mad at you is, to sprinkle chile powder
on her toothbrush.
Remember: While readers should pause when they read commas, commas are not
marks of respiration. That is, don't insert a comma just because you think someone
needs to take a breath at that point in the sentence. Grammatical rules govern comma
usage, so if you can't think of a specific, rule-based reason for using a comma, DON'T
USE ONE.
•
Comma
Solices
the Writing Center
New Mexico
State University
English 102
A comma splice contains two main clauses (independent sentences that make sense by
themseives) that are stuck together with just a comma. This is also known as a comma fault. Here are
some tips for recognizing and fixing them.
For a basic sentence you need a subject and verb, and the sentence must be a complete idea.
This type of sentence is also known as an independent or main clause. When you want to write a
sentence that contains two main clauses, you must punctuate it properly to avoid comma splices.
Here's an example of a comma splice:
The wind was cold, they decided not to go swimming.
You can see that this sentence contains two main clauses - to separate sentences that make
sense on their own - that have been fused together with just a comma, which is a grammatical error.
Think of a splice in a wire. It's a weak spot. A comma splice weakens a sentence the way a splice
weakens a wire. A comma alone is not strong enough to hold two complete sentences together.
[he wind was coldl, ~hey decided not to go swimmingl·
How do you fix a comma splice? There are several ways of joining the two basic sentences above
correctly.
1.
You can place a period after the first main clause (after cold) and write the second main
clause as a new sentence.
The wind was cold. They decided not to go swimming.
2.
You can use a semicolon to join the two main clauses. (to use a semicolon, you need to have
an independent clause on either side of the semicolon.)
The wind was cold; they decided not to go swimming.
3.
You can use a comma and a coordinating
coordinating conjunctions are:
For
And
Not
But
Or
Yet
So
conjunction that makes sense in the sentence. The
Memory Tip: you can
spell the word
FAN BOYS using the
first letter of each of
the coordinating
conjunctions. This will
help you remember
the coordinating
conjunctions.
The wind was cold, so they decided not to go swimming.
4.
You can also rewrite the sentence with a subordinate clause (which is not an independent
sentence).
Because the wind was cold, they decided not to go swimming.
SubordinateClause
Main Clause
----------------------
Q;:D~
Sentence
Fragments
n~~~
the Writing Center
\)
New Mexico State University
English 102
A sentence fragment is a group of words beginning with a capital letter and ending with a
period. Though written as if it were a sentence, it's only part of a sentence and can't stand on its
own.
For a basic sentence, you need a subject and verb, and the sentence must be a complete idea.
This type of sentence is also known as an independent or main clause. You may have been
asked to provide answers on a test or quiz in'''complete sentences." Your instructor was asking
you to reply without using sentence fragments.
A group of words may have both a subject and a verb but not make sense on its own. This is
what we call a dependent clause. Here's an example:
When Joe laughs.
A sentence fragment is like one sentence broken into two. Here are some examples:
My brother bought a new Mustang convertible. Yellow with black interior.
We left that store in a hurry. Never to go back.
The train left. Before I could even buy my ticket.
Imagine someone walking into the room, saying "Never to go back," and walking out. Would you
have any idea what this comment was related to? Go back where? The sentence is missing a
subject and a verb, and clearly it doesn't make sense by itself.
How do you test for sentence fragments? Ask these questions about your sentences:
1. Does the sentence have a subject (a person, place or thing or pronoun) that performs
the action of the verb? E.g. George, London, the bed, she, etc.
2. Does the sentence have a verb (a word describing the action of the subject)? E.g. eat,
rest, look, feel, is, etc.
3. Does the sentence make sense on its own?
4. Does the sentence begin with words that make it a fragment or dependent clause?
Here's an example:
That I prefer the red pen.
In this dependent clause, the word "that" causes confusion. It sounds like this sentence depends
on a previous sentence for its meaning. Dependent clauses usually begin with what we call
subordinators. Here are some examples:
After
Although
As
Because
Before
If
Once
Since
Though
Unless
Until when
When
Whenever
Where
While
Pronoun
Case
the Writing Center s
New Mexico
State University
English 102
A pronoun is a word that takes the place of a noun. To choose the correct pronoun, you must know the
pronoun's function: subject; subject complement; direct object; indirect object; object of the preposition;
possessive.
SUbject: Person, place, or thing that performs the action of the sentence
SUbject Complement: A word (or words) that completes the meaning of a linking verb and that modifies
or refers to the subject.
Direct Object: A noun or noun clause naming whom or what after the verb.
Indirect Object: A word (or words) naming the one (or ones) indirectly affected by the action of the verb.
Tells to whom, for whom, to what or for what the action of the verb is done.
Object of the Preposition:
Noun or noun substitute that a preposition relates to another word or word
group.
Possessive: Word showing ownership.
There are three cases in English: subjective, objective and possessive.
Subjective Case
Use the subjective case when a pronoun is used as a subject or a subject complement.
We mothers are proud of our children.
o
"We" is the subject
The winner will be he.
o
"He" is a subject complement
This is she.
o
"She" is a subject complement
/t was they who won the game.
o
"They" is a subject complement
Objective Case
Use the objective case when a pronoun is used as a direct object, as an indirect object, or when used as
an object of the preposition.
Dad advised him.
o
"Him" is the direct object
Dad gave him advice.
o
"Him" is the indirect object
They shared their chocolate with her and me.
o
"Her and me" are objects of the preposition
The secret will be between us and them.
o
"Us and them" are objects of the preposition
Possessive Case
Use the possessive case before a gerund. A gerund is a verb form that ends in
noun.
-ing and functions as a
Mary is tired of his complaining.
o
Mary is not tired of him; she is tired of his complaining. Another way of looking at it is
the complaining belongs to him.
I was upset by their leaving so soon.
o
I was not upset by them; I was upset by their leaving.
Special Problems
Compounds: Compound construction may trick you into choosing incorrect pronouns. It is helpful to try
each pronoun alone to discover the correct pronoun form.
The senator praised Bert and (lime).
•
The senator praised I. (Incorrect)
•
The senator praised me. (Correct)
•
The senator praised Bert and me.
(We/Us) relatives should plan the party.
•
Us should plan the party. (Incorrect)
•
We should plan the party. (Correct)
•
We relatives should plan the party.
Remember: Some people have been told incorrectly not to use "me" because it sounds impolite. Use the
correct form of the pronoun according to the grammar rules, not because it's the one that sounds fancy.
Here's an example:
Between you and lime, that team is belter.
•
Between is a preposition. Prepositions always appear in prepositional phrases and always have
objects; therefore when pronouns function as objects of prepositions, they are in the objective
case. Therefore, the correct pronoun is "me."
Between you and me, that team is better.
Incomplete Clauses
In dealing with incomplete clauses beginning with 'than' or 'as,' use the pronoun you would use if the
clauses were completed.
Joan is two inches taller than I (am).
Mom can cook as well as she (can cook).
Themselvesl himself
'Theirselves' and 'hisself are common misuses of themselves and himself. They are never correct, so
don't use them.
Remember: Be aware of the difference in everyday speech and formal standard English and use the
standard forms in writing.
It was I. (subjective complement)
This is she. (subjective complement)
Between you and me, I know the difference. (object of the preposition)
Paragraphs
Good paragraphs are united, coherent, and adequately developed. They should
not be too long (containing too many points) or too short (because of a lack of
development). Here are some guidelines on writing good paragraphs:
Good paragraphs are:
Unified - The sentences relate to single main idea.
Coherent - The ideas progress smoothly from sentence to sentence.
Adequately developed - Move from the main idea to support the idea using
specific details.
a
Unity
•
The main idea of the paragraph should be stated clearly, either through a topic
sentence or less explicitly, through details that unmistakably convey the main
idea.
•
In unified paragraphs, every sentence helps develop the main idea of the
paragraph.
•
When writing paragraphs, eliminate unrelated information. Suppose a writer is
discussing welfare. In the middle of a paragraph about the types of aid available
through the welfare system, he goes into commentary on the problem of
environmentalists' effect on the budget, readers would be lost, as it's not
supporting the main idea - types of aid - of the paragraph.
Coherence
•
•
•
•
•
A paragraph is coherent when there is a clear flow from one sentence to the
next, making it easy for the reader'to follow.
The ideas are arranged in a logical order, with transitions between sentences to
ease the reader along.
Ideas may be arranged chronologically or in order of importance.
The writer may also move from general statements to specific support.
Transitions between paragraphs are also necessary.
Development
•
•
•
•
•
Develop each paragraph with details and examples.
Illustrate and clarify your ideas.
You may narrate a series of events to illustrate your point.
You may explain a process, show cause and effect, or compare and contrast to
develop an idea.
Descriptions, including metaphors and similes, will help you make your point.
Remember to consider your audience - the language that's appropriate, the
background information they'll need, etc - and the occasion for which you are writing.
--_.
-
------------------------------------
Nonrestrictive
Phrases and
Clauses
the Writing Center
I~J'
New Mexico State University
English 102
Nonrestrictive phrases or clauses are not essential to the basic meaning of the
sentence. They provide additional information; readers don't require the information in
order to understand what the writer is trying to say. We enclose that information with
commas.
Joanne, who often plays golf, is going to the opera.
nonrestrictive
Restrictive phrases and clauses are those which are necessary in the sentence
because they restrict. or limit, the meaning of the sentence. Restrictive phrases and
clauses are not enclosed with commas. Look at the following example:
People who love metal will want to go to the Pantera concert.
Read the sentence as though "who love metal" is a nonrestrictive (non-essential)
clause. If we enclose it wit commas, we're saying that you can remove those words
without changing the meaning of the sentence. If we remove the words, the sentence
reads:
People will want to go to the Pantera concert.
Does removing the words change the meaning? Yes; it implies that all people will
want to go. "Who love metal" is definitely a restrictive phrase. It limits the people who
will want to go to the Pantera concert to those people who love metal.
Look at these examples:
People who drive with their headlights off at night must be crazy.
George, who often drives with his headlights off at night, must be crazy.
In the first sentence, "who drive with their headlights off at night" is restrictive; it's
necessary for the basic meaning of the sentence. Without that restrictive clause, we'd
be saying
People (meaning all people) must be crazy.
In the second sentence, we're saying that George is crazy. "Who often drives with his
headlights off at night" is just one example - some extra information - to tell us why
George must be crazy. If you remove the clause from the sentence, George is still
crazy.
Idiomatic
Expressions
the Writing Center'
New Mexico
State University
English 102
Some expressions are idiomatic to English - that is, they are peculiar to English
and their meaning can't be determined-from the elements in the phrase. Some
idiomatic expressions are metaphorical. Some cannot be translated word for word into
another language.
They are used frequently in both speech and writing. Familiar idioms include 'get
off my back' (no one is literally on the speaker's back), 'she's got her head in the clouds'
(literally, her head is not in the upper atmosphere), and 'he's got a big mouth' (literally, it
is not the size of the person's mouth that's at issue; it's how loudly or frequently the
person speaks).
Idiomatic use of prepositions can be difficult. If you're uncertain about which
preposition to use with a certain word, check the dictionary. Sometimes the preposition
to use depends on the context. For example, 'agree' maybe followed by 'about,' 'on,'
'to,' or 'with.'
Here are some idiomatic expressions writers have trouble with:
According to the plan
(not with)
Accuse of perjury
(not with)
Bored by/ with it
(not of)
Comply with rules
(not to)
Conform to/with standards
(not in)
Die of a disease
(not with)
In accordance with policy
(not to)
Independent
(not from)
of her family
Inferior to ours
(not than)
Happened by accident
(not on)
Jealous of others
(not for)
Wait for someone
(not on)
Proud of me
(not with)
In favor of
(not to)
See the Preposition Tip Sheet for more information.
Exclamation
Points
the Writing Center
New Mexico
State University
English 102
Use the exclamation point after interjections and other expressions that need special emphasis to
show strong emotion. such as surprise, or disbelief.
Boo!
What a game!
Look at that tornado!
Run for your life!
The exclamation point should be used sparingly. If you use it too frequently. it loses the emphasis
you wanted it to have. Use strong words to express your emotion or beliefs. Too many exclamation marks
can make the writer sound excitable. as if he or she is shouting every sentence. Look at the following
example:
Something must be done about this problem! It is affecting too many people for us to ignore it! If
we don't act now, it may be too late!
Think about the tone of the voice you heard as you read these sentences. This passage is
obviously about a serious problem, yet the tone - because of the overuse of exclamation points - is not
serious. Consider the tone of this passage, with different punctuation.
Something must be done about this problem; it is affecting too many people for us to ignore it. If
we don't act now, it may be too late.
This passage sounds more forceful, and the statements sound more worthy of consideration.
strengthen the statements even more, the writer should use specifics:
To
The AIDS epidemic continues to grow. especially in Asia and India. By the year 2000, experts
predict, the number of AIDS cases will have tripled. Recent education campaigns are raiSing
awareness about the disease in this country and in Europe, but until all the citizens of the world
are informed about the contraction of AIDS and the consequences of the disease, there IS no
hope of eliminating the spread of this epidemic.
After a mild interjection.
period is more suitable.
a comma
Is better. and after a less forceful exclamations or commands. a
Oh, look at that windshield
How quiet
the lake was.
Punctuation WIthIn Quotn
00 not use a comma or a period after an exclamation
quotation marks when It applies only to the quote
point Put
the exclamation mark inside the
Watch outl" ehe screamed
My mother yelled, "Ifs snowmg'"
Place them on the outside If they don'l
Stop singing "due Looks Like 1l8dy" Ife driYlng me nutsl
• 1lIe excllrnat/Ol, point Is not part of the song IItIe 10 It II placed outside the quotatloI,
IYlIIf<.
the Writing Center
Colons
New Mexico
State University
English 102
Colons have two main uses: to introduce a list when the list follows a complete
sentence and to introduce an explanation or example, particularly for emphasis. Colons
are not used after forms of the verb to be or after prepositions or in sentences that use
such as or like to set up a list.
Introducing Lists
Colons are used to introduce a list when the list follows a complete sentence.
Susan intended to cut down on her grocery bills by eliminating three luxuries: ice
cream, Twinkies, and Perrier.
There
set up
stated
before
is a complete sentence before the list. Colons are not used before lists that are
with such as or like because these words create an incomplete sentence, and as
above, you need a complete sentence before a list to use a colon. Use a comma
such as or like.
She likes the simple things in life, such as diamonds, yachts, and limos.
For the same reason, no colon is used following forms of the verb to be or after
prepositions.
My favorite places are Hawaii, San Diego, and Rome.
Incomplete sentence
I earned As in my En?,lish. ~overnment and math classes.
ncomple e sentence
Introducing Explanations
or Examples
Colons may be used to direct the reader's attention to an important explanation or add
emphasis to the statement. Again, what comes before the colon must be a complete
sentence.
Tom craved only one thing: absolute power.
This statement is a little more forceful than other phrasing:
Tom craved only absolute power.
Note: this is grammatically
correct, but lacks the emphasis of the first example.
Summaries
the Writing Center _
New Mexico State University
English 102
A summary is a general restatement of the meaning of a passage. It focuses on
the main idea or ideas of the piece. When you write a summary, you take the essence
of a piece of writing and rewrite it in your own words, usually eliminating many of the
details and illustrative examples.
Summaries vary in length but are significantly shorter than the original. Reduce
the original text as much as you can while still providing all the important information.
Your objective is to condense without leaving out anything that is part of the essence of
the original.
Here are some steps to take as you write summaries. It's helpful to make a copy of
the original source so you can make notes on it.
•
Skim the passage you are going to summarize. Get a general idea of what points
the author of the piece is making.
•
Read the passage carefully, noting its main ideas and supporting points.
•
Highlight and make notes on the text. Write down definitions of key and technical
terms.
•
Decide what to include in summary. Write a one-sentence restatement (in your
own words) of it's main idea(s). Your summary should answer the journalist's
questions: who, what, where, when, how, and why. Do not include your opinion
of the original or the author unless your instructor asks you to critique.
•
Write a draft and then revise it. It does take practice to write effective summaries.
Until you become proficient, expect to revise your summaries just as you do
other pieces of writing.
•
Avoid plagiarism. Whenever you mention a main idea, make sure you put it in
your own words or carefully attribute original wording to the author. You may
quote from the original; provide documentation.
Summaries provide he key points of an original at a glance and leave out the details.
Problem summaries often omit key ideas, mix ideas, or represent them inaccurately.
Summaries should not rely too heavily on quoted material; use your own words.
Remember, unless your instructor asks you to, do not include evaluation of the
original's main points. If the assignment asks you to critique, evaluate, comment on,
criticize, discuss or interpret, then you should include a well-supported evaluation.
Annotated
Biblioaraohies
the Writing Center
New Mexico State University
English 102
Bibliographies are lists of books, articles and other materials that you have
researched for your topic. Bibliographies list important publication information such as
author, title, place and date of publication. For more information on how to write a
bibliography, please refer to our tip sheet on citation information.
An annotated bibliography is a little different than a bibliography. To annotate
something means that you summarize and evaluate it. An annotated bibliography, then,
is a list of the sources you have researched with a summary and evaluation of each
source immediately following the bibliography entry. For more help on summaries,
please see our tip sheet on the topic.
Remember the keys to writing an effective annotation are to:
•
•
•
Summarize
Evaluate
Apply
Example of Annotated Bibliography Entry (MLA)
Last name, First name. Title. Place of Publication: Name of Publisher, Date.
This is where your annotation should appear. You should summarize the text
here as clearly as possible. If one had never read this text before, what could you write
so that this person understood what it was about? What are the key points of the text?
For more help on summarizing, please see our tip sheet on summaries.
In the following paragraph, you should evaluate the text. Is it well written? Is it
well-documented? Is the author credible? How does this particular text fit with other
texts you have read on this topic?
In this final paragraph, you will want to talk briefly about how you will apply this
text to your project. It what ways does this text contribute to the argument you are going
to make? Does the text provide an historical context for your paper? Does the text
provide an argument that opposes yours? Does it shape or influence your argument?
How will you use it in your research?
The annotation immediately follows the bibliographic entry and is in paragraph
form. Usually annotations are single spaced, like this, but you should ask your teacher if
there are any specific guidelines you need to follow.
Subject-Verb
Aareement
the Writing Center
New Mexico
Stale University
English 102
The subject in a sentence is the focus of the sentence, and it performs the action. The verb in a
sentence is the action word. Determine what or who is performing the action of the sentence, and then
choose the verb from that fits the subject, not the intervening words.
My sister plays the French horn.
Agreement
"Sister" is the person who performs the action of playing. "Plays" is
the action erformed.
in Number
SUbjects and verbs must agree with one another in number. The fonm of the verb will vary
depending on whether the subject is singular or plural. When making the SUbject and verb agree, first find
the subject and decide whether it is singular or plural.
Memory tip: Generally, if the subject is singular, add an's' to the verb unless the subject is 'I' or 'you.'
If the subject is plural, do not add an's.' (Verbs with singular subjects end in's.' Verbs with plural subjects
do not end in's.')
•
Exception: Adding 's'to the verb based on whether the subject is singular or plural does not work
with forms of the verb 'to be': 'is,' 'am,' 'are,' 'was,' 'were,' 'be,' 'being,' 'been.'
I am going to pass this English class.
My children are all in elementary school.
Here are some common problems in subject verb agreement:
Interrupting
Word Groups
Other words can appear between the subject and the verb in a sentence. To identify the subject
of a sentence, look for who or what performs the action, not just the word closest to the verb.
Students in the lab write.
The student in the lab writes.
Inverted
Sentences
The subject may appear after the verb:
Along the back wall of the house grow beautiful ~ower~.
What grows? IFi0werSl grow.
The usual order would be:
Beautiful ~owerSl grow along the back wall of the house.
Two or More SUbjects
If two or more subjects or compound subjects are joined by 'and,' use the plural form of the verb.
To check the fonm of the verb, replace the subjects with 'they.'
Paper and pencil are all I need.
They are all I need.
Elaine and Bob play poker.
They play poker.