A Short Guide to Punctuation

Punctuation is used to mark the cadence, pauses, and tone in written English. In
other words, punctuation helps us to understand when to pause between fully
formed ideas when speaking, as well as organize our thoughts in writing. English
punctuation marks include:

 period .
 comma ,
 question mark ?
 exclamation mark !
 colon :
 semi colon ;

Beginning English learners should focus on understanding the period, comma,

and question mark. Intermediate to advanced student should also learn how to
use colons and semi colons, as well as an occasional exclamation mark.

This guide provides instruction on the basic rules of using a period, comma,
colon, semicolon, question mark and exclamation point. Each type
of punctuation is followed by an explanation and example sentences for reference
purposes.

Period
Use a period to end a complete sentence. A sentence is a group of words
containing a subject and predicate. In British English a period is called a "full
stop".

Examples:

He went to Detroit last week.

They are going to visit.

Comma
There are a number of different uses for commas in English. Commas are used to:

 Separate a list of items. This is one of the most common uses of a comma.
Notice that a comma is included before the conjunction "and" which comes
before the final element of a list.
Examples:

I like reading, listening to music, taking long walks, and visiting with my
friends.

They would like books, magazines, DVDs, video cassettes, and other learning
materials for their library.

 Separate phrases (clauses). This is especially true after a beginning

dependent clause or a long prepositional phrase.

Examples:

In order to qualify for your certificate, you will need to take the TOEFL exam.

Although he wanted to come, he wasn't able to attend the course.

 Separate two independent clauses that are connected by a conjunction such

as 'but'.

Examples:

They wanted to purchase a new car, but their financial situation would not
allow it.

I'd really enjoy seeing a film this evening, and I'd like to go out for a drink.

 Introduce a direct quote (as opposed to indirect speech i.e. He said he

wanted to come ...).

Examples:

The boy said, "My father is often away during the week on business trips."

His doctor replied, "If you don't stop smoking, you run the risk of a heart
attack."

 Separate appositives (a noun, or noun phrase) or non-defining relative

clauses.

Examples:

Bill Gates, the richest man in the world, comes from Seattle.
My only sister, who is a fantastic tennis player, is in great shape.

Question Mark
The question mark is used at the end of a question.

Examples:

Where do you live?

How long have they been studying?

Exclamation Point
The exclamation point is used at the end of a sentence to indicate great surprise.
It is also used for emphasis when making a point. Be careful not to use an
exclamation point too often.

Examples:

That ride was fantastic!

I can't believe he is going to marry her!

Semicolon
There are two uses for a semicolon:

 To separate two independent clauses. One or both of the clauses are short
and the ideas expressed are usually very similar.

Examples:

He loves studying; he can't get enough of school.

What an incredible situation; it must make you nervous.

 To separate groups of words that are themselves separated by commas.

Examples:

I took a holiday and played golf, which I love; read a lot, which I needed to do;
and slept late, which I hadn't done for quite a while.
 They plan to study German, for their travels; chemistry, for their work; and
literature, for their own enjoyment.

Colon
A colon can be used for two purposes:

 To provide additional details and explanation.

Examples:

He had many reasons for joining the club: to get in shape, to make new friends,
to lose some weight, and to get out of the house.

She gave notice for the following reasons: bad pay, horrible hours, poor
relations with colleagues, and her boss.

 To introduce a direct quote (a comma can also be used in this situation).

Examples:

He announced to his friends: "I'm getting married!"

She cried out: "I never want to see you again!"

Beare, Kenneth. "A Short Guide to Punctuation." ThoughtCo, Dec. 10, 2018,
thoughtco.com/guide-to-punctuation-1210356.
o
o

Text Organization
Text organization refers to how a text is organized to help readers follow and
understand the information presented. There are a number of standard forms
that help text organization when writing. This text organization guide will help
you logically guide your readers through your text.

Text Organization: Referring to Ideas Already Presented

Pronouns and determiners are used to refer to ideas, points or opinions that you
have previously introduced, or will immediately introduce. Here is a quick review
of pronouns and determiners with examples.

Pronouns
Remember that ideas, opinions, and arguments are considered objects
in Englishwhich take object pronouns.

it / it / its -> singular

they / them / their -> plural

Examples:

Its importance can not be underestimated.

It now becomes clear that their role in production is vital.
The government has given it ample consideration but rejected its validity.

Determiners
this / that -> singular
these / those -> plural

This is key: Children need to be encouraged in order to succeed.

Jefferson referred to those as unnecessary complications.

Make sure that pronouns and determiners are clearly defined either before, or
immediately after their introduction in order to avoid confusion.

Examples:

The need for economic growth is vital to any society. Without it, societies
become defensive and ... ('it' refers to 'need for economic growth)
These are vital for any job: interest, skills, manners... ('these' refers to 'interest,
skills, manners')

Text Organization: Providing Additional Information

A number of forms are used to provide additional information in text

organization. These forms are used at the beginning of a sentence to link text to
the previous sentence:

In addition to X, ...
As well as X, ...

Examples:

In addition to these resources, we will require a further investment of ...

As well as his difficulties in childhood, his continuing poverty as a young adult
caused many problems.
These phrases can be used in the middle of a sentence or a phrase to provide
additional information in your text organization:

also
as well as

Examples:

Our commitment to the cause, as well as our financial resources, will make this
possible.
There was also time considerations to take into account.

Sentence Structure: Not only...but also

The sentence structure 'Not only + clause, but also + clause' is also used to
provide additional information and emphasize the later point in your argument:

Examples:

Not only does he bring experience and expertise to the company, but he also has
an outstanding reputation.
Not only are the students improving scores, but they are also having more fun.

NOTE: Remember that sentences beginning with 'Not only ...' use inverted
structure (Not only do they do...)

Text Organization: Introducing a Number of Points

It's common to use phrases to signify the fact that you will be making different
points in your text. The simplest way to indicate that you will be touching on a
number of different points is to use sequencers. The appearance of sequencers
indicates that there are points to follow or that precede your sentence. For more
information on sequencers, continue on to the section on sequencing your ideas
for text organization.

There are also some set phrases that point to the fact that there are a number of
points to follow. Here are the most common:

There are a number of ways / means / manners ...

The first point to make is ...
Let's begin with the assumption that / the idea that / the fact that ...

Examples:
There are a number of ways we can approach this problem. First, ...
Let's begin with the assumption that all of our courses are necessary for our
students.

Other phrases are used to indicate that one phrase is related to another in an
additional sense. These phrases are common in text organization:

For one thing ...

and another thing / and for another ...
besides that ...
and besides

Examples:

For one thing he doesn't even believe what he's saying.

..., and another thing is that our resources can't begin to meet the demand.

Text Organization: Contrasting Information

There are a number of ways to contrast information in text organization. In most

cases, two clauses are used: one with the most important information, as well as a
clause introduced with a word or phrase showing contrast. The most common of
these are 'although, though, even though, but, yet' and 'despite, in spite of'.

Although, Even Though, Though

Notice how 'though, even though' or 'although' show a situation which is contrary
to the main clause to express conflicting information. 'Even though', 'though' and
'although' are synonymous. Use a comma after beginning a sentence with
'although, even though, though'. No comma is required if you finish the sentence
with 'although, even though, though'.

Examples:

Even though it was expensive, he bought the car.

Though he loves doughnuts, he has given them up for his diet.
Although his course was difficult, he passed with the highest marks.

Whereas, While

'Whereas' and 'while' show clauses in direct opposition to each other. Notice that
you should always use a comma with 'whereas' and 'while'.

Examples:
Whereas you have lots of time to do your homework, I have very little time
indeed.
Mary is rich, while I am poor.

Whereas, While

'But' and 'yet' provide contrary information that is often unexpected. Notice that
you should always use a comma with 'but' and 'yet'.

Examples:

He spends a lot of time on his computer, yet his grades are very high.
The research pointed to a specific cause, but the results painted a very different
picture.

Text Organization: Showing Logical Connections and Relations

Logical consequences and results are shown by beginning sentences with linking
language indicating a connection to the previous sentence (or sentences). The
most common of these include 'as a result, accordingly, thus, hence,
consequently'.

Examples:

As a result, all funding will be suspended until further review.

Consequently, the most important elements combine to provide a rich tapestry
effect.

Text Organization: Sequencing Your Ideas

In order to help your audience understand, you need to link ideas together in
your text organization. One of the most important ways to link ideas is to
sequence them. Sequencing refers to the order in which events happened. These
are some of the most common ways to sequence in writing:

Beginning:

Firstly,
First of all,
To start off with,
Initially,

Examples:
Firstly, I began my education in London.
First of all, I opened the cupboard.
To start off with, we decided our destination was New York.
Initially, I thought it was a bad idea, ...

Continuing:

Then,
After that,
Next,
As soon as / When + full clause,
... but then
Immediately,

Examples:

Then, I started to get worried.

After that, we knew that there would be no problem!
Next, we decided on our strategy.
As soon as we arrived, we unpacked our bags.
We were sure everything was ready, but then we discovered some unexpected
problems.
Immediately, I telephoned my friend Tom.

Interruptions / New Elements to the Story:

Suddenly,
Unexpectedly,

Examples:

Suddenly, a child burst into the room with a note for Ms. Smith.
Unexpectedly, the people in the room didn't agree with the mayor.

Events Occurring at the Same Time

While / As + full clause

During + noun (noun clause)

Examples:

While we were getting ready for the trip, Jennifer was making the reservations
at the travel agent's.
During the meeting, Jack came over and asked me a few questions.
Ending:

Finally,
In the end,
Eventually,
Lastly,

Examples:

Finally, I flew to London for my meeting with Jack.

In the end, he decided to postpone the project.
Eventually, we became tired and returned home.
Lastly, we felt we had had enough and went home.

Beare, Kenneth. "Text Organization." ThoughtCo, Feb. 4, 2019, thoughtco.com/what-is-text-

organization-1212401.

Exercise on Narrating Things Happening

Over Time
Narrative paragraphs are often used to describe what a person does over a period
of time. Read this example narrative paragraph, notice how words like 'later' are
used to connect what happens.

Yesterday evening I got home from work at 6 o'clock. My wife had

painstakingly prepared a delicious dinner which we ate immediately. After I
had cleaned up the kitchen, we watched TV show which had been recommended
by my friend. Then, we got dolled up for a night on the town. Our friends
arrived at about 9 o'clock and we chatted for a while. Later, we decided to visit
a local jazz club and listen to some bebop for a while. The mad musicians really
blew their horns. We really enjoyed ourselves and stayed late only leaving after
the band had played their final audacious set.

Tips on Tenses
Use the simple past for succession of events:

 Narrate with the simple past tense when events follow each other. here are
some examples. Notice that each event occurs in succession.
I got up and went to the kitchen. I opened the door and looked into the fridge.
She arrived in Dallas, took a cab, and checked in to her hotel. Next, she had
some dinner in a restaurant. Finally, she visited a colleague before she went to
bed.

Use the past continuous for interrupted actions:

 To express that an action is interrupted, use the past continuous to

describe what was happening when there was an interruption. Use the past
simple with the action that interrupts what was happening.

Finally, as we were discussing the issue, the teacher walked into the classroom.
Obviously, we stopped talking immediately.
Sharon was working in the garden when the telephone rang.

Use the past perfect for previous actions:

 To express something that was finished before another event in the past,
use the past perfect. This is especially useful when providing an
explanation for what happened.

We decided to go out and celebrate because we had just finished remodeling our
home.
Janet didn't join us for dinner as she had already eaten.

Use the past perfect continuous for the length of actions:

 The past perfect continuous is used to express how long something had
been happening up to a point in time in the past.

We had been hiking for more than ten hours and it was time to call it a day.
She had been nagging him for months to get a better job when he finally was
hired.

Linking Language
Starting sentences with a time expression:

 Start sentences with linking phrases such as 'Then,' 'Next,' 'Finally,' 'Before
that', etc. to connect sentences and show time relationships in your
narrative writing.

First, we flew to New York on our great adventure. After New York, we moved
on to Philadelphia. Then, it was on to Florida for some scuba diving.
After breakfast, I spent a few hours reading the newspaper. Next, I played
softball with my son.

Use time clauses to show relationships in time:

 Use 'before', 'after', 'as soon as', etc. to introduce a time clause. Pay special
attention to the use of tenses with time clauses. Begin a sentence with a
time clause, but use a comma before the main clause. OR Begin with the
main clause and end with the time clause using no comma.

After we had finished our homework, we watched a funny movie.

They attended a meeting as soon as they arrived in Chicago.

Descriptive Language
When writing a narration, it's a good idea to include descriptive language to help
readers get a feeling for what happened. Here are some suggestions on how to
make your writing more descriptive.

 Use adjectives to modify nouns. Nothing is more boring than a sentence

such as We went to the store. It's easy to modify store to be more precise as
well as descriptive. We went to a big box electronics store is much more
interesting.

They bought a car. -> They bought a used red Italian car.
She planted a tree. -> She planted a young oak tree. Commented [DM1]: Ejemplpo de lo que hay que hacer en la
actividad 2

 Use prepositional phrases such as in the corner and across from the
bank to give an idea of where something happens, as well as the
relationships between objects.

After we arrived, we were shown to our table at the back of the restaurant.
The car was parked around the corner on the other side of the street.

 Use relative clauses to further describe and provide information about

important details in your narration.

After that, we enjoyed a tasty glass of wine which was grown locally.
Next, we took the car which we had rented in Los Angeles and drove to San
Francisco.

1. Written Exercise - Using Past Verbs and Prepositions

Write out the following sentences on to a piece of paper to form a paragraph
based on the narrative paragraph above. Conjugate each verb in the past and
provide the correct prepositions.

 Yesterday evening Jack got (get) home at (preposition) half past five.
 He immediately made (make) himself a cup of (preposition) coffee and sat
down (sit down) to read a book.
 He read (read) the book at (preposition) half past seven.
 Then, he made (make) dinner and got ready (get ready) to go out with his
friends.
 When his friends arrived (arrive), they decided (decide) to go out to see a
film.
 He Stayed out (stay out) until midnight with his friends.
 Finally, he fell (fall) asleep at (preposition) about one o'clock.

2. Written Exercise - Making Your Writing More Interesting

Rewrite the following sentences using descriptive language to spice up your
writing.

 After that, the man went home.

 Later, we drove to a restaurant.
 He had finished the report before I gave the presentation.
 The children attended the class.
 My friends asked for help.

3. Written Exercise - Adding Linking Language

Now that you have a good feeling for the form of a narrative paragraph. Fill in the
gaps in this paragraph providing appropriate linking language to complete the
paragraph.

First, I drove my rusty old car to visit my best friend. Next, I arrived, he had done
his best to prepare a tasty meal. After, we took a long walk through the park next
to his home. Then, we had been out for more than an hour, my friend asked me if
I could keep a secret. So, I swore not to tell anyone anything. Furthermore, he
recounted a wild tale of a crazy night out on the town ____________. Finally,
he told me he had met the woman of his dreams and that they were to get
married ___________. Imagine my surprise!
How to Leave Messages on the Telephone in
English
Telephone English refers to the type of language used when speaking on
the telephone in English. There are many specific verbs and phrases used when
speaking on the telephone in English. This guided to leaving a message on the
telephone provides a step by step guide to leaving a message that will make sure
that the recipient returns your call and/or receives necessary information.
Try role-playing first to practice these skills.

Leaving a Message
Sometimes, there may not be anyone to answer the telephone and you will need
to leave a message. Follow this outline to make sure that the person who should
receive your message has all the information he/she needs.

1. Introduction - - - - Hello, this is Ken. OR Hello, My name is Ken Beare

(more formal).
2. State the time of day and your reason for calling - - - - - It's ten in the
morning. I'm phoning (calling, ringing) to find out if ... / to see if ... / to let
you know that ... / to tell you that ...
3. Make a request - - - - Could you call (ring, telephone) me back? / Would
you mind ... ? /
4. Leave your telephone number - - - - My number is .... / You can reach me
at .... / Call me at ...
5. Finish - - - - Thanks a lot, bye. / I'll talk to you later, bye.

Message Example 1
Telephone: (Ring... Ring... Ring...) Hello, this is Tom. I'm afraid I'm not in at the
moment. Please leave a message after the beep... (beep)

Ken: Hello Tom, this is Ken. It's about noon and I'm calling to see if you would
like to go to the Mets game on Friday. Could you call me back? You can reach me
at 367-8925 until five this afternoon. I'll talk to you later, bye.

Message Example 2
Telephone: (beep ... beep ... beep). Hello, you've reached Peter Frampton. Thank
you for calling. Please leave your name and number and reason for calling. I'll get
back to you as soon as possible. (beep)
Alan: Hello Peter. This is Jennifer Anders calling. It's about two pm right now.
I'm calling to see if you'd like to have dinner sometime this week. My number is
451-908-0756. I hope you're available. Talk to you soon.

As you can see, leaving a message is pretty simple. You only need to make sure
that you have stated all the most important information: Your Name, The Time,
The Reason for Calling, Your Telephone Number

Recording a Message for Callers

It's also important to record a message for callers when you are not available.
Many people like to leave an informal message, but that doesn't necessarily leave
a good impression if someone is calling for business. Here are some suggestions
for messages that both friends and business partners can appreciate.

1. Introduction - - - - Hello, This is Ken. OR Hello, you've reached Kenneth

Beare.
2. State that you aren't available - - - - - I'm afraid I'm not available at the
moment.
3. Ask for information - - - - Please leave your name and number and I'll get
back to you as soon as possible.
4. Finish - - - - Thank you. / Thank you for calling.

Message for Business

If you're recording a message for a business, you'll want to strike a more
professional tone. Here are some suggestions for messages for business to be
played when you are not open.

1. Introduce your business not yourself - - - - Hello, you've reached Acme

Inc.
2. Provide Opening Information - - - - Our operating hours are Monday
through Friday 10 am to 7 pm.
3. Ask your customers to leave a message (optional) - - - - Please feel free to
leave your name and number.
4. Provide options - - - - For information concerning Acme Inc., visit our
website at acmecompany dot com
5. Finish - - - - Thank you for calling. / Thank you for your interest in Acme
Inc.
Useful English Phrases for a Business
Meeting
You can further explore useful phrases and proper language usage by looking at
a meeting dialogue. During a meeting you might want to have a phrase reference
sheet nearby to help conduct the meeting.

Interrupting

Use the following phrases to interrupt or join in the conversation:

 May I have a word?

 If I may, I think...
 Excuse me for interrupting.

Giving Opinions

These phrases will give your opinion during a meeting:

 I (really) feel that...

 In my opinion...
 The way I see things...

Asking for Opinions

These questions will help you ask for feedback and opinions during a
conversation:

 Do you (really) think that...

 (name of participant) can we get your input?
 How do you feel about...?

Commenting on Opinions

Use these phrases to show that you are carefully listening:

 I've never thought about it that way before.

 Good point!
 I get your point.
 I see what you mean.

Agreeing With Other Opinions

If you agree with what has been said, use these phrases to add your voice in
agreement:

 Exactly!
 That's (exactly) the way I feel.
 I have to agree with (name of participant).

Disagreeing With Other Opinions

Sometimes we have to disagree with others. These phrases are used to be polite,
but firm when disagreeing:

 Up to a point I agree with you, but...

 (I'm afraid) I can't agree.

Advising and Suggesting

These phrases can be used to advise or make a suggestion during a meeting:

 We should...
 Why don't you....
 How/What about...
 I suggest/recommend that...

Clarifying

Sometimes it's important to clarify what you've said. That might mean that you
need to rephrase your point in other words. Use these phrases to help clarify:

 (Statement) Have I made that clear?

 (Statement) Do you see what I'm getting at?
 Let me put this another way (statement)
 I'd just like to repeat that (statement)

Asking for Repetition

If you don't understand what's been said, use one of these phrases:

 I didn't catch that. Could you repeat that, please?

 I missed that. Could you say it again, please?
 Could you run that by me one more time?

Asking for Clarification

If you'd like to check on some of the details, use these phrases to ask for more
details and get clarification:

 I'm afraid I don't understand what your are getting at.

 Could you explain to me how that is going to work?
 I don't see what you mean. Could we have some more details, please?

Asking for Contributions From Other Participants

You can ask for more feedback by directly asking whether others have something
else to contribute with these phrases:

 What do you think about this proposal?

 Would you like to add anything, (name of participant)?
 Has anyone else got anything to contribute?
 Are there any more comments?

Correcting Information

At times, it's necessary to correct what someone else has said if it's vital to the
conversation. Use these phrases to correct information:

 Sorry, that's not quite right.

 I'm afraid you don't understand what I'm saying.
 That's not quite what I had in mind.
 That's not what I meant.

Keeping the Meeting on Time

Finally, it's common to go too long. These phrases can help keep the meeting on
time:

 Please be brief.
 I'm afraid that's outside the scope of this meeting.
 Let's get back on track, why don't we?
 Why don't we return to the main focus of today's meeting.
 Keep to the point, please.

Important Phrases Quiz

Provide a word to fill in the gaps to complete these common phrases used when
participating in meetings:
1. May I have a moment? In my opinion, I think we should spend some
more time on this point.
 thought

 moment
2. If I may, I think we should focus on sales rather than research.
 may
 might
3. Excuse me for interrupting. Don't you think we should discuss the
Smith account before we move on?
 discussing

 interrupting
4. Sorry, that's not quite what I said. The shipment isn't due until next
week.
 what I said

 what I want
5. Well, it's been a good meeting. Has anyone else got anything to tell?
 tell
 contribute
6. I didn't understand that. Could you repeat your last statement please?
 catch
 understand
 both are correct
7. Good point! I agree that we should focus on locally grown products.
 point
 idea
 both are correct
8. That's interesting. I've never thought about it that much before.
 way
 much
 both are correct
9. I'm afraid I don't see what you mean. Could you give us some more
details?
 say
 mean
10. Let's get back on track, why don't we? We need to decide on our
strategy.
 place

 track
11. I propose we put this point off until our next meeting.
 introduce
 propose
12. I'm sorry Tom, but that's outside the subject of this meeting. Let's
get back on track.
 scope

 subject
13. I'm afraid I didn't understand your point. Could you explain that by
me one more time?
 explain

 run
14. I have to agree with Alison. That's exactly what I think.
 agree
 disagree