Comma Before Or After Quotes

A girl becomes a comma like that, with wrong boy after wrong boy; she becomes a pause, something quick before the real thing.

I will wake you up early even though I know you like to stay through the credits. I will leave pennies in your pockets, postage stamps of superheroes in between the pages of your books, sugar packets on your kitchen counter. I will Hansel and Gretel you home. I talk through movies. Even ones I have never seen before. I will love you with too many commas, but never any asterisks. There will be more sweat than you are used to. More skin. More words than are necessary. My hair in the shower drain, my smell on your sweaters, bobby pins all over the window sills. I make the best sandwiches you've ever tasted. You'll be in charge of napkins. I can't do a pull-up. But I'm great at excuses. I count broken umbrellas after every thunderstorm, and I fall asleep repeating the words thank you. I will wake you up early with my heavy heartbeat. You will say, Can't we just sleep in, and I will say, No, trust me. You don't want to miss a thing.

When he read a book he gave himself over entirely to commas and semicolons, to the space after the period and before the capital letter of the next sentence. He discovered the places in a room where silence gathered; the folds of the curtain drapes, the deep bowls of the family silver. When people spoke to him he heard less of what they were saying, and more and more of what they were not.

All the commas in my life used to be drugs or cigarettes — get in the car have a cig, get out of the car have a cig, after dinner have a cig, before food have a cig, have a chat to you have a cig. And you can start doing that with drugs as well.

The encyclopedia wand’s a theoretical puzzle, like Zeno’s paradox. The idea is t’engrave the entire encyclopedia onto a single toothpick. Know how you do it?” “You tell me.” “You take your information, your encyclopedia text, and you transpose it into numerics. You assign everything a two-digit number, periods and commas included. 00 is a blank, A is 01, B is 02, and so on. Then after you’ve lined them all up, you put a decimal point before the whole lot. So now you’ve got a very long sub-decimal fraction. 0.173000631 … Next, you engrave a mark at exactly that point along the toothpick. If 0.50000’s your exact middle on the toothpick, then 0.3333’s got t’be a third of the way from the tip. You follow?” “Sure.” “That’s how you can fit data of any length in a single point on a toothpick. Only theoretically, of course. No existin’ technology can actually engrave so fine a point. But this should give you a perspective on what tautologies are like. Say time’s the length of your toothpick. The amount of information you can pack into it doesn’t have anything t’do with the length. Make the fraction as long as you want. It’ll be finite, but pretty near eternal.

the serial comma—that is, the comma after the penultimate item in a series and just before the conjunction (a, b, and c). Authorities on English usage overwhelmingly recommend using the serial comma to prevent ambiguities.

off a direct address with commas. Examples Gentlemen, keep your seats. Car fifty-four, where are you? Not now, Eleanor, I’m busy. 8. Use commas to set off items in addresses and dates. Examples The sheriff followed me from Austin, Texas, to question me about my uncle. He found me on February 2, 1978, when I stopped in Fairbanks, Alaska, to buy sunscreen. 9. Use commas to set off a degree or title following a name. Examples John Dough, M.D., was audited when he reported only $5.68 in taxable income last year. The Neanderthal Award went to Samuel Lyle, Ph.D. 10. Use commas to set off dialogue from the speaker. Examples Alexander announced, “I don’t think I want a second helping of possum.” “Eat hearty,” said Marie, “because this is the last of the food.” Note that you do not use a comma before an indirect quotation or before titles in quotation marks following the verbs “read,” “sang,” or “wrote.” Incorrect Bruce said, that cockroaches have portions of their brains scattered throughout their bodies. Correct Bruce said that cockroaches have portions of their brains scattered throughout their bodies. Incorrect One panel member read, “Aunt Jennifer’s Tigers,” and the other sang, “Song for My Father.” Correct One panel member read “Aunt Jennifer’s Tigers,” and the other sang “Song for My Father.” 11. Use commas to set off “yes,” “no,” “well,” and other weak exclamations. Examples Yes, I am in the cat condo business. No, all the units with decks are sold. Well, perhaps one with a pool will do. 12. Set off interrupters or parenthetical elements appearing in the middle of a sentence. A parenthetical element is additional information placed as explanation or comment within an already complete sentence. This element may be a word (such as “certainly” or “fortunately”), a phrase (“for example” or “in fact”), or a clause (“I believe” or “you know”). The word, phrase, or clause is parenthetical if the sentence parts before and after it fit together and make sense.

He put a fresh sheet in and, after spending a few moments wishing he were doing something quite different, typed: Gregory: But this is really qutie farcical. Like all the other lines of dialogue he had so far evolved, it struck him as not only in need of instant replacement, but as requiring a longish paragraph of negative stage direction in the faint hope of getting it said ordinarily, and not ordinarily in inverted commas, either. Experimentally, he typed: (Say this without raising your chin or opening your eyes wide or tilting your face or putting on that look of vague affront you use when you think you are "underlining the emergence of a new balance of forces in the scheme of the action" like the producer told you or letting your mind focus more than you can help on sentences like "Mr. Recktham managed to breathe some life into the wooden and conventional part of Gregory" or putting any more expression into it than as if you were reading aloud something you thought was pretty boring (and not as if you were doing an imitation of someone on a stage reading aloud something he thought was pretty boring, either) or hesitating before or after "quite" or saying "fusskle" instead of "farcical".) Breathing heavily, Bowen now x-ed out his original line of dialogue and typed: Gregory: You're just pulling my leg.

In The Success System That Never Fails, W. Clement Stone advises that to sound enthusiastic you must act enthusiastic. If you act enthusiastic your emotions will follow and soon enough you will feel enthusiastic. He offers the following specific advice from his own experience: Talk loudly! This is particularly helpful if you are emotionally upset or if you have “butterflies in your stomach” when you stand before an audience. Talk rapidly! Your mind functions more quickly than you do. Emphasize! Stress words that are important to you or your listeners—a word like you, for example. Hesitate! Talk rapidly, but hesitate where there would be a period, comma, or other punctuation mark in the written words. When you employ the dramatic effect of silence, the mind of the person who is listening catches up with the thoughts you have expressed. Hesitation after a word you wish to emphasize accentuates the emphasis. Keep a smile in your voice! This eliminates gruffness as you talk loudly and rapidly. You can put a smile in your voice by putting a smile on your face, a smile in your eyes. Modulate! This is important if you are speaking for a long period. Remember, you can modulate both pitch and volume. You can speak loudly, but intermittently change to a conversational tone and a lower pitch if you wish. [This is the end of the excerpt from The Success System That Never Fails. The following resumes from How to Sell Your Way Through Life.]

November–December January–February March–April May–June Sentence Skills Punctuation / Capitalization of First Word – Capitalize first word, proper nouns; use commas in a list; and insert correct end punctuation. Sentences Versus Fragments – Distinguish between a sentence and a fragment. – Correct fragments. – Identify and correct fragments and run-ons in paragraphs. Scrambled Sentences – Rearrange sequences of words into sentences, adding correct capitalization and punctuation. Sentence Types – Write a statement, question, exclamation, and command about a picture, topic, or text. – Write questions about a topic, picture, or text. Conjunctions (because, but, so) – Complete sentence stems with because, but, and so. – Independently write sentences with because, but, and so. Continue previous sentence activities. Sentence Expansion – Expand kernel sentences with appropriate Q words: who, what, when, where, why, and how. – Determine whether a specified part of a sentence tells who, what, when, where, why, and how. Sentence Combining – Combine sentences with compound subjects using pronouns, conjunctions (and, but, because, and so), and transitions when appropriate. Subordinating Conjunctions – Complete sentences beginning with subordinating conjunctions after, before, whenever, even though, since, and if. – Practice writing T.S.s with subordinating conjunctions. Continue previous sentence activities. Appositives – Identify an appositive in a sentence. – Match appositives to noun phrases. Transition Words and Phrases – Fill in correct transitions in paragraphs with blanks (time-sequence, illustration, change-of-direction, and conclusion). – Follow a given sentence with another one beginning with an illustration or cause-effect conclusion transition (Colonists needed transportation for their goods. As a result,________ Blacksmiths

January–February March–April May–June Sentence Skills Punctuation / Capitalization of First Word – Capitalize first word, proper nouns; use commas in a list; and insert correct end punctuation. Sentences Versus Fragments – Distinguish between a sentence and a fragment. – Correct fragments. – Identify and correct fragments and run-ons in paragraphs. Scrambled Sentences – Rearrange sequences of words into sentences, adding correct capitalization and punctuation. Sentence Types – Write a statement, question, exclamation, and command about a picture, topic, or text. – Write questions about a topic, picture, or text. Conjunctions (because, but, so) – Complete sentence stems with because, but, and so. – Independently write sentences with because, but, and so. Continue previous sentence activities. Sentence Expansion – Expand kernel sentences with appropriate Q words: who, what, when, where, why, and how. – Determine whether a specified part of a sentence tells who, what, when, where, why, and how. Sentence Combining – Combine sentences with compound subjects using pronouns, conjunctions (and, but, because, and so), and transitions when appropriate. Subordinating Conjunctions – Complete sentences beginning with subordinating conjunctions after, before, whenever, even though, since, and if. – Practice writing T.S.s with subordinating conjunctions. Continue previous sentence activities. Appositives – Identify an appositive in a sentence. – Match appositives to noun phrases. Transition Words and Phrases – Fill in correct transitions in paragraphs with blanks (time-sequence, illustration, change-of-direction, and conclusion). – Follow a given sentence with another one beginning with an illustration or cause-effect conclusion transition (Colonists needed transportation for their goods. As a result,________ Blacksmiths needed certain tools. Specifically,__________) Continue previous sentence activities. Appositives – Match an appositive to a noun or noun phrase. – Fill in blanks with appositives. – Given an appositive, write a sentence. – Given a topic, write a T.S. using an appositive. Transition Words and Phrases – Insert transition words or phrases (time-sequence, illustration, change-of-direction, and conclusion) into given paragraphs. Single-Sentence Summary – Given the subject, use question words without a kernel

May–June Sentence Skills Punctuation / Capitalization of First Word – Capitalize first word, proper nouns; use commas in a list; and insert correct end punctuation. Sentences Versus Fragments – Distinguish between a sentence and a fragment. – Correct fragments. – Identify and correct fragments and run-ons in paragraphs. Scrambled Sentences – Rearrange sequences of words into sentences, adding correct capitalization and punctuation. Sentence Types – Write a statement, question, exclamation, and command about a picture, topic, or text. – Write questions about a topic, picture, or text. Conjunctions (because, but, so) – Complete sentence stems with because, but, and so. – Independently write sentences with because, but, and so. Continue previous sentence activities. Sentence Expansion – Expand kernel sentences with appropriate Q words: who, what, when, where, why, and how. – Determine whether a specified part of a sentence tells who, what, when, where, why, and how. Sentence Combining – Combine sentences with compound subjects using pronouns, conjunctions (and, but, because, and so), and transitions when appropriate. Subordinating Conjunctions – Complete sentences beginning with subordinating conjunctions after, before, whenever, even though, since, and if. – Practice writing T.S.s with subordinating conjunctions. Continue previous sentence activities. Appositives – Identify an appositive in a sentence. – Match appositives to noun phrases. Transition Words and Phrases – Fill in correct transitions in paragraphs with blanks (time-sequence, illustration, change-of-direction, and conclusion). – Follow a given sentence with another one beginning with an illustration or cause-effect conclusion transition (Colonists needed transportation for their goods. As a result,________ Blacksmiths needed certain tools. Specifically,__________) Continue previous sentence activities. Appositives – Match an appositive to a noun or noun phrase. – Fill in blanks with appositives. – Given an appositive, write a sentence. – Given a topic, write a T.S. using an appositive. Transition Words and Phrases – Insert transition words or phrases (time-sequence, illustration, change-of-direction, and conclusion) into given paragraphs. Single-Sentence Summary – Given the subject, use question words without a kernel sentence to create a summary sentence. Continue previous sentence activities. Sentence Combining – Combine sentences using appositives, pronouns, and conjunctions.

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