Commas

CommasKeeping ideas distinct

A definition of commas (,)•Commas separate words or groups of

words within sentences•Used in various instances

Uses We’ve Discussed•Use comma and coordinating conjunction

between sentences to create compound sentence

•Use comma to set off a dependent clause from independent clause▫Necessary when dependent clause begins the

sentence•Use comma after a transitional word or phrase

▫Example: Studying is key to being a success in college; therefore, all students should study each day.

Commas in a Series•Separate each of the elements in a list or

series

Louis, David, and Karen ran in the Ogden race. Louis ran the race in one hour, David ran the race in one and a half hours, and Karen ran the race in one hour and fifteen minutes. Karen stretched her muscles, drank plenty of fluids, and paced herself during the race.

Comma in a Series

•When writing, keep the comma before the coordinating conjunction

Louis, David, and Karen ran in the Ogden race.

•However, if all items are separated by a coordinating conjunction, don’t use a comma.

Louis or David or Karen ran in the Ogden race.

Commas after Introductory Phrases•Introductory phrase

▫Prepositional phrase: In the event of a fire,…

▫-ing phrase: Walking home from work, Susie…

Commas with Transitional Word/Phrase•Transitional word/phrase

▫Use transitional word to move points along in a paragraph

▫Use comma after word/phrase at beginning of sentence: In fact, I enjoy reading.

▫Use comma around word/phrase in middle of sentence: She did, of course, like the book.

Commas When Addressing Someone•Set name off with commas when

addressing someone directly

Linda, come here and tell me what to do.

Come here, Linda, and tell me what to do.

Come here and tell me what to do, Linda.

Commas with Appositives•An appositive identifies, renames, or

describes something•Set this off with commas, whether at

beginning, middle, or end of a sentence

Commas with Appositives• Bill Clinton, forty-second president of the United States, is married to Senator Hillary Clinton.

▫An appositive that identifies Bill Clinton

• One of the youngest presidents in history, Bill Clinton took office after the end of the Cold War.▫An appositive that describes Clinton

• Clinton left office with an approval rating of 66%, the highest end-of-office rating of any president since World War II.▫An appositive that describes his approval rating

Restrictive Versus Nonrestrictive ClausesRestrictive Nonrestrictive• Contains information

essential to the sentence• Do NOT set off with a

comma• That—always restrictive• Who—sometimes

restrictive

• Not essential to meaning of sentence

• Set off with commas• Which—always

nonrestrictive• Who—sometimes

nonrestrictiveRestrictive or Nonrestrictive?

The musicians who recorded music in the 1950s made little money from their songs.

Commas with DatesMonday, May 31, 2010, was Memorial Day.

PUT COMMA:•After day of the week (Monday,

Tuesday…)•After day of the month (Monday, May 31,

2010)•After the year, if the date does not come

at end of sentence

Commas with Addresses• Comma after street address and before city• Comma after city and before state or country

WVNCC is located at 1704 Market Street, Wheeling, West Virginia.

• Comma after state, country when in middle of sentence

The old B&O train station at 1704 Market Street, Wheeling, West Virginia, now belongs to WVNCC.

Unnecessary Commas•Not before the first item in a series•Not after last item in a series, in most

cases•Not between subject and verb•Not before coordinating conjunction

separating 2 compound predicates•Not before coordinating conjunction

separating 2 compound subjects

Unnecessary Commas•Duck Soup starred, Groucho, Chico, and

Harpo Marx.•Groucho, Chico, and Harpo Marx, starred in

Duck Soup.•Groucho and Chico, were the two Marx

brothers who spoke in their movies.•Groucho made lots of classic jokes, and

sang comical songs.•Groucho, and Chico played lots of practical

jokes.

Mechanics

Capitalization—Proper Nouns• Races, ethnic groups, tribes,

nationalities, languages, religions

• Specific people’s names• Titles with person’s name

▫ Do not capitalize title if not with name

• Specific countries, cities, towns, bodies of water, streets▫ Do not capitalize non-specific

places• Specific Geographical

Locations▫ Do not capitalize when not

specific

• African-American, French, Navajo, Catholic

• Christina Sullivan• Mrs. Sullivan; Counselor

Sullivan

• United States of America, Ohio River, Chapline Street

• Appalachian Mountains, the South

Capitalization—Proper Nouns• Specific buildings,

monuments▫ Do not capitalize non-

specific buildings• Specific groups, clubs,

teams, and associations▫ Do not capitalize non-

specifics• Specific historical periods,

events, documents▫ Do not capitalize non-specs.

• Names of businesses, gov. agencies, schools

• Brand names

• Washington Monument, Education Center

• Phi Theta Kappa, Student Activities Board, Pittsburgh Pirates

• Renaissance, Cold War, Declaration of Independence

• Olive Garden, Federal Bureau of Investigation

• Hostess, Old Navy

Capitalization—Proper Nouns• Titles of specific academic

courses, programs▫ Do not capitalize names

of general academic subject areas, unless proper noun

• Days of the week, months, holidays▫ Do NOT capitalize names

of seasons

• Writing Skills, Early Childhood Care and Education, English

• Tuesday, June, Fourth of July

Direct Quotations•Exact words of the speaker, writer

•Always in quote marks

•Usually accompanied by identifying tag (phrase that names the person being quoted).

Quotations

Mrs. Sullivan said, “Pay attention during class lectures.”

Identifying phrase

Begin quote

Capitalize first word in quote

Comma to set off phrase from quotationEnd

quote

Period inside quote marks

Quotations

“Pay attention during class lectures,” said Mrs. Sullivan.

End Quote

Begin Quote

Comma to set off phrase from quotation

Identifying phrase

Quotations

“During class,” Mrs. Sullivan began, “you need to pay attention.”

Begin quote

Begin quote

End quote

End quote



Period inside quote marks

Identifying phrase

Indirect quote•If not using exact words, summarize and

don’t use quote marks

Mrs. Sullivan said that we should pay attention in class.

Titles—Set off from Other TextItalicize/Underline Quote Marks• Books• Newspapers• Magazine names• Long poems• Plays• Films• TV, radio series

• Book chapters• Short stories• Essays and articles• Short poems• Songs• Speeches• Individual episode of TV,

radio series

Capitalizing Words in Title•All first letters of important words•Unless they are first in the title name, do

not capitalize:▫Articles (a, an, the)▫Prepositions▫Coordinating conjunctions

Colons•Introduce a direct quotation

Martin Luther King, Jr., said: “I have a dream.”

Colons• Introduce explanation,

clarification, or example

One thing scares me above all else: spiders.

• Introduce a list

To make strawberry pretzel salad, you need certain ingredients: sugar, cream cheese, Cool Whip, pretzels, butter, Jell-O, frozen strawberries, and boiling water.

Other punctuationDashes Parentheses• Use a long dash to set off

important information

She parked her car—a red Firebird—in a tow away zone.

(Tip: type two short dashes next to the two words it goes between, no space between dashes and words)

• Encloses material that is relatively unimportant

The weather in Portland (a city in Oregon) was sunny.

Patterns of Support Paragraphs

Exemplification•Uses examples to prove the main idea of

that paragraph•Examples must have a unifying idea

(present in paragraph’s main idea)•Can use one bigger example or a few

smaller examples

Exemplification•Examples can help explain definitions,

comparisons, processes, classification groupings, and causal relationships

•Examples express, inform, or persuade, depending on main idea, purpose of paragraph

Exemplification•Use specific examples

•Where do examples come from?▫Personal▫Occupational▫News▫Readings▫Research

Exemplification—The Basics•Need unifying main idea—Topic Sentence•Use an example or group of examples to

prove main idea—Support Sentences (4-5)▫Follow a logical order—least to most

important▫Transitional words include for example,

another example, the most important example See page 52

•Sum up main idea and support points—Concluding Statement

Exemplification Writing—The Process• Understand your topic

▫ What is the assignment?▫ How long should it be?▫ What is the pattern?

• Prewrite▫ Brainstorm, cluster,

freewrite ideas▫ Develop main idea for

topic sentence▫ Choose and organize

support points

• Write first draft▫ Begin with topic sentence▫ Continue with support▫ End with Concluding

statement▫ This can be messy

• Print and Revise▫ Make big changes—add

examples, delete examples

▫ Make sure topic sentence is proven by support

Exemplification Writing—The Process• Revise (cont.)

▫ Look at the big picture Did you prove the main

idea set forth? Does the paragraph

make sense and follow a clear sense of order?

▫ Add transitional words For example, for

instance, another example, most importantly

▫ Make changes in word processing program

• Print and Proofread▫ Look at the pieces

Read each sentence carefully

Did you use commas after transitional words?

Does each sentence have a subject and verb?

Do dependent clauses that begin sentences have comma after them?

Does each sentence end with appropriate punctuation?

Did you indent first line of paragraph?

Exemplification Writing—The Process•Final Draft

▫Make final corrections and print Final Draft▫Should be as close to perfect as you can

make it Error free As developed as possible No unnecessary information Organized clearly Formatted to specifications

Exemplification Paragraph Structure• Outline (for multiple examples):

▫Topic Sentence: presents main idea▫Example 1: give first example

Support sentences: as many as needed to explain example

▫Example 2: give second example Support sentences: as many as needed to explain

example▫Example 3: give third example


▫Concluding statement: summarizes paragraph

Exemplification Paragraph Structure•Outline (one example)

▫Topic Sentence: presents main idea▫Example 1: give first example



•Because using one example, example must be detailed and strong

Exemplification Paragraph ShellTopic Sentence: presents the main idea of that paragraph and should be a full sentence. Example 1: Follow up your topic sentence with a transition that introduces your first example that furthers your paragraph’s main idea. Support Sentences: Sometimes you will need to further explain an example that you make in one or more sentences following that example. Example 2: Depending on how you have organized your paragraph, you may need to continue this paragraph to discuss another example for your paragraph’s main idea. Support Sentences: For each new example, provide a further explanation of that point to make yourself clear without being redundant. Each sentence should present new information or a further explanation of something, not simply restating what you have already written. You do not have to stop at Point 2, even though this sample does. Concluding statement: Good paragraphs end with a concluding statement that reinforces the Topic Sentence.

NarrativeA story•Usually paired with description

▫For informative narrative Description is concrete and specific Think of a police report or witness testimony

▫For more creative narrative Description can be more subjective and use

more colorful language Think of personal story or fictional short

story

Narrative—The Basics•Can be written in first person (subject is

“I”) or third person (subject is he/she/it, etc.)

•Can be written in present tense or past tense

•Can be written in a chronological time order or non-chronological time order▫Should end on a climax and resolution

Narrative—The Basics• Needs a unifying main idea

▫Usually a life lesson (for a personal narrative)▫W/o this, readers don’t get the point

• Need details▫Strong descriptive elements▫Setting—where is this happening? When?▫Characters—who is involved? What are their

names? What do they look like?▫Plot—what happens?▫Description—what sensory details are there to

convey?

Narrative—The Basics•Start with topic sentence—what life lesson

will audience learn•Support that presents life lessons

▫Event or series of mini events that lead to big event

▫Write in a time order that audience can follow Transitional words include first, then, next

▫Takes 4-5 sentences at least•Summarize with concluding statement

(restate the lesson learned)

Narrative Writing—The Process• Understand your topic

▫ What is the assignment? Personal narrative? Creative fiction? Etc.

▫ How long should it be?▫ What is the pattern?


freewrite ideas▫ Develop main idea for

topic sentence (i.e., the life lesson)

▫ Choose and organize support points

• Write first draft▫ Begin with topic

sentence▫ Continue with support▫ End with concluding

statement▫ Does not need to be

perfect• Print and Revise

▫ Make big changes—add details and events, delete details and events


Narrative Writing—The Process• Revise (cont.)




Did you follow the assignment?

Add transitional words First, next, then, after

that, finally▫ Make changes in word

processing program








Narrative Writing—The Process•Final Draft



Narrative Paragraph Structure• Outline (for multiple events):

▫Topic Sentence: presents main idea (moral of the story)

▫Event 1: give first event Support sentences: as many as needed to explain event

▫Event 2: give second event Support sentences: as many as needed to explain event

▫Event 3: give third climactic event and resolution Support sentences: as many as needed to explain event


Narrative Paragraph Structure•Outline (one focal event)

▫Topic Sentence: presents main idea▫Event 1: describe the event

Support sentences: as many as needed to explain event

End on the climax and resolution▫Concluding statement: summarizes

paragraph

•Because using one event, event must be detailed and strong

Narrative Paragraph ShellTopic Sentence: presents the main idea (moral of the story) of that paragraph and should be a full sentence. Event 1: Follow up your topic sentence with a transition that introduces your first event(s) that furthers your paragraph’s main idea. Support Sentences: Sometimes you will need to further explain an event that you make in one or more sentences following that event. Event 2: Depending on how you have organized your paragraph, you may need to continue this paragraph to discuss another event for your paragraph’s main idea. Support Sentences: For each new event, provide a further explanation of that point to make yourself clear without being redundant. Each sentence should present new information or a further explanation of something, not simply restating what you have already written. You do not have to stop at Event 2, even though this sample does. Concluding statement: Good personal narrative paragraphs end with a concluding statement that reinforces the lesson.

Description•provides the significant details which

explain ideas• Action verbs, adjectives, adverbs, and

specific nouns are all part of strong descriptive writing

•Concrete details clarify the more abstract ideas

•Careful word choice, sentence structure are crucial elements of descriptive writing

Description—The Basics•Relies on sensory details—what we see,

hear, taste, smell, and feel—to create an impression

•Could describe:▫People▫Places▫Events▫Ideas▫Characters or settings in literature▫Just about anything!

Description—The Basics• Be careful of dangling or misplaced modifiers

▫ Modifier: word or phrase that describes something Could be dependent clause or appositive Should be next to what it describes

▫ Dangling modifier: not connected to thing it describes b/c thing is missing

Using my computer, the report was finished in two days.Using my computer, I finished the report in two days.

▫ Misplaced modifier: modifier and what it describes are not together

The exterminator sprayed the insect wearing a mask.The exterminator, wearing a mask, sprayed the insect.

Description and Narration: A Relationship•The lines b/t these are not distinct

▫Good narrative needs description infused in it

▫Good description is often in the context of a story

▫People, places, and things in a story should be described (physical, personality) using strong diction

•Narration is to storytelling as description is to making a work of art

Description—The Basics•Need unifying main idea

▫Why is this subject important?•Use strong sensory details

▫What smells do you sense?▫What kind of textures can you think of?▫What noises do you hear?▫What does food taste like?▫What are words you connect with what you see?

•When given a choice of topics, pick one you feel strongly about

Description—The Basics• Use figures of speech, if appropriate

▫Similes: comparison using “like” or “as”

The sun, like a red ball of fire in the sky, sets slowly over the ocean, as the light sparkles like diamonds in the dark blue water.

▫Metaphors: direct comparison; one thing is another thing (but usually not literal)

My dad is an angry grizzly bear ready to tear through the house, leaving masses of wreckage in his wake.

Description—The Basic•Present details in spatial order

▫Order in which your senses perceive things▫Top to bottom, front to back, left to right,

inside to outside, etc.▫Transitional words: in front of, behind,

next to, as [I/he] walk(s) into the room/hall/etc.

▫Taking a tour using words

Descriptive Writing—The Process• Understand your topic

▫ What is the assignment? What to describe? Etc.

▫ How long should it be?▫ What is the pattern?


freewrite ideas▫ Object the subject▫ Develop main idea for

topic sentence (i.e., why the subject matters)

▫ Choose and organize support points

• Write first draft▫ Begin with topic sentence▫ Continue with support▫ End with concluding

statement▫ Does not need to be

perfect• Print and Revise

▫ Make big changes—add details, delete details, make details more vivid or creative


Descriptive Writing—The Process• Revise (cont.)




Did you follow the assignment?

Add transitional words In front of, behind, next

to, outside of, etc.▫ Make changes in word

processing program








Descriptive Writing—The Process•Final Draft



Descriptive Paragraph Structure• Outline (for multiple details):

▫Topic Sentence: presents main idea (why the subject is important)

▫Detail 1: give first detail Support sentences: as many as needed to explain detail

▫Detail 2: give second detail Support sentences: as many as needed to explain detail

▫Detail 3: give third, most important detail Support sentences: as many as needed to explain detail


Descriptive Paragraph Structure•Outline (one focal detail)

▫Topic Sentence: presents main idea▫Detail 1: describe the detail

Support sentences: as many as needed to explain detail

End on the most vivid, important detail▫Concluding statement: summarizes

paragraph

•Because using one detail, detail must be detailed and strong

Descriptive Paragraph ShellTopic Sentence: presents the main idea (why the subject is important) of that paragraph and should be a full sentence. Detail1: Follow up your topic sentence with a transition that introduces your first detail(s) that furthers your paragraph’s main idea. Support Sentences: Sometimes you will need to further explain a detail that you give in one or more sentences following that detail. Detail2: Depending on how you have organized your paragraph, you may need to continue this paragraph to discuss another detail for your paragraph’s main idea. Support Sentences: For each new detail, provide a further explanation of that point to make yourself clear without being redundant. Each sentence should present new information or a further explanation of something, not simply restating what you have already written. You do not have to stop at Detail2, even though this sample does. Concluding statement: Good descriptive paragraphs end with a concluding statement that reinforces the importance of your subject.

Journal—An Original Fable•A fable, using animals as main characters, tells

a story about why something is the way it is or gives a life lesson (the ant and the grasshopper)

•Your goal is to write an original fable▫Can write in groups of 2-3 people▫Be creative but appropriate▫Imagine you are creating a story for a child▫1-2 paragraphs▫You may be sharing this with the class!

Commas

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