Journal articles on the topic 'Punctuation'
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1
Shmelev, A. D. "Aleksandr Solzhenitsyn and Codification of Russian Punctuation." Russian language at school 79, no. 9 (November 15, 2018): 55–60. http://dx.doi.org/10.30515/0131-6141-2018-79-9-55-60.
Abstract:
The paper deals with the general view of punctuation set forth in Grammatical considerations by Alexander Solzhenitsyn as well as the use of punctuation marks in his literary prose. The paper claims that the general principles of punctuation put forward by Solzhenitsyn combined with the results of observation over his punctuation usage should have certain implications for the codification of Russian punctuation. The author suggests that taking account of Solzhenitsyn’s ideas related to the use of punctuation marks and his own punctuational practice can be a help in finding a balance between semantic, syntactic and intonational criteria of punctuation.
2
PALYKHATA, ELEONORA. "TRADITIONAL AND INTERACTIVE METHODOLOGY OF VECTORIZATION OF LEARNING SYNTAX AND PUNCTUATION STANDARDS IN COMPREHENSIVE SCHOOL." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 2 (January 11, 2023): 67–73. http://dx.doi.org/10.25128/2415-3605.22.2.8.
Abstract:
The article highlights the ways to ensure the assimilation of syntactic knowledge and punctuation rules of linguistic didactic vectorization of the traditional and interactive methodology of acquiring punctuation skills and abilities using a system of exercises. An analysis of linguistic didactic research on the topic was carried out and a conclusion was drawn about the need to improve the system of syntactic and punctuational traditional and interactive exercises. As a result, attention is focused on the concepts of “exercises”, “system of exercises”, “tasks” which are relevant for the development of students' punctuation literacy; information about traditional and interactive exercises as vectors of the linguistic didactic methodology of developing punctuation skills is highlighted; a classification of syntactic and punctuational exercises and tasks aimed at developing automated abilities and skills of using separate and distinguishing punctuation marks in writing is proposed.
Particular attention is paid to the characteristic features of punctuation marks – separating and distinguishing, the first of which are single, the second – couple. The same punctuation marks can be both separating and distinguishing, the difference is only in the function – allocation or separation. The classification of syntactic and punctuational exercises (recognition, by analogy, analytical, reproducing, productive, creative, communication), their characteristics and purpose according to each stage of the lesson of learning new material is proposed. Attention is focused on syntactic and punctuation exercises which have a double task: 1) to present the syntactic characteristics of a language unit, to find out the punctuation features of this syntactic unit (rules for the use of distinguishing and separate punctuation marks) and 2) to draw a structural diagram of a sentence – linear or vertical according to using blocks and pointers.
Emphasis is placed on the use of appropriate patterns of teaching syntactic and punctuation norms in primary school conditions (understanding the meaning of language units; the ability to learn the norms of the Ukrainian language, in particular syntactic and punctuation; development of language and speech sense; distinguishing concepts: syntax, word combinations, sentences, text; awareness of concepts: punctuation, punctuation marks, etc.); general didactic principles of learning: methodical, specific and linguistic-didactic; psychological and age characteristics of schoolchildren; linguistic foundations – syntactic and punctuation.
3
LEE, Jeon Kyung. "The Korean Punctuation Systems." Acta Linguistica Asiatica 4, no. 1 (December 31, 2014): 29–41. http://dx.doi.org/10.4312/ala.4.1.29-41.
Abstract:
Currently, the concept of punctuation marks organized by the National Institute of Korean Language involves minimum punctuation marks that help communication between a writer and a reader. There are no traditional marks and instead, all of them reflect the Western punctuation marks. The former reflects the writer’s situation and functions in a sentence unit while the latter functions in a text unit which is related to the reading activity. The Korean traditional punctuation marks indicate the result of understanding the text. This means that Korean punctuation marks were developed in connection with learning. The punctuation was developed, at first, from making the punctuation marks in order to understand Chinese when the Koreans accepted Chinese letters. Further, whenever they faced new letters, they developed several kinds of marking. This is why there is a conceptual gap between the traditional punctuation and the current punctuation marks. This research thoroughly examines Korean traditional punctuation marks and discusses how Korean traditional punctuations can be classified in the same category with the current punctuation marks.
4
Suliman, Fatma, Manal Ben- Ahmeida, and Salma Mahalla. "Importance of Punctuation Marks for Writing and Reading Comprehension Skills." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 13 (June 30, 2019): 29–53. http://dx.doi.org/10.36602/faj.2019.n13.06.
Abstract:
This study aims to highlight the causes behind the misuse of punctuation marks in order to help Libyan students reduce committing less mistakes in both skills writing and reading. In addition, this current study investigates the relationship between writing and reading in terms of punctuations, it is restricted only to punctuation marks, not all the cohesive devices. A writing test and a reading passage is formulated to test Libyan university students’ ability in using punctuation marks as well as an interview is conducted to collect more accurate data. In this research paper, the participants are chosen according to Solven's formula using the qualitative descriptive study, results of this study, could provide solutions that may help to overcome punctuation problems, which many EFL students of the English Department, Faculty of Arts Misurata University face. Finally, the findings refer to the fact that Libyan students do suffer from dealing with punctuation mechanics continuously. Moreover, these findings can be used by teachers to improve students’ ability to acknowledge the effective use of punctuations and reduce their problem of misusing punctuation marks in both skills writing and reading. On the light of the findings, it is clear that they committed a large number of remarkable errors progressively, yet in this study, having students become aware of their punctuation mistakes, would possibly enhance and help students to improve their capability to write and read committing less errors. Additionally, their educational motivation and interaction have been turned out extremely higher.
5
Flink, Carla M., and Scott E. Robinson. "Corrective policy reactions: positive and negative budgetary punctuations." Journal of Public Policy 40, no. 1 (August 30, 2018): 96–115. http://dx.doi.org/10.1017/s0143814x18000259.
Abstract:
AbstractPunctuated equilibrium theory seeks to explain policy volatility and stability in government attention. In previous research into the temporal dynamics of punctuations, scholars found that punctuations occur in clusters – a recent budgetary punctuation increases the likelihood of a subsequent punctuation. This article examines the direction, positive or negative, of budgetary punctuations over time. Are budgetary punctuations corrective, grouping positive and negative changes? Or, do budgetary punctuations occur in cumulative trends of positive or negative changes? These questions address the heart of the theoretical metaphor for punctuated equilibrium. In an analysis of over 1,000 Texas school districts for nearly a 20-year-period, results support the notion of reactive patterns of budgetary punctuations – positive and negative budgetary punctuations pair up at a rate much higher than expected by chance. The findings demonstrate that even though it is likely to see consecutive positive and negative punctuations, they are not always fully corrective.
6
Bučienė, Laimutė. "Punctuation-related Issues in Essays of Lithuanian Language and Literature State Matura Examination." Pedagogika 135, no. 3 (December 1, 2019): 122–38. http://dx.doi.org/10.15823/p.2019.135.7.
Abstract:
The research object of this article is the essays written during the Lithuanian language and Literature State matura examination in 2019. The aim of the research is to investigate the essays from the perspective of punctuation, identify the most common punctuation mistakes based on the applicable punctuation norms and present methodological recommendations concerning the teaching/learning of punctuation of various syntactical units in the comprehensive school.The quantitative study of the essays confirmed the insights provided by earlier studies concerning a strong tendency of deteriorating pupils’ punctuation skills. By their frequency the mistakes of punctuating the clauses in a complex sentence significantly exceed other mistakes. More troublesome cases include the punctuation of attributes, parentheses and explanatory parts of the sentence. Unmotivated punctuation, which is not based on the internal structure of the sentence, is also rather common in the language practice of pupils. The high number of such mistakes is determined by the poor skills of syntactical and punctuation analysis. Apparently, the overestimation of intonation as a punctuation criterion plays an important role in the occurrence of mistakes.The compulsory punctuation rules are mainly based on syntax. Therefore, it is very important to strengthen the skills and abilities of syntactical analysis. The source of mistakes is both the lack of and poor knowledge of the rules. It is important to make pupils aware that the variety of the variants of optional punctuation is only useful for those who are well versed in punctuation and understand which rules are elementary, compulsory and helping to grasp the thought and which only show its nuances and a different intonation.
7
Yudina, N. V. "RUSSIAN ORTHOGRAPHY AND PUNCTUATION IN THE 21ST CENTURY: «MAN» AND «LAW»." Bulletin of Kemerovo State University, no. 3 (July 28, 2016): 227–333. http://dx.doi.org/10.21603/2078-8975-2016-3-227-333.
Abstract:
The paper is focused on the research and description of several active processes in Russian orthography and punctuation of the 21st century. The following tendencies are most specific: difference between the codified recommendations of rules and the written (orthographic and punctuative) practice; wish of a modern language personality to make the linguistic activity creative, use the expressive means of graphics, orthography and punctuation and draw attention of those who read and write; intentional violation of the orthographic and punctuative norms caused either by a low level of the written communication, neglect of the existing rules, or motive to the linguistic self-identification. The tendencies in the dynamics of Russian orthography and punctuation are viewed as an active part of the common processes in the Russian language and speech. The research makes it possible to investigate and review the existing orthographic and punctuative norms in order to meet the “challenges of time” and build a reasonable and functional dialogue between a modern language personality and the normative “laws” of the Russian language of the 21st century.
8
Gardner-Thorpe, Christopher. "Punctuation." Journal of Medical Biography 14, no. 1 (February 2006): 2. http://dx.doi.org/10.1258/j.jmb.2006.05-74.
9
Nwike, Christopher Chinedu. "Punctuation Relevance in Subtitle: The Foreign Audience Example." Theory and Practice in Language Studies 11, no. 3 (March 1, 2021): 326. http://dx.doi.org/10.17507/tpls.1103.14.
Abstract:
This study looked at punctuation mark and their relevance in written information although; the objective of the study is to discover the relevance of punctuation mark in subtitle: The Foreign audience example and to re-echo the need to have a well punctuated write-up in literary genres. The study sees language as a system of human communication. The problem of the study sets in from lots of poor and wrongly applied punctuations, as various forms of signs are seen to be used in some of the movies of the entertainment industry – Nollywood, which in turn, gives rise to wrong interpretation to the foreign audience of that language, and as such, the foreign learner of a particular language, the Igbo example will not enjoy the supposed information. The study adopted the framework of Vinay and Darbelnet principles and strategies as a guide to solving the problem as one of its principles – equivalence was used to relate the movie wrong punctuated subtitles to their supposed target language. The methodology of explication is equally adopted while the study concludes that punctuation errors are involved with wrong application of punctuation mark to written discourses on where it is not supposed to be since punctuation occurs only in written discourses and not spoken.
10
Mulvey, Christopher. "The English Project's History of English Punctuation." English Today 32, no. 3 (April 27, 2016): 45–51. http://dx.doi.org/10.1017/s0266078416000110.
Abstract:
The mission of the English Project (www.englishproject.org) is to explore and explain the English language in order to educate and entertain the English speaker, and 2015 was the year of punctuation for the Project because 6 February 2015 was the 500th anniversary of the death of Aldus Manutius. Aldus was a Venetian printer who shaped the comma, invented the semicolon and created italic fonts. He may have been the greatest punctuator of all time. We ‘punctuated’ the year by looking in turn at the full stop, the semicolon, the colon, the comma, the slash, the hyphen, the parenthesis, the exclamation, the apostrophe, the quotation mark and the question mark. Those twelve provide the fundamentals of English language punctuation, and all of them do more than one job. If we had a complete and unambiguous set of punctuation marks, we might need as many as 50, but the writing world does not want the trouble of such precision. In just same way, the writing world has never accepted the need for 44 separate letters to match the 44 separate sounds of the English language. Providing a separate grapheme (letter) for every phoneme (sound) is the linguist's business. Punctuation marks are ambiguous therefore. They suggest rather than define. They rely on context and the quick wittedness of the reader. If precision is needed, there are proofreader's marks. Merriam-Webster lists 42 of them, but proofreading is a special practice. Punctuation marks are a special set of symbols, and of symbols and signs there is no end. Punctuation marks are regularly appropriated by the devisers of computer languages. Punctuation marks can become logotypes – ‘a single piece of type that prints a word’. The exclamation mark can be made to work like &, $, or @. There are fuzzy edges to the subject of punctuation.
11
Wharton, Matt. "Perfect. Punctuation." Antipodes 32, no. 1-2 (2018): 326–28. http://dx.doi.org/10.1353/apo.2018.0043.
12
Henderson, Cindy S. "Improper Punctuation." English Journal 76, no. 1 (January 1987): 86. http://dx.doi.org/10.2307/818319.
13
Katsnelson, Alla. "Genome punctuation." Journal of Cell Biology 173, no. 5 (May 30, 2006): 643a. http://dx.doi.org/10.1083/jcb.1735rr3.
14
Wharton. "Perfect. Punctuation." Antipodes 32, no. 1-2 (2018): 326. http://dx.doi.org/10.13110/antipodes.32.1-2.0326.
15
Calhoun, Robert Matthew. "Christological Punctuation." Novum Testamentum 61, no. 4 (August 29, 2019): 409–22. http://dx.doi.org/10.1163/15685365-12341634.
Abstract:
AbstractThe 26th edition of the Nestle-Aland Novum Testamentum Graece, followed by the 27th and 28th editions, deleted a punctuation variant in Phil 2:7 noted in the 25th, which drew attention to a syntactical ambiguity in the construal of three successive participial phrases (7b–d). Resolutions of this ambiguity have significant consequences for the passage’s christological perspective. Future editions should revise and restore this variant.
16
Hannay, Mike, and Caroline Kroon. "Acts and the relationship between discourse and grammar." Functions of Language 12, no. 1 (March 22, 2005): 87–124. http://dx.doi.org/10.1075/fol.12.1.05han.
Abstract:
In modelling the discourse–grammar interface, a central question concerns the status of discourse act as the minimal unit of discourse organization and its relation to units of grammatical structure. This paper seeks to clarify the notion of act by defining it as a strategic rather than a conceptual unit, and by setting out a classification of strategic acts. Illustration is then offered for the position that discourse acts are to a very considerable extent realized in English by intonation units and punctuation units. This is done by considering how punctuational variation and cases of intonation/syntax mismatch can be explained in terms of the specific discourse contribution of the units concerned. Although the correlation between discourse acts and intonation/punctuation units remains problematic, in that there may not be a 1 : 1 correspondence, it is still attractive — at least for English — to see the linguistic correlate of acts in intonation and punctuation units rather than in syntactic structures. The paper finishes by considering the implications for the formalizing of relations between discourse, semantics and syntax in Functional Discourse Grammar.
17
Seagal, K. Ya. "Development of Punctuation theory in First Quarter of 21<sup>st</sup> Century: Main Trends." Nauchnyi dialog 11, no. 2 (March 19, 2022): 94–121. http://dx.doi.org/10.24224/2227-1295-2022-11-2-94-121.
Abstract:
A generalization of the main trends in the development of the Russian and English punctuation theory in the first quarter of the 21st century is presented, namely, relatively stable trends in the analysis of punctuation within the framework of the communicative-pragmatic approach and punctuation activity in its functional diversity. The relevance of the study lies in the following: there is still no idea of what has been done in the theory of punctuation in the first quarter of the 21st century and what are the main trends in its development. The novelty of the study is in the disclosure of how the theory of punctuation is covered through the prism of a communicative-pragmatic approach. An analysis of the development of punctuation theory in the first quarter of the 21st century is based on Russian and English publications from 2000 to 2021. It is shown how in the theory of punctuation of the first quarter of the 21st century, on the basis of a communicative-pragmatic approach, the principles and functions of punctuation, the relationship between the punctuation mark and the punctuation position, the grounds for the priority of punctuation marks, the verbalization of punctuation marks, punctuation variance, the semantic potential of punctuation, textual punctuation are considered. In addition, it is demonstrated how the functional diversity of punctuation activity, including the use of punctuation marks in computer-mediated communication is covered.
18
Sigal, K. Ya. "THE ORIGINS OF THE PSYCHOLINGUISTIC APPROACH TO PUNCTUATION." Bulletin of Udmurt University. Series History and Philology 32, no. 3 (July 8, 2022): 529–36. http://dx.doi.org/10.35634/2412-9534-2022-32-3-529-536.
Abstract:
In modern psycholinguistics, almost no attention is paid to the functioning of punctuation in writing / reading. The results of the available psycholinguistic studies, including experimental ones, are sometimes mutually exclusive. Therefore, there was a need to turn to the works of linguists, psychologists and pedagogues of the XX century, in which was made an attempt to understand how the subject of speech learns punctuation and uses it. The article is devoted to the origins of the psycholinguistic approach to punctuation: “psychology of punctuation” and theory of teaching punctuation in school. It is shown that thanks to the “psychology of punctuation” the semantic principle received priority in the view of learning punctuation and the interaction of the social and personal determinations in the use of punctuation marks became obvious. The theory of teaching punctuation revealed the specifics of the punctuation skill, its basis - the vision of the punctuation mark, the connection between the use of punctuation marks in the process of creating a written utterance and the expanded internal speech, the orientation of the use of punctuation on the text.
19
Telg, Ricky W. "Grammar and Punctuation." EDIS 2015, no. 1 (February 3, 2015): 4. http://dx.doi.org/10.32473/edis-wc192-2015.
Abstract:
Any news story should be as free of grammar and punctuation errors as possible. Grammar is a system of rules that defines the use of the language. Most of the grammar and punctuation rules you have learned in school will be the same when using Associated Press Style, but there are some differences. This 4-page fact sheet covers some common grammatical and punctuation issues for journalists. Written by Ricky Telg, and published by the UF Department of Agricultural Education and Communication, January 2015. (Photo: iStock/Thinkstock) AEC530/WC192: Grammar and Punctuation (ufl.edu)
20
Kelly, Patricia P., Wanda R. Daniel, Howard G. Dunlap, and Judith Shultz Byfield. "Help with Punctuation." English Journal 76, no. 1 (January 1987): 83. http://dx.doi.org/10.2307/818315.
21
Goldbarth, Albert. "The Earliest Punctuation." Iowa Review 19, no. 2 (April 1989): 115–16. http://dx.doi.org/10.17077/0021-065x.3753.
22
Aitken, Elizabeth. "Punctuation rules. Stop." Primary Teacher Update 2013, no. 24 (September 2013): 21–22. http://dx.doi.org/10.12968/prtu.2013.1.24.21.
23
SMITH, JOHN MAYNARD. "Punctuation in perspective." Nature 332, no. 6162 (March 1988): 311–12. http://dx.doi.org/10.1038/332311b0.
24
ECKHARDT, ROBERT B. "Punctuation and selection." Nature 334, no. 6178 (July 1988): 110. http://dx.doi.org/10.1038/334110a0.
25
White, Warren H., Jonathan P. Dowling, Klaus Hasselmann, Rolf G. Winter, and N. David Mermin. "Equation Punctuation Argumentation." Physics Today 43, no. 6 (June 1990): 13–98. http://dx.doi.org/10.1063/1.2810589.
26
Rodríguez-Castro, Mónica. "Translationese and punctuation." Translation and Interpreting Studies 6, no. 1 (June 23, 2011): 40–61. http://dx.doi.org/10.1075/tis.6.1.03rod.
Abstract:
This paper analyzes the comparative usage of punctuation marks in translated (English>Spanish) and non-translated newspaper articles. Excerpts were extracted from the online International News sections published in the US and Mexico by Reuters and the Associated Press. Hypothesis testing and corpus-based descriptive statistics were used to study the frequency of usage of punctuation marks, such as commas, periods, colons, semicolons, en-dashes and em-dashes, as well as sentence length, in translated and non-translated texts in the context of journalistic writing. Results from the analysis reveal a tendency to carry over periods, colons and em-dashes from English source texts into translated Spanish texts, producing a source language residual effect or ‘translationese.’ Data gathered from concordancing tools also suggest a residual effect in the usage of commas and semicolons, as well as in sentencing. These results reflect, among other factors, a lack of adherence to style guide conventions.
27
Crabbe, V. C. R. A. C. "Punctuation in Legislation." Statute Law Review 9, no. 2 (1988): 87–101. http://dx.doi.org/10.1093/slr/9.2.87.
28
Schneir, Michael. "Syntactic punctuation distraction." Medical Writing 31, no. 4 (December 19, 2022): 84–85. http://dx.doi.org/10.56012/tbjp1682.
29
Severskaya, Olga, and Larisa Selezneva. "Some Notes About Business Punctuation: Punctuation Marks or Stumbling Blocks?" Russkaia Rech, no. 2 (April 2021): 44–53. http://dx.doi.org/10.31857/s013161170014708-7.
30
Yuliawati, Fitrah, and Ika Nuriyanti. "The Study of The Students’ Ability to Use Punctuation in Writing Skill." Wacana Didaktika 5, no. 02 (December 27, 2017): 118–32. http://dx.doi.org/10.31102/wacanadidaktika.5.02.118-132.
Abstract:
Writing is one of the skills in English that should be mastered by students. Writing is means of communication whereby writing transmit idea to the reader. There are many steps in teaching writing skill. One of the steps is the teaching of punctuation. Punctuation is an element that has an important role in writing. Punctuation refers to sign on marks used to clarify the writings’ idea and the readers can understand easily the meaning of the sentences. This research used qualitative research, because this research describes about the students’ ability to use punctuation in writing. The research was conducted at Madura Islamic University. The result of this research found about to what extent students use the punctuation marks. Firstly, external punctuation. Secondly, internal punctuation. thirdly, pairs punctuation. Fourthly, special punctuation.
31
PRУKHODKO, N. S. "AUTHOR’S INDIVIDUAL PUNCTUATION AS AN ELEMENT OF TEXT GRAPHICS." Movoznavstvo 319, no. 4 (August 20, 2021): 60–69. http://dx.doi.org/10.33190/0027-2833-319-2021-4-004.
Abstract:
The article sheds light on the concept of text graphics and the importance of punctuation in the graphic system of the text, in particular, poetic text. The author elucidates various scholars’ approaches to the definition of the term author’s individual punctuation, with a focus on the system-structural features of some punctuation marks and the most important functions of punctuation as a stylistic device. The article analyzes the expressive and stylistic means used to produce the greatest emotional influence on the listener or reader and classifies them into constructive, emotive, combined, and contaminated groups. The multi-functionality of the author’s punctuation embraces strengthening the aesthetic loading of punctuation marks and expanding the boundaries of their use. The unregulated use of punctuation mark is determined by historical changes and the semantic principles concerning the location of punctuation marks. Author’s punctuation can be interpreted as a substitution of some normatively motivated signs/marks with the unregulated ones; as a text devoid of any marks; as an excessive use of either some particular punctuation marks or only one of them and, on the contrary, their complete absence in the text. The article outlines the main functions of the author’s punctuation: emotional, emphatic, logical, evaluative, semantic, dividing. The individual style, dependence on the functional style, genre, traditions, and norms of a definite historical epoch are the factors that influence the author’s individual punctuation system formation. The author’s punctuation is an interstyle phenomenon because it is inherent in texts of different functional styles. The research findings argue that the author’s individual punctuation system should be interpreted in a broad sense as any conscious, deliberate choice of the unregulated punctuation mark, not fixed in the spelling rules, and in a narrow understanding — all the punctuation marks in the author’s manuscript, which are different from the normative use.
32
Nuriyanti, Ika, and Fitrah Yuliawati. "THE STUDY OF THE STUDENTS’ ABILITY TO USE PUNCTUATION IN WRITING SKILL." WACANA DIDAKTIKA 5, no. 02 (December 30, 2017): 118. http://dx.doi.org/10.31102/wacanadidaktika.v5i02.64.
Abstract:
Writing is one of the skills in English that should be mastered by students. Writing is means of communication whereby writing transmit idea to the reader. There are many steps in teaching writing skill. One of the steps is the teaching of punctuation. Punctuation is an element that has an important role in writing. Punctuation refers to sign on marks used to clarify the writings’ idea and the readers can understand easily the meaning of the sentences. This research used qualitative research, because this research describes about the students’ ability to use punctuation in writing. The research was conducted at Senior High School in Pamekasan. The result of this research found about to what extent students use the punctuation marks. Firstly, external punctuation. Secondly, internal punctuation. thirdly, pairs punctuation. Fourthly, special punctuation. Based on the result of research, it can be concluded that the used punctuation in writing skill in the second semester students of class X state senior high school in Pamekasan couldn’t used punctuation in writing, it showed by the data the average value of student’ couldn’t used punctuation correctly were 73 %. Students’ still confuse or didn’t know used punctuation, and the meaning of the text listed on the sentence that use at the and of sentence or continue with other sentence, and also between declaration and question.
33
Žalkauskaitė, Gintarė. "Features of idiolect in the punctuation of electronic mail." Lietuvių kalba, no. 5 (December 28, 2011): 1–19. http://dx.doi.org/10.15388/lk.2011.22802.
Abstract:
The article deals with the usage of punctuation marks in the emails of six different authors. Punctuation marks belong to the graphical level of a text, which makes the electronic discourse more distant from standard written language. As a result, a prediction is made that in the electronic communication punctuation marks may be used specifically. The aim of the article is to determine whether punctuation in electronic mail can be linked with the author's idiolect. The corpus of electronic messages under investigation consists of 65,090 words. In total, there are 13,548 punctuation marks used in it. In the present analysis of punctuation, an attempt is made to measure the total number of punctuation marks as well as the number of them as used by each author. In addition the situations in which each punctuation mark is used are also investigated. In the analysis of general tendencies in punctuation mark usage, it has been noted that many different punctuation marks are used in electronic messages. The most numerous marks have proved to be regular ones such as commas, full stops, question marks, dashes, suspension points, brackets, quotation marks, and exclamation marks. The punctuation marks that are used sparingly in traditional written language and electronic communication (various combinations of different punctuation marks, non-traditional variants of punctuation marks, slashes, semicolons) could have the identification value if they were used frequently by any of the authors in their texts.
34
Seagal, K. Ya. "V.I. Chernyshev as Researcher of Russian Punctuation." Nauchnyi dialog 11, no. 1 (January 27, 2022): 122–40. http://dx.doi.org/10.24224/2227-1295-2022-11-1-122-140.
Abstract:
A generalization of the experience of research by Corresponding Member of the USSR Academy of Sciences V.I. Chernyshev (1867-1949) on Russian punctuation is presented. The polemic of V.I. Chernyshev with contemporary scientists A.M. Peshkovsky and G.O. Vinokur on the problems of punctuation is considered. The role of V.I. Chernyshev in the development of punctuation theory in Russian linguistics is shown. The relevance of the study lies in the fact that V.I. Chernyshev’s punctuation concept, which is the first experience of a functional approach to punctuation, is fully described. The novelty of the study lies in the fact that the analysis of segregation as a punctuation phenomenon is assessed. We found textual explanations for those uses of punctuation marks that are significant for the author’s style. The textual understanding of punctuation is revealed, the main principle in teaching punctuation is discussed. According to V.I. Chernyshev, the choice of a punctuation mark is based on semantics, correlated with the tradition of expressing a certain meaning by means of punctuation in the book language and with the aesthetic task of the author. V.I. Chernyshev’s ideas about the interaction of the author’s stylistics and textual criticism in the work of the editor on the punctuation of the artist of the word are described. Special attention is paid to individual examples of V.I. Chernyshev’s analysis of the use of punctuation marks in the works of A.S. Pushkin.
35
Pavlyuk, Nataliia. "PSYCHOLINGUISTIC BASICS OF PUNCTUATION LEARNING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 295–97. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-295-297.
Abstract:
The article deals with the issues of gradual formation of mental actions, maintenance of psychological operations (prevention of the content segment necessary for expression of additional meaning in the sentence; anticipation of new thought and its connection with the previous one in the text; the content of the punctuation mark, the definition of the punctuation mark and the selection of the desired punctuation mark), which underlie the discovery of the properties and features of the basic punctuation concepts, and so same formation punctuation skills; the structure of mental activity for mastering punctuation rules and the formation of literacy skills are described. The general methods of mental work, consisting of the following operations, are distinguished: recognition in the sentence of some initial syntactic elements; mental combination of elements in the rule-like semantic-syntactic blocks, which are divided by sentences into punctuated parts; determining the required punctuation marks. The concept of punctuation vigilance, which is the basis for forming the ability to punctuate correctly formulate sentences and text according to the studied punctuation rule, is distinguished. It is noted that complete mastery of the techniques of punctuation analysis is not possible without taking into account certain psychological processes. It is established that the formation and operation of punctuation skills is possible only in the presence of certain syntactic and punctuation generalizations.
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Шмелев, Алексей Дмитриевич. "Вопросы пунктуации в работе Орфографической комиссии Российской академии наук: лингвистические основы кодификации." Język i Metoda 7 (2021): 15–21. http://dx.doi.org/10.4467/23919981jm.21.002.14234.
Abstract:
This paper claims that a clear realization of the general principles of codification of punctuation should precede the work on creating a complete set of rules for Russian punctuation. Disputes among linguists on the qualification of new phenomena in punctuation are clear evidence of the absence of generally accepted criteria for assessing codification of norms. The proposed integrated approach to the codification of punctuation norms combines the results of observation over usage (taking into account the social variation of usage) with results of interviews. It is necessary to distinguish between analytical and synthetic approaches. Within the analytical approach, a given punctuation mark serves the starting point for further investigation: the researchers seek to provide most accurate account of its functions. Within the synthetic approach, a given syntactic position is the starting point: one should establish whether it requires a punctuation mark and, if so, which one. Rules of punctuation require the synthetic approach while theoretical grounds for them may be better discovered within the analytical approach. The codification consists of two stages, namely, (i) deciding whether a punctuation mark is appropriate in a given syntactic position, and (ii) stating the corresponding rule. Often the codifiers do not distinguish between those two stages. The Commission for Orthography of the Russian Academy of Sciences analyzes discrepancies between rules for punctuation and usage. In addition, the Commission studies variation of punctuation standards as well as some specific issues of punctuation. These issues will be reflected in a new punctuation code.
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Hairuddin, Hairuddin. "Preserving Arabic Punctuation in the History of Qur'an Writing." Langkawi: Journal of The Association for Arabic and English 6, no. 1 (June 25, 2020): 71. http://dx.doi.org/10.31332/lkw.v6i1.1739.
Abstract:
This article discusses the preservation of Arabic punctuation in the history of Quran writing using a critical history design. The author begins by recounting the beginning of the laying of Naqth (punctuation), history, type and the form of Naqth (punctuation) found by Abu al-Aswad ad-Duali by giving examples of comparison of classical Qur’an manuscripts not accompanied by punctuation. The author then examines Abu al-Aswad ad-Duali's biography, followed by the reasons for the compiling of Arabic rules and convinces that he was the first person laying down of Arabic rules despite the controversy surrounding it. Likewise, the type of punctuation (the Naqth) discovered is an i’rāb punctuation (the Naqth), not a punctuation of i‘jām.
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Hasyim, Sunardi, Burhanuddin Burhanuddin, and Sumarni Hafid. "The Use of English Punctuation in Improving Students’ Writing Skills at The Sixth Semester of Letters of UMI Makassar." Tamaddun 16, no. 1 (June 15, 2017): 47–56. http://dx.doi.org/10.33096/tamaddun.v16i1.50.
Abstract:
The research entitled The use of English Punctuation in improving Students writing skills at the sixth semester of Faculty of Letters of UMI Makassar. This study aims to describe student`s error of using punctuation in English text. The study is conducted to students at the semester six of English Department. The researcher analyzed the error in the use of punctuation itself, because good punctuation is essential in clear and effective writing especially in academic writing. It was correlated to Jeremy’s theory (2004,p.49) stated that using punctuation correctly is one of the important skill in writing.. There are two problems of this study; how the students’ errors of using punctuation in English text are and what cause of error in using punctuation. The researcher used qualitative method in this study. Punctuation marks that are presented in this research are comma, full stop, hyphen, apostrophe, question mark, quotation mark, and exclamation mark. As a result, the researcher found that comma is most common error made by the English Department student during the sixth semester. In the data analysis, the writer described that the sixth Semester Students’ of the English Department have low achievement in using English Punctuation. The low achievement they have is primarily caused by their errors that are still made by students’ in using English Punctuation, they are also influenced by the following factors : 1. The students’ basic knowledge in using English punctuation is not sufficient, 2. The interest of the students’ in learning and doing the exercises of the use of English punctuation is low, and 3. The English punctuation is very complex and difficult to the students’.
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MARINA I., SVESHNIKOVA, and SERNOVA ELENA I. "FEATURES OF THE TRANSMISSION OF PUNCTUATION MARKS IN THE TRANSLATION OF POETIC TEXTS FROM RUSSIAN INTO FRENCH." HUMANITARIAN RESEARCHES 79, no. 3 (2021): 65–71. http://dx.doi.org/10.21672/1818-4936-2021-79-3-065-071.
Abstract:
The article is devoted to the problem of punctuation transmission in poetic translation. Punctuation helps to understand the written form of the text. The structure, meaning, and intonation of the utterance dictate the setting of the necessary punctuation mark. In poetic works, punctuation also serves the purpose of highlighting or emphasizing the most significant elements. The search for adequate means of conveying intonation and highlighting semantic segments leads to a combination of various additional ways of formatting the text. The individual style of a writer or poet in a literary text is conveyed through stylistically significant marks of the author's punctuation. The translator must decide whether to keep the author's punctuation, omit it, or include the punctuation marks of the receiving language in the translation. Poetic translation often leads to a significant rearrangement of the text, in which the punctuation component refers to other speech segments than in the original text, what was shown by the example of translations of I. Bunin's poetic works.
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Wang, Caiwen. "Decoding and encoding the discourse meaning of punctuation." Babel. Revue internationale de la traduction / International Journal of Translation 64, no. 2 (September 10, 2018): 225–49. http://dx.doi.org/10.1075/babel.00032.wan.
Abstract:
Abstract This exploratory research examines translation students’ use of punctuation, by applying Newmark’s (1988) classical idea of punctuation as a discourse unit for meaning demarcation. Data were collected from a group of 25 Chinese students studying specialised translation at a British university. The research focuses on the use of two punctuation marks in English: comma and period or full stop. The aim is to investigate how students of translation analyse the meaning of a source text with punctuation marks and how they subsequently convert this meaning into the target language again using punctuation marks. It is found that students generally do not automatically copy the punctuation marks of the source text into the translation. They will customize or modify the original punctuation marks according to their meaning analysis of the text and their knowledge of punctuation in source and target languages. Finally, we will discuss the implications of the research for translation education.
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Kosek, Pavel. "Die Interpunktion im Gesangbuch Jesličky Staré nové písničky von Fridrich Bridelius." Studia z Filologii Polskiej i Słowiańskiej 47 (September 25, 2015): 193–222. http://dx.doi.org/10.11649/sfps.2012.010.
Abstract:
The punctuation of the hymn-book Jesličky. Staré nové písničky by Fridrich BrideliusThe article is focused on analysis of the punctuation of the Early Modern Czech printed hymn-book Jesličky. Staré nové písničky (1658), which was collected by Fridrich Bridelius. The analysis is concerned both with the punctuation inventory in the hymn-book and with the rules that influence their distribution. The development of Czech punctuation, which has been yet analyzed superficially, is characterized by the competition of two principles: grammatical principle that connects punctuation with the syntactic and semantic structure of a sentence, 2. rhetorical principle that connects punctuation with the speaking form of a sentence, esp. with the pause. So the main goal of this article is to discover how is this conflict reflected in Jesličky. The article also analyzes how is the punctuation influenced by the musical matter of the printed hymns, which is a new moment in discovering history of Czech punctuation.
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Behre, Piyush, Sharman Tan, Padma Varadharajan, and Shuangyu Chang. "Streaming Punctuation: A Novel Punctuation Technique Leveraging Bidirectional Context for Continuous Speech Recognition." International Journal on Natural Language Computing 11, no. 6 (December 30, 2022): 01–13. http://dx.doi.org/10.5121/ijnlc.2022.11601.
Abstract:
While speech recognition Word Error Rate (WER) has reached human parity for English, continuous speech recognition scenarios such as voice typing and meeting transcriptions still suffer from segmentation and punctuation problems, resulting from irregular pausing patterns or slow speakers. Transformer sequence tagging models are effective at capturing long bi-directional context, which is crucial for automatic punctuation. Automatic Speech Recognition (ASR) production systems, however, are constrained by real-time requirements, making it hard to incorporate the right context when making punctuation decisions. Context within the segments produced by ASR decoders can be helpful but limiting in overall punctuation performance for a continuous speech session. In this paper, we propose a streaming approach for punctuation or re-punctuation of ASR output using dynamic decoding windows and measure its impact on punctuation and segmentation accuracy across scenarios. The new system tackles over-segmentation issues, improving segmentation F0.5-score by 13.9%. Streaming punctuation achieves an average BLEUscore improvement of 0.66 for the downstream task of Machine Translation (MT).
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Turaeva, Dilbar Meylievna. "MODERN UZBEK PUNCTUATION: PROBLEMS AND SOLUTIONS." American Journal of Social Science and Education Innovations 04, no. 01 (January 1, 2022): 1–4. http://dx.doi.org/10.37547/tajssei/volume04issue01-01.
Abstract:
Punctuation is an integral part of every nation's writing. It is a social phenomenon that changes, develops and improves writing over periods. This article highlights on the issues of modern Uzbek punctuation problems and solutions.
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Sun, Kun, and Rong Wang. "Frequency distributions of punctuation marks in English." English Today 35, no. 4 (December 17, 2018): 23–35. http://dx.doi.org/10.1017/s0266078418000512.
Abstract:
The analysis of punctuation in philology is mainly carried out with a view to better understand the meaning of the literature concerned. Punctuation is generally believed to play the role of ‘assisting the written language in indicating those elements of speech that cannot be conveniently set down on paper: chiefly the pause, pitch and stress in speech’ (Markwardt, 1942: 156). Most of us often ignore the importance of punctuation in writing systems and tend to believe that punctuation only depends on tradition and the personal styles of writers. In fact, punctuation marks may contribute significantly to the clarity of expression. Many linguists associate punctuation with intonation, but the truth is more complex than that – punctuation marks may affect orthography, morphology, syntactic relations, semantic information, and can even influence textual structure.
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Anokhina, T. Ya. "History of punctuation marks." Izvestiya MGTU MAMI 3, no. 1 (January 10, 2009): 230–33. http://dx.doi.org/10.17816/2074-0530-70047.
Abstract:
The paper deals with the history of punctuation marks in Russian. The hindsight to the emergence of punctuation marks is given. The paper reveals the basic principles of contemporary Russian punctuation.
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Bortliczek, Małgorzata. "Interpunkcja i składnia w pracach studentów pedagogiki — norma i uzus." Slavica Wratislaviensia 175 (September 6, 2022): 271–82. http://dx.doi.org/10.19195/0137-1150.175.19.
Abstract:
The paper focuses on the ignoring of selected punctuation standards in texts prepared by pedagogy students at the University of Silesia. The analysis includes the description of some punctuation experiences, such as not using essential commas for separation, among others, of subordinate sentences (and/or participial sentence equivalents), interconnected with the superior sentence; separation of the subject group and the predicate group with a comma (as a consequence of following a prosody in the distribution of commas); irregular normative policy (as a consequence, among others, of ignorance of punctuation enumeration). The conclusion highlights didactic and normative recommendations in terms of modern Polish punctuation. It includes the necessity to record, register and analyse new punctuation tendencies in texts written in Polish, such as the ignorance of selected punctuation standards, and the turn towards secondary orality, following the impact of English punctuation.
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Kim, Igor E. "Punctuation mark: area of use, scope of action and hierarchy of contexts." Sibirskiy filologicheskiy zhurnal, no. 3 (2021): 287–300. http://dx.doi.org/10.17223/18137083/76/21.
Abstract:
The paper deals with the theoretical problems of the interaction of punctuation marks and the contexts in which they are used. With regard to punctuation, the text has a potentially complex multi-stage hierarchical structure. It is important to distinguish between three areas of use (macrocontexts): 1) text; 2) phrase; 3) word. At the text level, there are paragraphemic means with high expressiveness - spatial, color, font - in combination with punctuation means. Punctuation marks are the main means of division at the phrasal level. A hyphen, an apostrophe, a slash are the means of division at the word level. They are graphic signs similar to punctuation marks. The usage of punctuation marks depends on their microcontexts (the scopes of action). It proves difficult to use and interpret the behavior of punctuation marks in case when the principles of the hierarchy of the contexts they serve are violated.
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Odell-Scott, David W. "The Sense of Quoting." Brill Research Perspectives in Biblical Interpretation 2, no. 4 (December 26, 2017): 1–88. http://dx.doi.org/10.1163/24057657-12340010.
Abstract:
AbstractThis essay argues that the neutral continuous script of ancient manuscripts of the Greek New Testament composed with no punctuation and no spacing provided readers discretionary authority to determine and assess the status of phrases as they articulated a cohesive and coherent reading of the script. The variety of reading renditions, each differently scored with punctuation, supported the production of quotations. These cultivated and harvested quotes, while useful for authorizing sectarian discourse, rarely convey the sense of the phrase in the continuous script. Augustine’s work on punctuating the scriptures in service to the production of plainer quotable passages in support of the rule of faith is addressed. The textual analysis of a plainer quotable passage at 1 Cor. 7:1b concerning male celibacy supports the thesis that plainer passages are the product of interpretative scoring of the script in service to discursive endeavours. To quote is often to misquote.
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Nsakala, Lengo M., and Roger K. Matondo. "Punctuation in English and Its Interlanguage Effects." ITL - International Journal of Applied Linguistics 159 (January 1, 2010): 52–78. http://dx.doi.org/10.1075/itl.159.03nsa.
Abstract:
Abstract This article discusses the manifestations of interlanguage punctuation from a short dialogue in which the subjects of the investigation had to restore missing punctuation marks. The testees realized a meagre score in the task, leaving out punctuation marks where they were compulsory, inserting punctuation marks where they were not needed, and placing punctuation marks where others were required. This state of affairs emanated from a poor command of these orthographic devices. The sample was composed of four groups of students of English, and the one-way analysis of variance conducted on their performance showed a significant difference across the groups. Such a situation proves that although punctuation is under-represented in grammar classes, students manage to acquire incidentally personal information on this area in their target language development. However, the knowledge acquired is inadequate to satisfy the specifications of punctuation in a piece of textual material. It was also observed that students encounter more problems with non-terminal than with terminal punctuation marks. Therefore, systematic instruction is recommended in order to promote students’ control of these devices in text production and in text reception.
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Seagal, K. Ya. "Punctuation Errors of Adult Native Russian Speakers and Psycholinguistics (Dash between Subject and Predicate)." Nauchnyi dialog 12, no. 1 (February 7, 2023): 90–111. http://dx.doi.org/10.24224/2227-1295-2023-12-1-90-111.
Abstract:
The problem of psycholinguistic interpretation (from the point of view of the writer) of punctuation errors is considered. The material for the study was punctuation errors in the punctogram “Dash between the subject and the predicate” and their explanations obtained from adult subjects (from 22 to 30 years old) as part of a “natural” experiment. The relevance of the study lies, firstly, in the psycholinguistic “turn” in the study of punctuation errors; secondly, in the development of the concept of punctuation as a special component in the generation of a written utterance. It is shown that punctuation errors associated with the omission of a dash or with the use of a comma instead of it in the position between the nominative/ infinitive subject and the predicate with a zero copula are mainly due to the overgeneralization of the model conditions for the use of a dash. The author explains that the punctuation component is created by punctuation skills acquired in the learning process and is a system of speech actions (and operations) that allow using a punctogram or a punctuation mark in accordance with the norm, usage and intentions of the writer. The analysis of punctuation errors comes to the conclusion that the punctuation component, on the one hand, is distributed between the late phases of inner speech and external speech, and on the other hand, belongs not only to the model of generating a separate written utterance, but also to the model of generating a written text.