Search results for 'tag:Punctuation tag:Difference between' matching tags 'Punctuation' and 'Difference between'

(Unknown 22884)OHHH I FINALLY CAN POST!!!

Jen001 — Fri, 21 Dec 2007 01:51:40 GMT

"The Change of the Characteristics in the passage from The Hours"

The passage from the novel The Hours by Michael Cunningham is intriguing. The passage illustrates the difference between the character's characteristics in different time settings: past and present. This difference is clearly shown through the contrasting structure, imagery and language.

The structure reflects the division of the time setting and helps to contrast the different characteristics. The passage has two paragraphs, each describing the character's thoughts and perception about a same place, of the past and present. The length of each paragraph is different; the one from the past is much longer than the other one from the present. This can be related to each of the paragraph's sentence construction. In the first paragraph, about the past, the lengths of the sentences are very long. The first sentence takes eight lines, lengthened continuously within commas, semi-colons and colons. In fact, in one sentence, there are five commas, five semi-colons and a colon. This overly-continued sentence gives a sense of unfiltered, informal, and unrestricted flowing of thoughts. Moreover, the use of brackets, âsome sort of wood(cedar? Camphor?),â seems to be less sophisticated, compared to using dashes or other punctuations of the same function. However, in the second paragraph of the present, the sentence construction is shown contrastingly. The paragraph starts with a short simple sentence: âShe turns down Bleecker, goes up Thomson.â Also, in this paragraph, there are four sentences in six lines, and three of the four sentences are written in simple sentence, including the example above. Although there are a few commas in some of the sentences, there is no semi-colon, but only a colon in the last sentence. The colon is used in a very appropriate way, functioning to introduce the list of âthingsâ, such as âjewelryâ and âjackets.â Thus, within the brief and concise sentence construction, the character in the present appears to be more mature, filtered and sophisticated than in the past. However, as a result of that, the sense of youthful, unfiltered freedom cannot be found anymore in the present.

In addition to the structure, the contrasting imagery of each paragraph demonstrates further differences of the characteristic in the past and present. As both paragraphs are of the same setting, the image of the same place is described at each time. So, the consistent place makes the comparison between the two more distinctive and reliable. The imagery of the place is very vivid in the past, not only within the visual sense, but also within the auditory and olfactory senses, whereas that of the past only relies on the sense of sight. For example, in the past, âthe neighborhoodâ is depicted as âthe center of something new and wildâ in âthe city where the sound of guitars drifted all nightâ and âwhere the stores â¦ smelled the way â¦ Arab bazaars must smell.â This is detail, imaginative and lively, even the âArab bazaarsâ creates a somewhat mystical and adventurous atmosphere. This interesting and passionate depiction is being minimized in the present into three words: an âimitation of itself.â It is now âa watered-down carnival for tourists,â which gives a sense of inactivity and boredom. Also, the stores now âall sell essentially the same things,â such as âsouvenir T-shirts.â This seems to be dull, with no excitement or creativity or passion. This changed imagery, depicted by the character, rather shows the change in the character's perception. The change in perception is demonstrated more clearly within the notion of the âdoorâ and âalley.â In the past, she says, âif you passed through the wrong door or down the wrong alley you would meet a fate,â however, in the present, she âknows that behind these doors, and down these alleys lies nothing more or less than people living their lives.â In the past, she seems to be more concerned with the 'inner' world of thought or imagination. Whereas in the present, she seems to be more grounded in the external world of physical reality. As like the previously discussed change in the sentence structure, she is now more sophisticated, knowledgeable and realistic than the past. Also, as like the image of the place, her perception changed from the creative, interesting and adventurous to the boring, predictable and filtered way. Thus, the contrasting imagery of the past and present reflects the similar change in the character's perception.

While the structure and the imagery convey the distinctive change in the characteristics of the character, the contrasting use of language supports those differences. More specifically, the diction [dash]shown in the past and the present[dash] is comparable. Reflecting the imagery of the varied senses, the words and expressions used in the past are also varied and animated, such as âincense and richâ and âdung-y dustâ describing the smell of the stores. These two expressions, âincense and richâ and âdung-y dustâ are contrasting; they express the diversity of the object. Moreover, the speaker creates a non-existing adjective, âdung-y.â The extra adding of â-yâ grants a more animated image, and it gives a sense of freedom and even somewhat childishness. The âsmellâ is then described as âsomething fruitily, fertilely rotting.â Again, she creates a non-existing adverb, âfruitily,â expressing the scent rather vividly, which would be sour as it ârots.â The other adverb âfertilelyâ contributes to create a sense of abundance and richness of the imagery. However, the use of those two positive adverbs, modifying the negative verb ârottingâ seems to be oxymoron in âfruit[full]â or âfertile,â as well as the use of adjective âdisreputable,â following ânew and wild.â The oxymoron adds an unpredictable sense to the imagery and hence to the depicter's thoughts. On the other hand, in the present, the adjectives used to describe the âcityâ and the âstores,â are ânothing,â âless,â âsame,â and âstill.â All of them are negative and reflect the boredom, dullness and hopelessness. More significantly, the speaker uses the adverb, âGrotesquelyâ before describing how âthe same bars and coffeehouses are still [th]ereâ, showing the character's cynical characteristic. So does the use of the adjective âcheapâ for the goods at the stores. Thus, in the past, the character uses language interestingly [dash] it is diverse, lively and creative [dash] whereas that of the past is inactive, hopeless and cynical. These differences are directly reflecting the character's contrasting, changed characteristic.

The change of the characteristic seems to be abrupt. As a cause, something would have happened to her, that is not shown in the passage. However, an assumption can be drawn within the evidences from the passage. There is a shift in the first paragraph within âHere,â showing the shifted tense from the past to the past perfect. In the past perfect, there is a scene of Clarissa, the major character, and her boyfriend Richard. She seems to appreciate Richard a lot, for example, she does not use the pronoun 'he' for âRichard,â even though he is the only male character. So, in a sentence, Richard is successively repeated three times, âwith Richard, when Richard â¦ when Richard.â Moreover, she describes his appearance in detail; he âwas nineteen,â âa firm-featured, hard-eyed, not-quite-beautiful dark-haired boy with an impossibly long and graceful, very pale neck.â So, to describe Richard, she combines an adjective and a noun to create a single adjective, such as âhard-eyed.â This shows her seriousness about describing him precisely. His âimpossibly longâ and âvery paleâ neck would seem negative, if not for the complementary adjective âgraceful.â Also, the adverb âimpossiblyâ gives a sense of special and unusual feeling for the person. Besides the use of language, the use of punctuation should also be noted. There are many commas, causing the sentences to seem choppy. This would be imitating the feeling of uncertainty and the tension in the situation. The uncertainty of the situation is shown in the line, ââ¦about what? A kiss? Had Richard kissed her, or had she, Clarissaâ¦,â also the tension created as they âhad certainly argued.â Then, the reason for the âargu[ment]â is explained: âClarissa wanted her freedom and Richard wanted, well, too much.â It is notable that as Richard âwanted â¦ too muchâ relating to the âkiss,â the pronoun 'he' is used as âdidn't he always?â In this case, however, the pronoun 'he' seems to more likely indicate every 'man', rather than particularly âRichard.â Thereafter the paragraph ends, and the paragraph of the present starts. It is not sure whether the abrupt change in Clarissa's characteristic is due to âRichardâ or not. Although it is not, it is evident that Clarissa once considered and cared about him quite specially.

Despite of the uncertain reason, the change in the Clarissa's characteristic from the past to the present is shown clearly throughout the contrasting structure, imagery and language. The characteristic includes the thoughts and perception, which were unrestricted, unfiltered, creative and animated in the past; whereas in the present, they are shown restricted, filtered, dull and inactive. The change is extreme, but no particular evidence for the extremity is being suggested, except the short scene with Richard. Thus, this passage not only introduces the setting and the character, but also evokes the reader's curiosity: What has happened to Clarissa?

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I really really really appreciate for your help... Thank you..!

Re: Please help me proof it. Thanks

Cheese1987 — Sun, 11 Nov 2007 04:39:46 GMT

Julielai wrote:

Some parts in red for you to fix

Cheese1987 wrote:

Thank you!

Account of the recent language learning experience and insights gained through the course both inside and outside of class

      I have learnt some useful skills in the course in these months.(incomplete sentence) The most impressing (missing three letters) lesson teach me how to write a composition in an (article) appropriate (sp.) style. I do know it is important to choose the appropriate style and tone when writing. I also understand that language style can be classified as formal, neutral and informal before. However, I do not know how I can write in an appropriate style correctly. The skills are not taught when I am in secondary school. After the lesson, I understand choice of vocabulary, sentence structure and grammar, use of transitional words and phrases, use of punctuation and use of abbreaviations and short forms affect the language style. I feel happy that I know how I can write in an appropriate style now. I believe that I can match the type of writing more correctly and therefore, my writing will _not__ _be__ (Insert words here) awkward or unnatural.

      Reading English newspapers also helps me to improve my English. I am not used to reading English newspaper before. But I am required to buy South China Morning Post from the courses. From then on I try to make reading South China Morning Post to be my daily routine. I find that it is an effective way to learn more vocabularies. It also helps me to broaden my horizon(Review your use of not only but also) Now I read South China Morning Post form Yahoo. So I can read South China Morning Post everyday. I deeply believe that South China Morning Post is worth reading.

Personal changed feelings/opinions/attitude towards English language learning

    I am convinced that English language learning are stressful and frustrating before. I feel nervous when everyone is focus on me and when teacher is listening carefully. I believe this feeling comes from my self- doubt. I think classmates are step ahead of me. I also cannot correctly pronounce some sounds and sets of sound. To be frank, I have thought that English is no more important because I am in Chinese Language and Literature Programme. I no need to improve my English anymore.

However, my friends told me that mastery of the English language is important. Hong Kong being a service - oriented economy, the advantage of having a competent English-speaking work force has become all the more improtant. I know that being a Chinese Language and Literature student is only an excuse to avoid learning English (You shouldn't think like that! Nothing wrong with being a Chinese major.). This thought only badly affects my interest and progress of learning English. I do know that if I lose the interest of learning English, my English cannot improve anymore. I need to find some ways to prevent feeling so embarrassed.

     There are ways for me to prevent feeling so embarrassed. I think the most practical way is to improve English. I should study English continuously. When I find some words that I cannot pronouce, I will check the electronic dictionary immediately. I will also try to speak English with my friends. I believe I can speak English fluently if I often do that. My friends can also kindly point out my grammatical mistakes. They will not laugh at my absurd mistakes. Therefore, I will not feel embarrassed anymore.

Personal Learning Plan

Long term goals:

a)         To get a C grade in Use of English in Hong Kong Advanced Level Examination

b)        To get a band score of 7 in IELTS

Short term goals:

a)         To finish all the exercises in Advanced Grammar in Use.

b)        To keep reading South China Moring Post and Hong Kong Standard

c)        To write compositions

Materials to use:

a)         Advanced Grammar in Use Exercise book

b)        South China Morning Post

c)        Hong Kong Standard

Activities to engage in:

a)         To join some workshops held by ITC

b)        To exchange oversea in Summer

How often:

a)         Doing 3 exercises everyday

b)        Reading Newspapers everyday (Look up the difference between "every day" and everyday)

c)        Writing a composition every 2 weeks

Mode of learning:

a)         Keep doing exercise and composition

b)        Keep reading newspapers

Mode of assessment:

a)         To sit for Hong Kong Advanced Level Examination.

b)        To sit for IELTS.

Re: Please help me proof it. Thanks

julielai — Sat, 10 Nov 2007 22:06:53 GMT

Some parts in red for you to fix

Cheese1987 wrote:

Account of the recent language learning experience and insights gained through the course both inside and outside of class

     Some useful skill I have learnt in the course in these months.(incomplete sentence) The most impress_ _ _ (missing three letters) ~~me is the~~ lesson teaching me how to write a composition in a (article) approicate (sp.) style. I do know it is important to choose the appropriate ~~and~~ tone when writing. I also understand that language style can be classified as formal, Neutral and Informal before. However, I do not know how I can write in an approriate style correctly. The skills are not taught when I am in secondary school. After the lesson, I understand choice of vocabulary, sentence structure and grammar, use of transitional words and phrases, use of punctuation and use of abbreaviations and short forms ~~are a critical issue~~ affect~~ing~~ the language style. I feel happy that I know how I can write in an approiate style now. I believe that I can match the type of writing more correctly and therefore, my writing will ~~be avoided to regard as~~ ___ ___ (Insert words here) awkward or unnatural.

      Reading English newspapers also helps me to improve my English. I am not used to reading English newspaper before. But I am required to buy South China Morning Post throught the courses. From then on I try to make reading South China Morning Post to be my daily routine. ~~I find that not only vocabularies I can learnt more , but also the horizon I can borden.~~ (Review your use of not only but also) Now ~~when the days I cannot received Newspaper from the lesson,~~ I read South China Morning Post form Yahoo. So I can read South China Morning Post everyday. I deeply believe that South China Morning Post is worth reading.

Personal changed feelings/opinions/attitude towards English language learning

    I am convinced that English language learning are stressful and frustrating before. I feel nervous when everyone is focus on me and when teacher is listening carefully. I believe this feeling comes from my self- doubt. I think classmates are step ahead of me. I also cannot correctly pronounce some sounds and sets of sound. To be frank, I have thought that English is no more important because I am in Chinese Language and Literature Programme. I no need to improve my English anymore.

However, my friends told me that mastery of the English language is indispensible. Hong Kong being a service - oriented economy, the advantage of having a competent English-speaking work force has become all the more improtant. I know that being a Chinese Language and Literature student is only an excuse to avoid learning English (You shouldn't think like that! Nothing wrong with being a Chinese major.). This thought only badly affect my interest and progress of learning English. I do know that if I lost the interest of learning English, my English cannot improve anymore. I need to find some ways to prevent feeling so fear and embarrassed.

     There are ways for me to prevent feeling so embarrassment. I think the most basical way is to improve English. I should study English continuously. When I find some words that I cannot ~~ensure to correctly~~ pronouce, I will check the electronic dictionary immediately. I will also try to speak English with my friends. I believe I can speak English fluently if I often do that. My friends can also kindly point out my grammatical mistakes. They will not laugh at my absurd mistakes. Therefore, I will not feel embarrassed anymore.

Personal Learning Plan

Long term goals:

a)         To get a C grade in Use of English in Hong Kong Advanced Level Examination

b)        To get a band score of 7 ~~marks~~ in IELTS

Short term goals:

a)         To finish all the exercises in Advanced Grammar in Use.

b)        To keep reading South China Moring Post and standard

c)        To write compositions

Materials to use:

a)         Advanced Grammar in Use Exercise book

b)        South China Morning Post

c)        Hong Kong Standard

Activities to engage in:

a)         To join some workshops held by ITC

b)        To exchange in Summer

How often:

a)         Doing 3 exercises everyday

b)        Reading Newspapers every day (Look up the difference between "every day" and everyday)

c)        Writing a composition every 2 weeks

Mode of learning:

a)         Keep doing exercise and composition

b)        Keep reading Newspapers

Mode of assessment:

a)         To sit for Hong Kong Advanced Level Examination.

b)        To sit for IELTS.

Re: incomplete quotes

Yoong Liat — Sat, 13 Oct 2007 16:28:57 GMT

Perhaps there's a difference between BrE and AmE in respect of the usage of ellipsis.

Times-Chambers Punctuation Guide by Gordon Jarvie states as follows:

We use three dots to indicate the omission of a word or words. If this omission occurs at the end of a sentence, one of these dots is seen as representing the full stop.

Re: punctuation and meaning

Hela — Wed, 10 Oct 2007 14:18:29 GMT

So the difference between 1a and 1b is the tone which ironical?

What about the 2a and 2b, is there a difference in meaning? The difference I see is just the form of speech but not the meaning.

Would you have one or more examples where a punctuation signal can change the real meaning of a sentence, please?

All the best,

Hela

Re: then

Yoong Liat — Sat, 29 Sep 2007 14:35:26 GMT

Mister Micawber wrote:

No commas-- these sentences have compound verbs.

I think there is a difference between BrE and AmE in regard to the punctuation of the sentences.

He went to the park, then went to his friends'
'He passed his exams and then went to university'

He looked at her, then turned away.
He studied medicine at Cambridge and then trained at Guy's Hospital in London.
(Times-Chambers Essential English Dictionary)

Formal Writing

Devil_god2101 — Wed, 12 Sep 2007 07:21:45 GMT

Hi all,

I am a student from New Zealand studying Measure for Measure by Shakesphere and we have to write a formal essay going beyond the text.

Here is the question

Context/setting:

This activity may be used as an extension to the study of a text. Students will develop an essay exploring an issue both within and beyond the text. The ideas in the essay can be developed in a variety of ways. The issue could be explored predominantly outside the text using the text as a springboard, or with a greater focus on the issue as seen within the text.

You will produce an essay of at least 500 words which explores an issue.

You will be assessed on:

Â· how well you develop your ideas about the issue within and beyond the text

Â· your ability to use a writing style that is appropriate for an essay

Â· how well you structure your writing with a introduction, body and conclusion

Â· your accuracy in spelling, punctuation and grammar.

Introduction

Texts sometimes challenge us to think more widely about the impact issues have on us or the world we live in. Students examining a range of texts linked by a âwar storiesâ theme might be challenged to go beyond the texts studied in class and explore what forces define who New Zealanders are today, given that world wars have helped define our national identity in the past.

You will take an issue raised in one or more texts you have studied in class and explore the issue beyond the text in an essay. As you develop your writing about an issue, you will guided through the process by a sample based on a âwar storiesâ theme. Your essay will be at least 500 words long. Your readers are your teacher and other students.

Task 1 Focusing on the issues in the text

a) As a class, list on the board several possible issues raised in one or more texts studied. Express the issues as questions. Which of these issues hold some relevance for you and can be explored in a modern day setting? To help you with this stage, a sample based on the âwar storiesâ theme is included.

Task 2 Taking an issue beyond the text

Choose an issue from task 1 which has relevance for you. Plan three main points you could make about the issue where you discuss the issue beyond the text and make links to the world we live in.

Task 3                       Taking a position - writing an introduction

Task 4                       Developing a structure â taking the issue beyond the text

a)          After your introduction, develop three main points where you write about the issue beyond the text. You can also refer back to the text as you develop your ideas. Each paragraph should have an S/E+C structure:

b)       Other paragraphs follow the same S/E+C structure. Identify the statement then examples and comments in each of these two paragraphs.

c)    Draft paragraphs for the three main points you will make in the body of your essay using the S/E+C structure.

d)   Draft a conclusion which re-emphasises your central opinion of the issue.

e)    Your finished essay will be at least 500 words long. It will:

Â·         develop ideas about your issue both within and beyond the text. The ideas in the essay can be developed in a variety of ways. The issue could be explored predominantly outside the text using the text as a springboard, or with a greater focus on the issue as seen within the text.

Â·         use language appropriate for a readership of students and your teacher

Â·         have an introduction, body and conclusion. Each main point will use an S/E + C structure as shown in Task 4 (a).

Â·         use writing conventions accurately (spelling, punctuation, grammar, syntax, paragraphing).

Exemplar A: Excellence (A+)

What should teenagers learn from the sacrifices of earlier generations?

What matters to some teenagers today? This stereo, those clothes, that car, whereâs the party? What about, âShould I go and fight for my country?â To many teenagers in 1914 going to war was an exciting prospect. It mattered, just like the clothes and the car matter in 2002. Would todayâs young New Zealanders react in the same way if they were suddenly faced the prospect of sacrificing their lives for their country? Not likely. We should learn from the sacrifices of earlier generations. Anzac Day is not a feeble excuse for a public holiday. It is a time for teenagers to acknowledge some important lessons about what really matters.

We lose a sense of who we as a nation if we let popular modern day events obscure Anzac Dayâs significance. Wins in major sports like rugby against other countries are often presented by the media as our defining moments. Many young New Zealanders seem to regard sporting success as all that matters to us as a nation. We need to see past the superficial glamorised way the media presents these victories as great national moments and their sports stars as heroes. Anzac Day is one public occasion in the year when New Zealand recognises its ordinary heroes, those who put their lives on the line for their country. We should also acknowledge those who honour their whakapapa and remember their ancestorsâ deeds in individual ways too. In the documentary The Last of the Anzacs Joe Pere placed soil he collected from Gallipoli where his grandfather fought and died at his motherâs grave to bring his spirit or wairua home. This kind of personal tribute is just as important as public Anzac Day ceremonies in recognising what our ancestors have done for us. It should hold greater significance for us than some media hyped sports result.

The disaster at Gallipoli also should also teach teenagers that knowledge and understanding are more powerful weapons than fighting. At the end of The Last of the Anzacs: 102 year old Anzac veteran Doug Dibley revealed a simple yet powerful insight: âIâve learned something Iâll never forget the rest of my life â how fruitless war is.â We should take notice of a man who had seen the horrors of war nearly 90 years ago. War is no game. The Anzacs had no idea of the brutal horror which lay ahead of them, the nightmare, the great misadventure. As teenagers they had hardly lived a quarter of their lives. Someoneâs child who had finished school and just started work was now charging uphill to certain death into machine gun fire at Chunik Bair. Perhaps if they had received some kind of insight into what war was about then they would have had second thoughts about going. Today we expect instant access to information in a way which was unimaginable in 1914. Imagine a teenager about to go to fight for king and country logging on to www.gallipoli.com, seeing how awful it was and saying no thanks!

There is little difference between teenage attitudes in 1914 and 2002. Young people often seek adventure and excitement. Listening to the stories of Les Leach and Doug Dibley in The Last of the Anzacs I found myself relating to their attitudes. In 1914 many young people saw war as an opportunity to take part in âthe great adventure.â It was revealed that Les Leach lied about his age in order to enlist. He was not alone. Many of those teenagers were scared when they joined up not of the risk to life and limb, but unbelievably that âit would be all over before we got there!â I appreciated how a generation of young men were scarred for life by what they thought would be a âlarkâ. Their values, their perspectives on life were changed for ever. I realised how lucky I am in that it is highly unlikely I will face anything resembling their awful wartime experiences. Some of my generationâs obsessions with superficial material things like cars, clothes and stereos seems trivial when compared to the emotional trauma the Anzacs had to deal with.

The fact that many people of all ages turn out at dawn on April 25 shows that New Zealanders still value Anzac Day and those who fought for their country. It is vital that teenagers appreciate their sacrifices in order to learn what is best for our country in the future. Lest we forget the saying âthose who ignore history are doomed to repeat it.â

Exemplar B: Merit (A/B+)

Is there any truth in fiction?

Is there any truth in fiction? We known Peter Weirâs film the The Truman Show is purely fictional and the people just characters, but there are alarmingly similar parallels between Trumanâs naivety and that of a nation being watched and monitored without knowledge and consent.

The Truman Show challenges us to consider the authenticity of our own lives, and take a look into our world today. It shows us a vision of a TV-made man, the unwitting star of a life manufactured for perpetual broadcast. Truman lives a life with actors as friends, sets for each âsceneâ of his life, and cameras watching his every move. Contemplating The Truman Show I was left wondering, is this concept really that paranoid or that far from reality? How far is it from our reality here in New Zealand?

Surveillance is everywhere in New Zealand. For example, Christchurch is said to have more surveillance than anywhere else in the Southern Hemisphere. But where are the cameras and what is their purpose? Perhaps as a nation we should be considering whether or not this is really necessary. Should we be so accepting of such an invasion of our privacy? A large department store recently installed cameras in a womenâs lingerie department. The reason for this was that many items of clothing were going missing. While the purpose of surveillance is easy to understand, we must challenge it from another perspective. It is wrong to invade oneâs privacy without their prior knowledge. How can we justify this?

Another point to consider is do the cameras that surround us really provide security and protection? In the Truman Show, Christoph is like an over-protective father figure who can also be likened to God. He created a world for his âsonâ and had total control over that world. In a rather warped sense he âprotectedâ Truman. Truman would be kept away from all danger in his world and no harm could come to him. We trust the surveillance in our country to give us protection much like Truman trusted his world to be reality. We allow ourselves to be watched and monitored in the fake belief that this will keep us safe. But at what expense do we allow this to happen? Do we really want such intrusion into our privacy? There have recently been a number of shows on television that peer into peopleâs lives twenty-four hours a day like Big Brother. The difference between these shows and real life, though, is that these people choose to put themselves in these situations. Perhaps such people are just so desperate for fame, fortune, or simply just a little attention. However, we do have a choice.

We need to weigh up the issues of safety versus our individual right to privacy. It is something we should consider very carefully. In contrast to the intrusion of privacy that took place in Trumanâs life, we, in New Zealand must be vigilant in our demand for privacy.

So far I have the main idea "Abuse of Power"

I don't no what my three points can be i think i can write about technology and corruption, but i don't know how to link technology to Measure for Measure. I want to write something like the A+. The topics are different it has to relate to NZ. I am not asking anyone to write it for me but can anyone guide me. I have 3 days to get this sorted before the actual assessment. I have a few more examples if you guys want to look at, if you want to please let me know.

So please help me prepare this formal essay.

Re: Punctuation after a sequence of questions?

Feebs11 — Thu, 02 Aug 2007 22:15:44 GMT

JaCKo__007 wrote:
Hi everybody! I'm fresh around here.

Was wondering if anyone could help me out with a couple of questions.

The first is: say you have a series of questions one after another. What kind of punctuation would you use in between. Would it be simply: Why did you do this? Where is he? How could you have ever come up with such a thing? How dare you? Are you completely mad? Or would you use commas or semi-colons in between, or maybe something else? You would need the question marks.

The other question I have is:

Say you had a book with a multitude of chapters. And the main ones, of which there are 4, were all written in uppercase. What about the rest then? Would you write the chapters using the capitals rules for titles, or would you use capitals only for the first word of the chapter title? I've noticed books had descrepancies on this subject - maybe there's a difference between AmE and BrE? The way in which Chapter and Part titles are presented in books is generally the decision of the publisher's production and editorial departments. Authors may indicate a preference, but not generally. How you write them in your manuscript is entirely your decision and there is no right or wrong way.

Thanks a bunch!

Punctuation after a sequence of questions?

JaCKo__007 — Thu, 02 Aug 2007 18:41:01 GMT

Hi everybody! I'm fresh around here.

Was wondering if anyone could help me out with a couple of questions.

The first is: say you have a series of questions one after another. What kind of punctuation would you use in between. Would it be simply: Why did you do this? Where is he? How could you have ever come up with such a thing? How dare you? Are you completely mad? Or would you use commas or semi-colons in between, or maybe something else?

The other question I have is:

Say you had a book with a multitude of chapters. And the main ones, of which there are 4, were all written in uppercase. What about the rest then? Would you write the chapters using the capitals rules for titles, or would you use capitals only for the first word of the chapter title? I've noticed books had descrepancies on this subject - maybe there's a difference between AmE and BrE?

Thanks a bunch!

Re: Is there any difference between a clause and a sentence?

Philip — Thu, 12 Jul 2007 01:56:13 GMT

Sooris wrote:

Sir,

Is there a difference between a sentence and a clause?

Please reapondd

A clause (subject + verb) can be a sentence. A sentence can be made up of more than one clause (with the proper punctuation).