Writing Mechanics and Composition

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NCO Primary Leadership Subjects

WRITING MECHANICS AND COMPOSITION

Subcourse Number PD 2203Edition B

United States Army Training Support CenterFort Eustis, Virginia 23604

Edition date: June 1995

Credit hours: 6

Subcourse Overview

Description This subcourse contains a review of the basic writing and composition skills that youmust have to function effectively as a primary noncommissioned officer.

Prerequisites There are no prerequisites for this subcourse.

Gender

disclaimer

Unless otherwise stated, the masculine gender of singular pronouns is used to refer toboth men and women.

Terminal

learning

objective

The terminal learning objective (TLO) for this module is:

Action Apply writing skills to communicate effectively.

Condition Given the materials in this subcourse.

Standards Write effectively by applying:

Correct spelling, abbreviation, and capitalization rules.

Correct punctuation rules.

Fundamentals of effective writing.

Effective composition principles.

Additionally, score 70% or higher on the written exam.

In thissubcourse

This subcourse contains the following lessons:

Lesson Title Page

1 Correct Spelling, Abbreviation, and Capitalization 1-1

2 Using Punctuation 2-1

3 Effective Army Writing 3-1

4 Effective Composition 4-1

Writing Mechanics and Composition O-1


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Subcourse Overview, Continued

Administrativeinstructions

This subcourse contains four lessons.

O-2 Writing Mechanics and Composition


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WRITING MECHANICS AND COMPOSITION

TABLE OF CONTENTS

Section Page

Subourse Overview....................................................................................................... ............... ...........O-1

Lesson 1: Correct Spelling, Abbreviation, and Capitalization

Overview...................................................................................................................................... ............1-1Improving Your Spelling .................................................................................................... ............... ......1-3Using Homonyms and Word Pairs ...................................................................................................... .....1-5Adding Prefixes and Suffixes........................................................................................... .............. ........1-11Remembering Spelling Rules.............................................................................................. .............. .....1-16Using Abbreviations...................................................................................................................... .........1-24Using Capitals ................................................................................................................... ............... .....1-28Lesson 1 Practice Exercise................................................................................................. ............... .....1-33Lesson 1 Practice Exercise Answer Key and Feedback........................................................... ..... ..... .....1-36Lesson 1 Summary................................................................................................................ ............... ..1-37

Lesson 2: Using Punctuation

Overview...................................................................................................................................... ............2-1Purpose of Punctuation...................................................................................................................... .......2-3The Comma ................................................................................................................................. ............2-4The Semicolon...................................................................................................................................... ..2-18The Colon........................................................................................................................................ .......2-21Quotation Marks ............................................................................................................................. .......2-24Italics and Underlining ..................................................................................................... ................ .....2-29Parentheses.................................................................................................................................. ...........2-32Dashes .................................................................................................................................. ............... ..2-35Brackets............................................................................................................................................ ......2-37

Hyphens .......................................................................................................................................... ........239Apostrophes ........................................................................................................................................ ...2-42End Punctuation ........................................................................................................... ............... ..........2-48Lesson 2 Practice Exercise................................................................................................. ............... .....2-49Lesson 2 Practice Exercise Answer Key and Feedback........................................................... ..... ..... .....2-53Lesson 2 Summary................................................................................................................ ............... ..2-57

Lesson 3: Effective Army Writing.

Section I: Army WritingOverview..................................................................................................................... ............... .3-3Paper wok and the Army ............................................................................................................. 3-5Army Writing Standards ................................................................................................ .............3-7

Rule 1: Put the Main Point Up Front .................................................................... ................ ......3-9

Continued on next page

Writing Mechanics and Composition i


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Table of Contents, Continued

Rule 2: Write in the Active Voice ........................................................................................... ...3-10Rule 3: Use Short Words................................................................................ ................. ..........3-12Rule 4: Keep Sentences Short .............................................................................................. .....3-13Rule 5: Write Short Paragraphs ................................................................................................ .3-16

Rule 6: Avoid Jargon...................................................................................... ................. ..........3-19Rule 7: Use Correct Spelling, Grammar, and Punctuation ........................................... ..... ........3-20Rule 8: Use Personal Pronouns ........................................................................................... ......3-21Rule 9: Use One Page for Most Correspondence .............................................................. ........3-22Rule 10: Avoid Sentences that Begin with "It is," "There is," or "There are"............................3-23Lesson 3, Section I, Practice Exercise............................................................... ................ ........3-25Lesson 3, Section I, Practice Exercise Answer Key and Feedback.......................... ..... ..... ........3-28

Section II: Effective SentencesOverview.................................................................................................................. ............... ..3-29Logical Arrangement................................................................................................ ............... ..3-31Completeness .......................................................................................................................... ..3-35Unity...................................................................................................................................... ....3-37

Emphasis ........................................................................................................... ............... ........3-38Lesson 3, Section II Practice Exercise........................................................................ ..... ..... .....3-40Lesson 3, Section II, Practice Exercise Answer Key and Feedback.................................. .........3-42

Lesson 3 Summary................................................................................................................ ............... ..3-43

Lesson 4: Effective Composition

Overview...................................................................................................................................... ............4-1Section I: Conducting Research

Overview..................................................................................................................... ............... .4-3Prepare for Research................................................................................................................. ...4-4Research Sources ................................................................................................................. .......4-5Conduct Systematic Research.................................................................................................. ....4-6

Examine References................................................................................................. ............... ....4-7Prepare Bibliography Cards .................................................................................................. ......4-8Record Facts, Concepts, and Ideas................................................................. ................. ..........4-10Conduct Surveys and Interviews .................................................................... ................ ..........4-12Conclude Your Research ....................................................................................................... ....4-13Organize Research Materials .................................................................................... ................4-14Lesson 4, Section, Practice Exercise ..................................................................................... ....4-15Lesson 4, Section I, Practice Ex is Answer Key and Feedback............................................ ......4-16

Section II: Preparing to WriteOverview.................................................................................................................. ............... ..4-17Organizing Your Thoughts................................................................................................... ......4-18Organizing Your Paper and Material....................................................................................... ...4-22Putting Your Thoughts on Paper ............................................................................. ..... ..... ........4-27


ii Writing Mechanics and Composition


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Table of Contents, Continued

Organizing Paragraphs.............................................................................................................. .4-29Arranging Paragraphs Logically................................................................................... ..... ........4-31Lesson 4, Section I, Practice Exercise .............................................................. ................ ........4-33Lesson 4, Section II Practice Exercise Answer Key and Feedback................................... .........4-36

Section III: Expository Writing

Overview ................................................................................................................. ............... ..4-37The Craft of Writing............................................................................................... .............. .....4-38Writing to Inform.................................................................................................................... ...4-39A Practical Approach to Writing ................................................................................. ......... .....4-41Tools of the Trade.......................................................................................................... ............4-42Lesson 4, Section III, Practice Exercise............................................................................... ......4-43Lesson 4, Section III, Practice Exercise Answer Key and Feedback ........................................ .4-44

Lesson 4 Summary .............................................................................................................. ................ ..4-45

Writing Mechanics and Composition iii


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Lesson 1

Correct Spelling, Abbreviation, and Capitalization

Overview

Lesson

description

Using correct spelling, abbreviation, and capitalization in all writing is critical to thecontent and quality of your product. In this lesson you will apply rules for correctspelling, abbreviation, and capitalization.

Enabling

learning

objective

The enabling learning objective (ELO) for this lesson is:

Action Apply spelling, abbreviation, and capitalization rules to Army

writing.Condition Given the material in this lesson.

Standard Apply spelling abbreviation, and capitalization rules to include:Identifying six suggestions for improving spelling.Determining the appropriate spelling for sentence context.Applying spelling, abbreviation, and capitalization rules.Spelling numbers correctly.


1-1


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Overview, Continued

References This lesson contains material extracted from these sources: TRADOC Regulation 25-30, Preparation, Production, and Processing of

Armywide Doctrinal and Training Literature (ADTL), 30 March 1990.

In this lesson This lesson covers these topics:

Topic See Page

Improving Your Spelling 1-3

Using Homonyms and Word Pairs 1-5

Adding Prefixes and Suffixes 1-11

Remembering Spelling Rules 1-16

Using Abbreviations 1-24

Using Capitals 1-28Lesson 1 Practice Exercise 1-33

Lesson 1 Practice Exercise Answer Key and Feedback 1-36

Lesson I Summary 1-37

1-2 Writing Mechanics and Composition


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Improving Your Spelling

Introduction Spelling in the English language is complex, inconsistent, and difficult. In spite of

this, you should ensure that anything you write is free from spelling errors. Sendingout memos and letters with misspelled words undermines your image and

effectiveness as a leader.

Possible results

from

misspelling

These are possible results of misspelling words in written communications:

You may produce a well-written memo, but its impact is reduced by spelling

errors.

Your personnel will be quick to spot and criticize errors on the bulletin board.

You may be embarrassed when your superior officer points out misspelled words

in your letters.

Guidelines The spelling suggestions in this table will help you improve your spelling.

Spelling Suggestions Description

Proofread the product. Proofreading, or checking over your work, willhelp eliminate careless errors in spelling. Ask acolleague to check your work before it is final.

Use the dictionary. Keep a dictionary on your desk where you canquickly access it. It is the source for correct

spelling. Keeping it handy makes using iteasier and quicker.


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Improving Your Spelling, Continued

Guidelines

continuedSpelling Suggestions Description

Learn to spell words by

syllables.

A long word divided into syllables becomes a number of

pronounceable parts. Dividing words into syllables willmake long words easier to spell and reducemisspellings.

Keep a list of spellingerrors.

Record in a notebook the words you have difficultyspelling and review them. Writing the word correctlywill help you spell it right the next time, and you willhave the list to use later.

Form a mental pictureof the word and spell itout loud.

Visualize the word and repeat the spelling aloud to helpyou remember its correct spelling.

Watch for irregularspelling patterns.

When you notice an unusual spelling pattern in a word,pay close attention Write the word, spell it aloud, and

enter it in your spelling notebook.Learn lists of militaryand civilian frequentlymisspelled words.

Have someone dictate 15-20 words from the lists in

Appendix A.

Write the words you miss several times.

Form a mental picture of the word.

Enter the words in your spelling notebook.

Write the words again from dictation.



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Using Homonyms and Word Pairs

Introduction One reason for misspelling is pronunciation. Some words have more than one

acceptable spelling. Some words sound just alike, but are spelled differently.

Definition:

Homonyms

Homonyms are words that sound alike but have different meanings and are spelleddifferently. To use homonyms correctly, you must consider the context of thesentence and the meaning of the word require. Incorrect use of homonyms is anerror that spell-checking with your wd processing program will not correct

Word pairs In addition to homonyms, many words are so nearly alike in spelling and sound that

they cause spelling problems too. The tables that follow show homonyms and otherword pairs that cause spelling problems.




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Using Homonyms and Word Pairs, Continued

Correct usage This table identifies troublesome word pairs, their meaning, speech, definition, and

examples of using them correctly in a sentence.

Homonym Meaning How to Use

accept To receive. (verb) I accept your gift.

except To leave out. (verb) They excepted the soldiers on

sick call from physical fitnesstraining.

Excluding (preposition) All members of the platoon

except Private Rody may go.

advice Counsel or an opinion givenon what to do, or how to handlea situation. (noun)

The advice given by the chaplainwas well received.

advise To give counsel, recommend, or consult with a person.(verb)

He will advise you on possibleriver crossing sites.

affect To have an influence on.(verb)

The change in rank will affect hispay.

effect Result (noun) What is the effect of rain on themarch route's trafficability?

To cause, bring about, oraccomplish (verb)

The new regulation will effect achange.




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Correct usage

continued

Homonym Definition How to Use in a Sentence

capitol

The building in which a state orlegislature meets. (noun)

Note: Remember the dome onthe top of a building and capitolboth have an 0."

They began the final offensivewith a bombardment of theenemy's capitol building.

capital Official seat of government

for a state or nation. (noun)

Indianapolis is the capital

of Indiana.

Wealth, money, or property.

(noun)

Jack Smith put all his

capital into the new

business. Punishable by death, or of

primary importance.(adjective)

Desertion in times of war

may be a capital offense.

complement That which fills up or

completes. (noun)

The new complement of

soldiers will save the fort.

To make complete. (verb) The additional equipment

will complement ourcurrent supply.

compliment Formal act, expression of

courtesy, or something saidin admiration or praise.

(noun)

The soldier's chest swelled

with pride at the generalscompliment on his

courage.

To praise or congratulate.

(verb)

The commander will

compliment him on doinga good job.




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Correct usage

continued

Homonym Definition How to Use in a Sentencecouncil A group of people called

together for consultation ordiscussion, or a group of peoplechosen as an administrative,advisory, or legislativeassembly. (noun)

The Council of Colonels willmeet to consider the newpolicy.

counsel Mutual exchange of ideas,

opinions, etc., or adviceresulting from an exchange.(noun)

After the interview, the

soldier said that he hadreceived very goodcounsel.

To give advice. (verb) The chaplain counsels

soldiers on personalissues.

course A way to be followed, part of ameal, or a series of studies.(noun)

The captain had to decidewhich course of action to take.

coarse Rough, harsh, of poor quality,or not fine in texture.(adjective)

The drill sergeant's languagewas coarse, but it got theprivate's attention

formally In a formal manner, precisely,or ceremonially. (adverb)

The new service club will beopened formally nextSaturday.

formerly In the past. (adverb) Formerly, he had served in

Vietnamhear To listen or to be aware of

sounds. (verb)Can you hear the sound ofguns?

here Location or a particular place.(adverb)

The general is coming here.

its Possessive of pronoun "it" The task force linked up withits supply element forrefueling.

it's A contraction meaning it is or ithas.

Its time for the attack

Its been an interesting

course.




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Correct usage

continued

Homonym Definition How to Use in a Sentencelatter Nearer the end or the last

mentioned of the two.(adjective)

I saw both Sergeant Jones andSergeant Jackson; the latterperson is more professional.

later Deals with time. (adverb) The colonel will present theaward later in the day.

loose Unattached; not fastened down.(adjective)

The loose hatch is a hazard,especially when maneuveringcross-country.

lose Miss from one's possession or to suffer the loss of. (verb)

The platoon sergeant said,"You will not lose yourweapons or ammunition

during the FTX."your Belonging to or done by you.

(possessive form of the pronounyou)

What's your unit?

you're Contraction of you are. Use asthe subject and verb of asentence or clause.

You're leading thecounterattack.

precede To go or come before in time,place, order, rank orimportance. (verb)

The artillery barrage willprecede the infantry assault.

proceed To advance, or go on, especiallyafter stopping. (verb)

The convoy will proceed tothe next checkpoint.

principal Leader or the head of

something.

(noun)

Mr. Able is the principal

of the new school.

Amount of debt,

investment, etc., minus theinterest or on which interestis computed. (noun)

Sergeant Smith's account

now totals $1,000, $950 ofwhich was the principal.

First in rank, authority, or

importance.

(adjective)

What is the principal

cause of war?

principle

Governing rule, truth, ordoctrine.

(noun)

As a leader, you mustknow the principles ofpersonnel management.




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Correct usage

continued

Homonym Definition How to Use in a Sentencethere In or at that place. (adverb) Go to your post and stay there.

their Belonging to them. (possessivepronoun)

Their mission is to delay theenemy.

they're Contraction of they are.(pronoun and verb)

Theyre going to theretirement ceremony.

to Indicates direction.(preposition)

The sergeant went to thecommissary.

too Also or more than enough.(adverb)

The incoming fire was toodense for us to suppress.

two The number after one.

(adjective or noun)

Each barracks has two floors.

personal Private, individual, orpertaining to a particularperson. (adjective)

The uniform is your personalproperty.

personnel Body of persons, usually agroup employed in someservice. The subject and verbof a sentence or clause.

Army Regulation 612-205concerns the processing ofmilitary personnel appointedto service academies.

sight View or vision, or device

for aiming. (noun)

He targeted the enemy

tank through his TOWsight.

To see, or to observe or

examine by taking a sight.(verb)

We sight the enemy sniper

in the tree.

site Location or place. (noun) This is the site for the riflerange.

cite To quote, or to name in anofficial report for bravery ormeritorious service in thearmed services. (verb)

The major will cite it theprivate for bravery.



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Adding Prefixes and Suffixes

Introduction Prefixes and suffixes are added to words to alter their meaning.

Adding prefixes Prefixes are added to the beginning of the word. When adding prefixes, the spelling

of the root word, or original word, remains the same. Note the examples in thefollowing table.

When the prefix Is added to root word The spelling is

il legal illegal.

mis sent missent.

im moveable immovable.

over runm overrun.

in elegant inelegant.

re consider reconsider.

un necessary unnecessary.dis satisfied dissatisfied.

Adding suffixes Suffixes are added to the end of a word. Sometimes adding a suffix to the end of a

word does not change the spelling of the original word. Note the examples in thistable:

When the suffix Is added to root word The spelling is...

ness mean meanness.

ly final finally.

ness stern sternness.

ly legal legally.

ally logic logically.

ment equip equipment




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Adding Prefixes and Suffixes, Continued

Adding

suffixes,

continued

In some cases, however, adding a suffix changes the spelling of the root words. Thistable explains these rules.

When a

suffix..

Is added to a

word..

Then Examples

beginningwith avowel

ending in avowel

the final vowel isusually droppedfrom the rootword.

move + able = movable

believe + able = believable

use + age =usage

care + ing = caring

beginningwith aconsonant

ending in "e" the "e" remainswith the rootword.

care + ful = careful

care + less = careless

indorse + ment = indorsement

love + ly = lovely


with one

syllable

ending in a

consonant

with a short

vowel sound

double the finalconsonant at theend of the rootword beforeadding the suffix.

plan + ing = planning

spot + ing = spotting

fret + ing = fretting

run + ing = running




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Adding

suffixes,

continued

When a

suffix

Is added to a

word

Then... Examples


ending in asingle vowel anda consonant

accented on the

last syllable

double theconsonant at theend of the rootword beforeadding the suffix.

forget + ing = forgetting

prefer + ed = preferred

occur + ed = occurred


ending in a

single vowel anda consonant

not accented on

the last syllable

do not changethe root wordbefore adding thefinal consonant.

profit + ed = profited

cancel + ing = canceling




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-Ibie or -able? Unfortunately, there is no rule that will tell you how to spell all words ending in -ible

or -able. You should memorize the exceptions. The following tables provide

guidelines to help spell words with -ible or -able suffixes. In many words, the -ibleor -able ending is after the letterc org. The sound of the c or thegdetermines howto spell the ending.

If the preceding c or

g

Then spell the ending

with

Examples

has the hard sound (i.e., cas in "cat", or g as in"goat")

-able. amicable

applicable

practicable

has the soft sound (i.e., cas in "circle" or g as in"giraffe")

-ible. forcible

reducible

legible




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-Ibie or -able?

continued

Sometimes the base word tells whether to spell the word with -ible or -able.

If the base word Then spell the ending

with

Examples

is a full word -able. detestable

available

creditable

ends in e, drop the e -able excitable

desirable

ends in i, -able. justifiable

sociable

appreciable

reliable

is not a full word, -ible. audible

divisible

credible

possible

ends in ns ormiss, -ible. Admissible

permissible

sensible

comprehensible

plus -ion forms aword,

-ible(usually).

digestible (digestion)

exhaustible

(exhaustion)

corruptible (corruption)



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Remembering Spelling Rules

Introduction While the English language is very irregular, there are some rules that apply to

spelling.

-Ie or -ei Use the following table to determine whether to use -ie or -ei.

If the sound is Then write Examples

long e -ie. believe

thief

fierce

long e afterc -ei. ceiling

receive

deceive

long a -ei

Note: While forfeit andheight do not have the asound, they are alsospelled with -ei.

freight

neighbor

weight

vein.




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Remembering Spelling Rules, Continued

-Cede as an

ending

Almost all words that have the "cede" sound at the end use the letters -cede torepresent that sound. Examples are:

Recede.

Concede.

Accede.

This table shows exceptions to the spelling rule.

Spelling Exceptions

One word in the Englishlanguage uses -sede tospell the "cede" sound.

supersede

Three words in theEnglish language use-ceedto spell the "cede"sound.

proceed

exceed

succeed

-Ise, -ize, or

-yze?

A group of words ending in the sound "iz" (long i followed by z, as in the word"prize") spell this sound using -ise, -ize, or -yze. Use the following guidelines to helpyou spell words ending in the sound "iz."

Most words spell the sound with -ize as in the word realize.

Approximately 35 words end in -ise. Some of these are exercise, disguise, compromise,

surprise, surprise, supervise, likewise, and advertise.

Only four commonly used words end in -yze. These are analyze, catalyze, electrolyze,

and paralyze.



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Preferred

military

spellings

Some words have more than one correct spelling. The following table shows thepreferred military spellings of some common words.

Use.. Rather than...

endorse indorse.

enclose inclose.

ensure insure.

memorandums memoranda.

appendixes appendices.

endorsement indorsement

enclosure inclosure.

formulas formulae.

indexes indices.




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Forming

plurals

This table reviews the rules for correctly spelling the plural forms of nouns.

Rule ExampleMost nouns form plurals by adding -s to thesingular form.

chair = chairs

book = books

Nouns ending in -s, -sh, -ch, or-x form plurals byadding -es.

wish = wishes

church = churches

mess = messes

fox = foxes

Nouns ending in -y following a consonant formplurals by changing the -y to an -i and adding -es.

enemy = enemies

baby = babies salary = salaries

candy = candies

Nouns ending in -y following a vowel formplurals by adding -s.

monkey = monkeys

donkey = ey = donkeys

Most nouns ending in -f, -fe, orffform plurals byaddings.

roof= roofs

safe = safes

staff= staffs

Some nouns ending in -for-fe form plurals bychanging the -fto -v and adding -es.

knife = knives

leaf= leaves

Nouns ending in -o following a vowel formplurals by adding -s.

rodeo = rodeos

radio = radios

Most nouns ending in -o following a consonantform plurals by adding -es.

hero = heroes

potato = potatoes



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Forming

plurals,

continued Rule Example

Most nouns that end in -o and referto music form plurals by adding -s.

piano = pianos

soprano = sopranos

piccolo = piccolos

solo = solos

Some nouns have irregular plurals. child = children

goose = geese

woman = women

mouse = mice

Compound nouns (more than oneword) form plurals by making themain word plural.

fathers-in-law

lieutenant colonels

courts-martial

passers-by

Compound nouns ending in -fulform plurals by adding an -s to theend of the word.

cupfuls

handfuls

Foreign words sometimes form

their foreign language plurals.

alumnus (man) = alumni (men)

alumna (woman) = alumnae (women)

analysis = analyses

Some nouns are the same in thesingular and plural form.

sheep

deer

trout



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Writing

numbers

The numbers for writing numbers are sometimes confusing. Whether you spell theword out or use arabic numerals depends upon the purpose of the text. The

information in the following table will help you write numbers correctly.

Guideline Example

Use arabic numerals for numbers of 10 ormore.

Exception: If the number comes at thebeginning of the sentence, spell it and relatednumbers out.

The sergeant ordered 25 copies

of the manual.

Fifty or sixty men were

wounded.

Spell out numbers less than 10 except when 2or more numbers appear in a sentence and 1 ofthem is 10 or higher, then use figures for both

numbers.

The 3 NCOs had over 38 years

of military experience.

Write time and dates using arabic numerals. 1100

11 o'clock

7 hours, 6 minutes, 25 seconds

4 days

5 May 1990

Write age and measurements using arabicnumerals.

6 years old

9 meters

7/8 by 16 inches

320 horsepower

20/20 vision



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Writing

numbers,

continuedGuideline Example

Express compound adjectives which refer to

time or measurement in Arabic numerals.

Spell out other compound adjectives.

5-day week -

120-millimeter cannon

two-story building

five-man team

Express as arabic numerals:

percentages.

proportions.

decimals.

degrees.

mathematical expressions.

money.

6 percent

3 to 1

0.75 inch

longitude 77 06' 14"W

multiplied by 8

39 cents apiece

$12 per pound

Spell out fractions standing alone orfollowed by ofa, orof an.

Our strength is one-third of itspotential.

Spell out numbers of less than 100 precedinga compound modifier containing an arabicnumeral.

two 29-passenger buses

sixteen 155mm guns

120 81mm mortars

Spell out numbers referring to indefiniteexpressions.

a hundred and one reasons

the early twenties



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Writing

numbers,

continuedGuideline Example

Spell out words that express round numbers. a thousand men

a hundred rifles

Spell out numbers mentioned in connectionwith serious and dignified subjects such as:

Executive orders.

Legal proclamations.

Formal writing.

the Thirteen Original

States

in the year nineteen

hundred and eighty-three

the Ninety-second

Congress

threescore years and ten


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Using Abbreviations

Introduction Abbreviations can reduce the bulk of your writing and make the use of complex

terms easy and precise. However, if you use abbreviations that are unfamiliar to

your readers, they may not understand your writing. If you use abbreviationsincorrectly, you cause more confusion for the reader. Therefore, you should avoidusing them in text. If you must use abbreviations, use them cautiously and onlywhen they make reading and comprehension easier.

Misused

abbreviations

Consult a good dictionary about the spelling, capitalization, or meaning of anyabbreviation. This table shows how to correctly use three frequently misusedabbreviations.

Abbreviation Correct Usage

i.e.

Meaning: that is

Follow i.e. in a sentence with an explanation.

Example: You should proofread your work forredundancies, i.e., repetitive information.

e.g.

Meaning: for example

Follow e.g. in a sentence with specific examples.

Example: Use the AT-4 to destroy enemy armor,e.g., a BMP-2 infantry fighting vehicle.

etc.

Meaning: and otherthings

Never use etc after "and" in a sentence. It isredundant.

Example: For the promotion party, we stocked

plates, napkins, eating utensils, etc.




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Using Abbreviations, Continued

Army usage The Army is probably more accustomed to abbreviations than the civilian

community. In certain forms of writing, such as combat orders and radio or cable

messages, abbreviations are required. Use the guidelines in the table below whenusing abbreviations.

Guideline Description

Consult available sources forproper use of abbreviations.

Authorized military abbreviations appear in

the latest AR 310-50,AuthorizedAbbreviations, Brevity Codes, and Acronyms.

Other abbreviations appear in the dictionary.

Spell out a term the first time youuse it. Then show theabbreviation in parentheses

immediately after the term.

At times in informal writing, your readersmay know the abbreviation so well that youdon't need to spell it out. However, never

take the chance of having your writingmisunderstood.

Example: You must submit the program ofinstruction (POI) for this course within thenextmonth.

Use abbreviations sparingly. Don't make your reader wade through"alphabet soup." -Each abbreviation standsfor an idea, and your reader will have to recallits meaning each time. If the reader stops todo this for every few words, he may loose his

train of thought.Do not use military abbreviationswhen writing to a civilian

When writing for civilians, spell out militaryabbreviations.




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Army usage,

continued

Army Rule Example

Well-known Army and civilianabbreviations usually do not require anintroductory explanation.

Well-known abbreviations include:

Army publications.

military grades.

personal titles.

geographic locations.

compass directions.

model designations and symbols. standard grammatical abbreviations

and symbols.

In military writing, do not abbreviatethese words:

country.

point.

mount.

port.

In Army correspondence, abbreviatemonths with the first three letters when

used with the day or year.

10 Sep 95

Abbreviations for units of measure are:

the same for singular and plural.

used only with numerals.

11 in

15 lb

110 yd



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Army usage,

continued

Army Rule ExampleThe state name may be abbreviatedusing the appropriate two-letterabbreviation.

Seattle, WA 98107

Norfolk, VA 23507

When writing informally, abbreviateUnited States when used as an adjectivepreceding a noun.

US Army

US foreign policy

US Department of Defense



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Using Capitals

Introduction Capital letters serve the specific purpose of identifying:

The beginning of a sentence.

A proper noun.

Rules The following rules will help you capitalize consistently. If you cannot determine

from these rules whether or not to capitalize, don't.

Rule Example

Capitalize at the beginning ofsentences.

Ex-Senator Smith entered the hall.

Capitalize an incomplete sentence

used as a complete thought.

What a hard job!

Capitalize the first word of a directquotation, question, or slogan within asentence.

The order read, "Attack at 0500."




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Using Capitals, Continued

Rules,

continued

Rule ExampleCapitalize the names of specific: Washington Street Medal of Honor

Streets. Buildings. BattleshipMissouri Winchester rifle

Awards. Ships. ShuttleDiscovery Nike

Planes. Railroads. Baltimore and Ohio Railroad

Space

vehicles.

Airports

Brand names.

Dulles International Airport

Capitalize proper nouns andwords derived from propernouns.

John Smith Abrams tank

Washington, D.C. Strike Eagle

bomber

Buick Beretta pistol

England

Capitalize names oforganizations.

Department of the Army (but the army of

Germany)

Headquarters, 7th Division (but 7th Division

headquarters)

Regular Army (but the infantry in the

division)

US Infantry (but infantry troops)

US Air Force (but air activity)

Capitalize official titles usedalone to indicate distinction.

the President (but the corps commander)

the Supreme Allied Commander (but the

theater

commander)

the Chief of Staff (but the ambassador)




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Rules,

continued

Rule ExampleCapitalize titles following thename if they form part of anaddress line.

General Herbert Gray, Chief of Staff Third

United States Army (but General Gray, theThird Army chief of staff)

John Doe, Military Assistant, Office of the

Under Secretary of the Army (but JohnDoe, military assistant)

Capitalize the important wordsin headings and titles.

Capitalize the first and last word in each lineand all other words except:

Articles (a, an, the).

Example: The 101st

Airborne atNormandy, by Mark A. Bando.

Short conjunctions (and, but, or, nor).

Example:Light Forces and the Future ofthe US Military Strategy, by Michael JMazarr.

Short prepositions (at, by, for in, of, on, to,

up).

Example: US Army Uniforms of the ColdWar, by Shelby Stanton.

Exception: The infinitive "to" is always

capitalized in a title as in "Hints To Help You".

Capitalize common nouns usedas proper nouns.

the (English) Channel

the Civil War

Capitalize the titles of officialpublications when used to referto individual documents.

Department of the Army Pamphlet 360-

507, 10 Nov 69

DD Form 93 (Record of Emergency Data)



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Rules,

continued

Rule. ExampleDo not capitalize the first word of aclause inserted within a sentence whenit is separated by quotation marks if itis not a direct quotation

He sent word to us to "hit the road,"

so we started to pack.

He passed the word along that "we

may storm the enemy."

Do not capitalize the first word of aclause inserted within a sentence whenit is separated by parentheses ordashes.

The company was moved (this had

been decided previously) to a newlocation.

He told me - but perhaps I shouldn't

talk about it - that the colonel made

the decision.

Do not capitalize enumerations withina sentence.

Company commanders will (1) inspecttheir company areas and motor pools, (2)insure vehicles are fueled and have theirweapons and basic load of ammunitionstowed, (3) notify the S3 when theirunits are ready to move.

Do not capitalize seasons of the year. Last summer, he was assigned to FortBenjamin Harrison.

Do not capitalize points on thecompass unless they refer to a specificgeographical section of the country.

North Africa (but the southernUnited States)

Central America (but northern

Canada)

Do not capitalize words which,although sometimes used as propernouns, describe a general class ofnouns.

All captains will be considered.

Follow the procedures in the

pertinent DA pamphlet.


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Lesson 1 Practice Exercise

Instructions The following items test your knowledge of the material covered in this section.

When you complete the exercise, check your answers with the answer key andfeedback sheet that follows. If you respond to an item incorrectly, study the material

and try the items again.

Item 1 Which of the following statements is incorrect?

A. The abbreviation "i.e." means "that is."B. The abbreviation "e.g." means "for example."C. "Etc." is also written as "and etc."D. Follow the abbreviation "i.e." with an explanation.

Item 2 Select the incorrect abbreviation.

A. 6in.B. 8yds.C. loft.D. 12ft

Item 3 Select the error in the following sentence:

He said, "Don't do it. If you do, you'll have to fill out a DA form 285."

A. Don't.B. If.C. form.D. None.

Item 4 In general, how do you treat an abbreviation the first time it appears in your

document?

A. Refer the reader to the appropriate appendix of acronyms.B. Define the abbreviation and give your reference in parentheses.

C. Let the reader determine the meaning from the context of the text.D. Write the term out and follow with the abbreviation in parentheses.




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Lesson 1 Practice Exercise, Continued


The sergeant said, "After you cross the river, you will have to go 10 miles before youreach the Airport."

A. sergeant.B. After.C. river.D. Airport.


The judge advocate general of the Army is Major General Michael J. Nardotti, Jr.

A. judge advocate general.B. Army.C. Major General Michael J. Nardotti, Jr.D. None.

Item 7 Select the correct word pair for the following sentence:

On 1 October, COL Jack Glenn assumed his duties as deputycommander of the US Army Institute of Personnel and Resource Management, aposition held by COL Mark Smith.

A. formerly, formally.B. formally, formerly.C. formerly, formerly.D. formally, formally.


Of the two plans proposed by the committee, I believe the is morelikely to

A. later, succeed.B. later, sucede.C. latter, succede.D. latter, succeed




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Lesson 1 Practice Exercise, Continued


Do not the speed limit or you will yourdriver's license.

A. excede, loose.B. excede, lose.C. exceed, loose.D. exceed, lose.


He notice that his commander would him

regarding his reenlistment.

A. recieved, advise.B. recieved, advice.C. received, advise.D. received, advice


a fact that the platoon lost way in the jungle.

A. It's, it's.B. Its, its.C. It's, its.D. Its, it's.

Item 12 Find the mistake in the following sentence:

The Army team of 4 men ran the relay in 3 minutes, 25 seconds on 6 Jun 90.

A. 3 minutes.B. 25 seconds.

C. 4men.D. 6 Jun 90.



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Lesson 1 Practice Exercise Answer Key and Feedback

Item 1 C. Using "etc." with "and" is redundant. (Page 1-24)

Item 2 B. "8 yds" is incorrect and should read: "8 yd." Abbreviations for units of measureare never plural. (Page 1-26)

Item 3 C. The word "form" is incorrect and should read: "Form." Names of officialpublications are used to refer to individual documents are capitalized. (Page 1-30)

Item 4 D. The first time an abbreviation appears in your document, write out the term andfollow with the abbreviation in parentheses. (Page 1-25)

Item 5 D. The word "Airport" is incorrect and should read: "airport." Capitalize the namesof specific airports. (Page 1-29)

Item 6 A. In this sentence "Judge Advocate General" should be capitalized as an officialtitle used alone to indicate distinction. (Page 1-29)

Item 7 B. The sentence should read: On 1 October, COL Jack Glenn formally assumed hisduties as deputy commander of the US Army Institute of Personnel and ResourceManagement, a position formerly held by COL Mark Smith. (Page 1-8)

Item 8 D. The sentence should read: Of the two plans proposed by the committee, I believethe latter is more likely to succeed. (Pages 1-9 and 1-17)

Item 9 D. The sentence should read: Do not exceed the speed limit or you will lose yourdriver's license. (Pages 1-9 and 1-17)

Item 10 C. The sentence should read: "He received notice that his commander would advisehim regarding his reenlistment. (Pages 1-6 and 1-16)

Item 11 C. The sentence should read: It's a fact that the platoon lost its way in the jungle.

(Page 1-8)

Item 12 C. The "4" in the should be spelled out so that the sentence reads "The Army team offour men.... " (Page 1-21)



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Lesson 1 Summary

Introduction In completing this lesson, you reviewed the rules for correct spelling, abbreviation,

and capitalization.

Improving

spelling

Using the following guidelines to improve spelling:

Proofread the product.

Use the dictionary.

Learn to spell words by syllables.

Keep a list of spelling errors.

Form a mental picture of the word and spell it out.

Watch for irregular spelling patterns.

Learn lists of military and civilian words that are frequently misspelled.

Homonyms Homonyms are words that sound alike but have different meanings and are spelled

differently. The following words are examples of homonyms that are frequentlymisspelled:

Accept and except.

Their, there, and they're.

Its and it's.

Prefixes and

suffixes

Prefixes are added to the beginning of a root word, while suffixes are added to thesuffixes end of a root word.




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Lesson 1 Summary, Continued

Spelling In this lesson, you learned when to use:

-ie or -ei.

-ede, -ceed, or-sede.

-ise, -ize, or-yze.

You also learned:

What the preferred military spellings.

How to form plurals.

How to write numbers.

Using

abbreviations

Observe the following rules for abbreviations:

Don't use abbreviations that are unfamiliar to the reader without defining them at

their first usage.

Use abbreviations sparingly.

Don't create new abbreviations -authorized abbreviations are found in AR 310-50,Authorized Abbreviations, Brevity Codes, and Acronyms.

Capitalizing Use capital letters to identify:

The beginning of a sentence.

A proper noun.

The first word of a direct quotation.


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Lesson 2

Using Punctuation

Overview

Lesson Writers use punctuation marks to clearly communicate a message to readers. Too

description little or too much punctuation can make the meaning of your writingunclear.

This lesson provides rules and practice for using punctuation marks in writing simpleand compound sentences, quotations, parenthetical remarks, and paragraphs.

Enablinglearning

objective

The enabling learning objective (ELO) for this lesson is:

Action Apply the rules of correct punctuation to writing samples.

Condition Given the material in this lesson.

Standard Apply the rules of correct punctuation for commas, semicolons,quotation marks, italics and underlining, parentheses, dashes,brackets, hyphens, and apostrophes.



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Overview, Continued

References,

continued

This lesson contains material from the following:

Army correspondence subcourses: TRADOC Regulation 25-30, Preparation, Production, and Processing of

Armywide Doctrinal and Training Literature (ADTL), 30 March 1990.

In this lesson This lesson contains the following topics:

Topic See Page

Purpose of Punctuation 2-3

The Comma 2-4

The Semicolon 2-18

The Colon 2-21

Quotation Marks 2-24

Italics and Underlining 2-29

Parentheses 2-32

Dashes 2-35

Brackets 2-37

Hyphens 2-39

Apostrophes 2-42

End Punctuation 2-48

Lesson 2 Practice Exercise 2-49

Lesson 2 Practice Exercise Answer Key and Feedback 2-53

Lesson 2 Summary 2-57



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Purpose of Punctuation

Why use

punctuation?

The purpose of punctuation is to make sentence meaning clearer to the reader.Writers also use it to separate structural units.

Too much or

too little

Since the purpose of punctuation is to make sentence meaning clearer, it is importantthat you use it correctly. Using too much or too little punctuation can confusereaders and cause them to miss the intend meaning.

Guideline A basic guideline for using correct punctuation is to practice good word and sentence

structure. This minimize the need for punctuation If a sentence requires a lot ofpunctuation, it will probably be hard to understand So if your sentences seem overlypunctuated, try rewriting them to make them more effective.



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The Comma

Background The comma is the most frequently used and most troublesome piece of punctuation.Its two primary functions are to set off nonessential expressions and to separateelements to clarify their relationship.

Rules Read the rules for using commas in the tables that follow. Then practice applying the

rules in the exercises that follow each table.

Use a comma Example

with coordinating conjunctions andbut, or and nor when they join twoindependent clauses.

He was still undecided about issuing

the order, but he knew that the attackwas essential.

Sergeant Hanna was awarded the

Bronze Star Medal, and SergeantMcMahon received the ArmyCommendation Medal.

to separate three or more words orphrases in a series, including theword before the final and, .L or no.

He distributed arms, ammunition, and

food.

The instructor had a clear speaking

voice, was familiar with his subject,and held the interest.

with parallel adjectives, phrases, andclauses that modify the same noun.

Note: If an adjective modifiesanother adjective, do not use acomma.

The large, gas turbine-powered tank

surged across the battlefield.

He wore rip-stop cotton BDUs. (Rip-

stop modifies cotton.)




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The Comma, Continued

Practice Punctuate these sentences:

1. a. Captain Barks went home and Major O'Day stayed at the bowling alley.

b. There was an elevator for the use of visitors but John decided to walk upthe steps.

c. The door must be kept closed or the kitten will run away.

2. a. He sings whistles and dances in the show.

b. The convoy consisted of HMMWVs 2 1/2 ton trucks and HEMTTs.

c. Apples oranges and bananas were in trays on the table.

d. The private processed the letters memos and reports.

3. a. His room is bright clean and quiet.

b. He aimed fired and saw the enemy sniper fall.

c. This is a government of the people by the people and for the people.

d. He knew that he would be late that he would miss chow and that he would

be punished.

4. a. A rough wild sea made the landing difficult.

b. His dark brown hair was neatly cut.

c. The very tired private returned from the mission.

d. The sergeant was a keen watchful man.




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PracticesolutionsCheck your sentences with these:

1. a. Captain Barks went home, and Major O'Day stayed at the bowling alley.

b. There was an elevator for the use of visitors, but John decided to walk upthe steps.

c. The door must be kept closed, or the kitten will run away.

2. a. He sings, whistles, and dances in the show. (Series of verbs.)

b. The convoy consisted of HMMWVs, 2 1/2 ton trucks, and HEMTTs.

(Series of nouns)

c. Apples, oranges, and bananas were in trays on the table. (Series of nouns)

d. The private processed the letters, memos, and reports. (Series of nouns)

3. a. His room is bright, clean, and quiet. (Series of coordinate adjectives)

b. He aimed, fired, and saw the enemy sniper fall. (Short independentclauses.)

c. This is a government of the people, by the people, and for the people.

(Series of prepositional phrases.)

d. He knew that he would be late, that he would miss chow, and that hewould be punished. (Series of subordinate clauses.)

4. a. A rough, wild sea made the landing difficult.

b. His dark brown hair was neatly cut. (Dark modifies brown)

c. The very tired private returned from the mission. (Very modifies tired)

d. The sergeant was a keen, watchful man.




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RulesUse a comma Example

to set off unrestrictive words,clauses, or phrases.(Nonrestrictive words, clauses, andphrases are not essential to themeaning of the sentence and couldbe removed without changing themeaning.)

Do notuse commas with restrictivewords, clauses, or phrases.

(Restrictive words, clauses, orphrases are essential to the meaningof the sentence.)

Nonrestrictive: A company, which was onour left made a surprisewithdrawal. (The companyjust happened to be on ourleft; commas are needed.)

Restrictive: The company which was onour left made a surprisewithdrawal. (More than onecompany is involved; the one

on the left withdrew.Commas should not be used.)

to set off nonrestrictive appositives.(Appositives arc words, phrases, orclauses that rename and couldsubstitute for the noun.Nonrestrictive appositives are notessential to the meaning of thesentence.)

Do notuse commas with restrictive

appositives.(Restrictive appositives limit ordefine the nouns they refer to.They are essentialto the meaningof the sentence.)

Nonrestrictive: Lieutenant Black, thesupply officer, is ill today.

(LT Black would still be illeven if she weren't the supplyofficer.)

Restrictive: The destroyer Fergusonswerved. (There are manydestroyers; the discussion is

limitedto the Ferguson.)

Nonrestrictive: My grandson, Bobby, isvisiting me. (Bobby is theonly grandson so themeaning wouldn't changeif he were not named.)

Restrictive: My grandson Bobby isvisiting me. (Other grandsonsexist but onlyBobby isvisiting.)

to set off explanatory material thatbreaks the flow of the sentence.

You may, if you wish, leave your coat inthis closet.




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1. a. Captain Jones who is my tactics instructor spoke to me.

b. The captain who spoke to me is my tactics instructor.

2. a. Sergeant Dailey the mess steward at the consolidated mess was late thismorning.

b. Private OLasky a former tennis player won the match easily.

c. Catherine Clymer the guest lecturer was presented the Defense

Information School's speaker's plaque.

3. a. Weapons carriers armored or unarmored are designed for rough use.

b. The weather cold and foggy had driven almost everyone indoors.

c. The captain recently promoted is experienced.

d. The faculty and staff are invited.

4. a. The recruits tired and dirty were glad when the detail was completed.

b. These soldiers sharp and aggressive can hold their own with anyone.

c. Field library units contain quantities of books paperback and hardback forthe troops.




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1. a. Captain Jones who is my tactics instructor spoke to me. (There is only oneCaptain Jones; therefore, commas are used This is a nonrestrictive clause)

b. The captain who spoke to me is my tactics instructor. (Since the captainwas not specifically named, the subordinate clause is needed foridentification. This is a restrictive clause.)

2. a. Sergeant Dailey, the mess steward at the consolidated mess, was late thismorning.

b. Private OLasky, a former tennis player, won the match easily.

c. Catherine Clymer, the guest lecturer, was presented the DefenseInformation School's speaker's plaque.

3. a. Weapons carriers, armored or unarmored, are designed for rough use.

b. The weather, cold and foggy, had driven almost everyone indoors.

c. The captain, recently promoted, is experienced.

d. The faculty and staff are invited.

4. a. The recruits, tired and dirty, were glad when the detail was completed.

b. These soldiers, sharp and aggressive, can hold their own with anyone.

c. Field library units contain quantities of books, paperback and hardback,for the troops.



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after introductory subordinate(dependent) clauses.

Note: A subordinate clause cannot standalone as a fill sentence and functions as anoun, adjective, or adverb within asentence.

When you hear all the facts, you

will change your mind.

Since the course had already begun,

we postponed the schedule change.

Having eaten, he wanted to sleep.

with transitional words and phrases suchas:

however.

that is. namely.

therefore.

besides.

i.e. (that is).

for example.

moreover. consequently.

on the other hand

e.g. (for

example).

The task, however, is not a difficult

one.

Besides, we want to learn moreabout your plans.

Use the AT-4 to destroy enemy

armor, e.g. , a BMP- 2 infantryfighting vehicle.

to set off statements following he said,she replied, they answered, and I asked.

He said,, "We will advance on this line."I asked, "Will the supporting artilleryfire be lifted in time?"




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1. a. During the past two months the Technical Library at Gates-Lord Hall hasreceived many new books.

b. Since this time last year five men have retired from our department.

c. Under the new leader's expert direction the platoon's performanceimproved greatly.

d. After the first test critique the captain understood that block of instructionmuch better.

2. a. Having studied he was confident he would pass the course.

b. Acting on the advice of Captain Helms he bought his race tickets inJanuary.

c. Playing chess requires concentration.

d. Taking their seats they watched the program.

e. After watching the movie Sergeant Davis went to the club.

f. To catch the bus Private Sears had to run.

3. a. The helicopter came finally to extract the weary soldiers.

b. Sergeant Mathis however went on sick call.

c. Captain Blanchard for example had his report neatly typed.

d. Captain Tatum on the other hand submitted his report written in pencil.




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Practice,continued

4. a. The major asked me if went to Garmisch during my tour in Germany.

b. The major asked "Did you go to Garmisch during your tour in Germany?"

c. "Let it dissolve on your tongue" the doctor ordered

d. The doctor ordered her to let it dissolve on her tongue.




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1. a. During the past two months, the Technical Library at Gates-Lord Hall hasreceived many new books.

b. Since this time last year, five men have retired from our department.

c. Under the new leader's expert direction, the platoon's performanceimproved greatly.

d. After the first test critique, the captain understood that block of instructionmuch better.

2. a. Having studied, he was confident he would pass the course.

b. Acting on the advice of Captain Helms, he bought his race tickets inJanuary.

c. Playing chess requires concentration.

d. Taking their seats, they watched the program.

e. After watching the movie, Sergeant Davis went to the club.

f. To catch the bus, Private Sears had to run.

3. a. The helicopter came, finally, to extract the weary soldiers.

b. Sergeant Mathis, however, went on sick call.

c. Captain Blanchard, for example, had his report neatly typed.

d. Captain Tatum, on the other hand, submitted his report written in pencil.




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Practicesolutions,continued

4. a. The major asked me if went to Garmisch during my tour in Germany.

b. The major asked, "Did you go to Garmisch during your tour inGermany?"

c. "Let it dissolve on your tongue," the doctor ordered

d. The doctor ordered her to let it dissolve on her tongue.




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to set off titles and academic degreeswhich follow the name they describe.

Norman P. Winston, PhD., is the

educational advisor.

Thomas J. Cooper, Jr. , was

inducted into the Army on hisbirthday.

Robert William Dunsmore, Jr.

with names and titles used in directaddress.

No sir, I haven't seen Sergeant

Weaver.

Tim Jones, I will not allow you toquit.

to set off dates, addresses, andgeographic locations.

New York City, New York, U.S.A.

While he is on leave, 229 Willow

Street, Indianapolis, IN 46218, willbe his address.

to prevent confusion or misreading. Soon after, the meeting was

interrupted abruptly.

For each group of 20, 10 were

rejected.




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Practice Punctuate these sentences.

1. a. Peter Smith Sr. retired last week.

b. Melvin Reger the principal addressed the student body.

c. Captain Roger Weber the company commander signed the request.

2. a. Take a letter Ms. Jones.

b. Captain Reger will you give the address at the graduation ceremony?

c. Come with us Michael and help us.

d. I suppose Captain Fryer that you enjoyed the movie.

3. a. He now lives at 635 Hillside Drive Cincinnati OH 45241.

b. For 6 weeks this summer 619 Poplar Street Moorhead MN 56560 will behis address.

4. a. To Rome Britain was a barbaric outpost.

b. As men rappelled down the ropes one ranger's gear got caught in the

rigging.

c. Just before the incident there was a knock on the door.




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Practicesolutions

Check your sentences with these:

1. a. Peter Smith, Sr., retired last week.

b. Melvin Reger, the principal, addressed the student body.

c. Captain Roger Weber, the company commander, signed the request.

2. a. Take a letter, Ms. Jones.

b. Captain Reger, will you give the address at the graduation ceremony?

c. Come with us, Michael, and help us.

d. I suppose, Captain Fryer, that you enjoyed the movie.

3. a. He now lives at 635 Hillside Drive, Cincinnati, OH 45241.

b. For 6 weeks this summer, 619 Poplar Street, Moorhead, MN 56560, willbe his address.

4. a. To Rome, Britain was a barbaric outpost.

b. As men rappelled down the ropes, one ranger's gear got caught in the

rigging.

c. Just before the incident, there was a knock on the door.



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The Semicolon

Purpose The semicolon has several purposes:

To separate two or more indent clauses not joined by coordinating conjunctions.

To separate independent clauses linked by transitional expressions.

To separate items in a series when commas have already been used.

Rules Read the rules and examples for using semicolons in the table. Then practice

applying the rules in the exercises that follow.

Use a semicolon Examples

to separate independent clauses not

joined by coordinating conjunctions: and. or.

but. nor.

The soldiers were ready; it was

time to go.

The division advanced rapidly; by

1400 it had reached the front.

before transitional words and phrasessuch as:

however. consequently.

therefore. moreover.

hence. nevertheless.

furthermore. for example.

as a result.

Note: These are followed by a comma

We left at daybreak; however, our

route was so rough that bynightfall we had progressed only 9miles.

The general had already heard the

briefing; therefore, he did notattend.

to separate items in a series that containcommas when confusion would result

We could try to find our way out

through the low, dense jungle;withdraw to Ormoc, which had notyet fallen; or search for a safe,passable route through themountains.

COL James Williams, the

commanding officer; MAJ Jack

Black, the S1; and MAJ TimothyGreen, the post engineer; attendedthe conference.



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The Semicolon, Continued

Practice Punctuate the following sentences. Use semicolons and commas where they are

needed.

1. a. Please close the window the room is cold.

b. Lieutenant Collins had not completed his homework consequently hefailed the test

c. The report is not ready today it may be completed by Friday.

d. The allotment has been transferred to the Production Division henceconstruction of the partitions must be delayed.

2. a Colonel Williams is interested in purchasing a new car however he thinksthe prices are too high.

b. When the game started Private Rahe who had been a great success theweek before was not on the floor and all of the spectators wondered whathad happened to him.

c. When the scorpion stung the man he felt a sharp pain in his foot but sincethere was no swelling he thought that he had not been injured.

d Robert M. Roman chairman of the union will travel through most ofsouthern Europe through all of the Near East and in case there is time

along the northern western and southern coasts of Africa.

e. If you want your writing to be worthwhile give it unity if you want it tobe easy to read give it coherence and if you want it to be interesting giveit emphasis.




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The Semicolon, Continued

Practice

solutions


1. a. Please close the window; the room is cold.

b. Lieutenant Collins had not completed his homework; consequently, hefailed the test

c. The report is not ready today; it may be completed by Friday.

d. The allotment has been transferred to the Production Division; hence,construction of the partitions must be delayed.

2. a Colonel Williams is interested in purchasing a new car; however, he

thinks the prices are too high.

b. When the game started, Private Rahe, who had been a great success theweek before, was not on the floor; and all of the spectators wonderedwhat had happened to him.

c. When the scorpion stung the man, he felt a sharp pain in his foot; butsince there was no swelling, he thought that he had not been injured.

d Robert M. Roman, chairman of the union, will travel through most ofsouthern Europe; through all of the Near East; and, in case there is time,along the northern, western, and southern coasts of Africa.

e. If you want your writing to be worthwhile, give it unity; if you want it tobe easy to read, give it coherence; and, if you want it to be interesting,give it emphasis.



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The Colon

Purpose of thecolon

A colon is used to indicate that information follows. The material that follows thecolon illustrates, restates, or depends on what comes before the colon.

Rules Read the rules and examples for using colons. Then practice applying the rules in

the exercises that follow the table.

Use a colon Example

with lists and explanations. These are functions of management:planning, organizing, directing, andcoordinating.

when a sentence contains an

anticipatory expression, such as:

the following.

these.

as follows.

The Colonel was awarded the following

decorations: the Distinguished ServiceCross, Silver Star, Bronze Star, andPurple Heart.

with a formal quotation when say or asubstitute for say has been left out.

The Sergeant looked up: "What wasthat?"

The General turned: "Who gave thatorder?"

The following are additional uses of the colon:

BY ORDER OF COLONEL SMITH;Dear Sir:Gentlemen:4:30 P.M.Luke 5: 9-12Journal of Education 3: 342-358MEMORANDUM FOR:

SUBJECT:THRU:TO:OFFICIAL:ATTENTION:FOR THE COMMANDER:To Whom It May Concern:




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The Colon, Continued

Practice Punctuate the following sentences.

1. a. The following people are retiring Wednesday COL James W. Smith WOIStephen Moore and SSM Joseph N. Martin.

b. This afternoon we had a variety of weather rain hail sleet and snow.

c. The board consists of three officials chairman vice chairman andrecorder-secretary.

2. a. Franklin D. Roosevelt made the following remark "The only thing wehave to fear is fear itself."

b. The colonel's answer was emphatic "Absolutely not!" Continued on nextpage



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The Colon, Continued

Practicesolutions


1. a. The following people are retiring Wednesday: COL James W. Smith, WOIStephen Moore, and SSM Joseph N. Martin.

b. This afternoon we had a variety of weather: rain, hail, sleet, and snow.

c. The board consists of three officials: chairman, vice chairman, andrecorder-secretary.

2. a. Franklin D. Roosevelt made the following remark: "The only thing wehave to fear is fear itself."

b. The colonel's answer was emphatic: "Absolutely not!" Continued on nextpage



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Quotation Marks, Continued

Use withmultiple

sentences

Use only one set of quotes ("-") to cover any number of sentences in the sameparagraph provided that the quotation is not interrupted.

The General said, " . . ."

When you quote matter that is longer than one paragraph, place a quotation mark atthe beginning of each paragraph, but use it at the end of only the last paragraph.

"I certainly agree that we need to improve. I have stressed this to the ArmyPublications Board, the Adjutant, my own office, and every other place whereIve had a chance. But I still see too much gobbledygook from all sourcesevery day. I'm sure you do, too.

"One way I think we can get some definite improvement is by teachingsimple, direct writing in our Army schools. I don't mean that new coursesneed be set up to do this; I think it can be done within present instruction.Clear writing should be made such a daily requirement that it becomes a habitfor the student rather than a special course on the subject."

Single

quotation

marks

Quotations within a quotation are enclosed with single quotation marks. If bothquotations end at the same place, close them with both a single and a doublequotation mark.

The captain said, "But the AR says, 'Applications will be submitted intriplicate.'"




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Quotation Marks, Continued

Placement ofquotations

Sometimes the use of other punctuation marks with quotation marks causes trouble.An easy rule to remember is that periods and commas are always placed insidequotation marks; other punctuation marks are placed within them only if they arepart of the quotation.

"Don't go that way," he said, "because it is mined."

Did he say, "This area is mined"?

He asked, "Is this area mined?"

Lieutenant Goss exclaimed, "There goes my hat!"

Private Wilson said, "I never receive any mail", he looked so depressed that Jane andNancy shared their postcards with him.


2-26 Writing Mechanic

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Writing Mechanics and Composition