How To Correctly Punctuate Quotes

Nora— Forgive me for copyediting, but it must be said—you have raped the semicolon yet again. Stop it. It wasn’t asking for it no matter how it was dressed. If you don’t know how to use punctuation then do away with it altogether, write like Faulkner and we’ll pretend it’s on purpose.” Bite me, Easton, Nora said to herself as she corrected her sexually compromised semicolon in chapter eighteen. Seriously, bite me.

My, my," he said, looking the note over. "If only students would write this much in their essays. One of you has considerably worse writing than the other, so forgive me if I get anything wrong here." He cleared his throat."'So, I saw J last night,' begins the person with bad handwriting, to which the response is,'What happened,' followed by no fewer than five question marks. Understandable, since sometimes one—let alone four—just won't get the point across, eh?" The class laughed, and I noticed Mia throwing me a particularly mean smile. "The first speaker responds:'What do you think happened? We hooked up in one of the empty lounges.'“ Mr. Nagy glanced up after hearing some more giggles in the room. His British accent only added to the hilarity. "May I assume by this reaction that the use of 'hook up' pertains to the more recent, shall we say,carnal application of the term than the tamer one I grew up with?” More snickers ensued. Straightening up, I said boldly, "Yes, sir, Mr. Nagy. That would be correct, sir." A number of people in the class laughed outright. "Thank you for that confirmation, Miss Hathaway. Now, where was I? Ah yes, the other speaker then asks,'How was it?' The response is,'Good,' punctuated with a smiley face to confirm said adjective. Well. I suppose kudos are in order for the mysterious J, hmmm?'So, like, how far did you guys go?' Uh, ladies," said Mr. Nagy, "I do hope this doesn't surpass a PG rating.'Not very.We got caught.'And again, we are shown the severity of the situation, this time through the use of a not-smiling face.'What happened?' 'Dimitri showed up. He threw Jesse out and then bitched me out.'“ The class lost it, both from hearing Mr. Nagy say "bitched" and from finally getting some participants named. "Why, Mr.Zeklos, are you the aforementioned J? The one who earned a smiley face from the sloppy writer?

A good sentence, I find myself saying frequently, is one that the reader can follow from beginning to end, no matter how long it is, without having to double back in confusion because the writer misused or omitted a key piece of punctuation, chose a vague or misleading pronoun, or in some other way engaged in inadvertent misdirection.

The Humbug whistled gaily at his work, for he was never as happy as when he had a job which required no thinking at all. After what seemed like days, he had dug a hole scarcely large enough for his thumb. Tock shuffled steadily back and forth with the dropper in his teeth, but the full well was still almost as full as when he began, and Milo's new pile of sand was hardly a pile at all. "How very strange," said Milo, without stopping for a moment. "I've been working steadily all this time, and I don't feel the slightest bit tired or hungry. I could go right on the same way forever." "Perhaps you will," the man agreed with a yawn (at least it sounded like a yawn). "Well, I wish I knew how long it was going to take," Milo whispered as the dog went by again. "Why not use your magic staff and find out?" replied Tock as clearly as anyone could with an eye dropper in his mouth. Milo took the shiny pencil from his pocket and quickly calculated that, at the rate they were working, it would take each of them eight hundred and thirty-seven years to finish. "Pardon me," he said, tugging at the man's sleeve and holding the sheet of figures up for him to see, "but it's going to take eight hundred and thirty-seven years to do these jobs." "Is that so?" replied the man, without even turning around. "Well, you'd better get on with it then." "But it hardly seems worth while," said Milo softly. "WORTH WHILE!" the man roared indignantly. "All I meant was that perhaps it isn't too important," Milo repeated, trying not to be impolite. "Of course it's not important," he snarled angrily. "I wouldn't have asked you to do it if I thought it was important." And now, as he turned to face them, he didn't seem quite so pleasant. "Then why bother?" asked Tock, whose alarm suddenly began to ring. "Because, my young friends," he muttered sourly, "what could be more important than doing unimportant things? If you stop to do enough of them, you'll never get to where you're going." He punctuated his last remark with a villainous laugh. "Then you must -----" gasped Milo. "Quite correct!" he shrieked triumphantly. "I am the Terrible Trivium, demon of petty tasks and worthless jobs, ogre of wasted effort, and monster of habit.

We have now reached a level in which many people are not merely unacquainted with the fundamentals of punctuation, but don’t evidently realize that there are fundamentals. Many people—people who make posters for leading publishers, write captions for the BBC, compose letters and advertisements for important institutions—seem to think that capitalization and marks of punctuation are condiments that you sprinkle through any collection of words as if from a salt shaker. Here is a headline, exactly as presented, from a magazine ad for a private school in York: “Ranked by the daily Telegraph the top Northern Co-Educational day and Boarding School for Academic results.” All those capital letters are just random. Does anyone really think that the correct rendering of the newspaper is “the daily Telegraph”? Is it really possible to be that unobservant? Well, yes, as a matter of fact. Not long ago, I received an e-mail from someone at the Department for Children, Schools and Families asking me to take part in a campaign to help raise appreciation for the quality of teaching in Great Britain. Here is the opening line of the message exactly as it was sent to me: “Hi Bill. Hope alls well. Here at the Department of Children Schools and Families…” In the space of one line, fourteen words, the author has made three elemental punctuation errors (two missing commas, one missing apostrophe; I am not telling you more than that) and gotten the name of her own department wrong—this from a person whose job is to promote education. In a similar spirit, I received a letter not long ago from a pediatric surgeon inviting me to speak at a conference. The writer used the word “children’s” twice in her invitation, spelling it two different ways and getting it wrong both times. This was a children’s specialist working in a children’s hospital. How long do you have to be exposed to a word, how central must it be to your working life, to notice how it is spelled?

According to Paul Kahle's well-known thesis, the Masoretic, especially the Tiberian, system of punctuation is not simply a representation of how Hebrew was actually pronounced in the sixth to eighth centuries; it also bears witness to the active intervention of the Masoretes, who deliberately introduced various corrections or reconstructions intended to guarantee that Hebrew woud be 'pronounced as it should be', and not as it actually had been during the previous centuries influenced by Aramaic ... However, it is possible, independently of Kahle's thesis, to accept that there might be important differences between Masoretic Hebrew and the language of the pre-exilic writings.

Set foot in his classroom, and you’ll see that he hasn’t quite given up on these dreams. True to his compulsive nature and eclectic taste, he punctuates his courses with entertaining routines to keep his students engaged, playing four songs at the start of each class and tossing candy bars to the first students who shout out the correct answers to music trivia. This is how a poster of a rapper ended up on his wall. “If you want to engage your audience, if you really want to grab their attention, you have to know the world they live in, the music they listen to, the movies they watch,” he explains. “To most of these kids, accounting is like a root canal. But when they hear me quote Usher or Cee Lo Green, they say to themselves, ‘Whoa, did that fat old white-haired guy just say what I thought he said?’ And then you’ve got ’em.

In all kinds of composition, there are two things necessary: first, to have something to say; second, to say it.

How to Write Letters: A Manual of Correspondence Showing the Correct Structure, Composition, Punctuation, Formalities, and Uses of the Various Kinds of Letters, Notes and Cards by J. Willis Westlake, A.M., Professor of English Literature, State Normal School, Millersville, PA 1883

Before the PLT, our editorial process was primarily concerned with feature implementation, bug fixes, and web standards compliance—how well the browser did what it was supposed to do. These were all qualitative measures. The PLT checked for speed, a quantitative test, and it introduced an independent evaluation to every code change we made. Correctness and speed now went hand in hand. Don held that if we heeded the PLT without fail and rejected any code changes that made our code slower, only two things could happen. Either the browser would stay the same speed . . . or it would get faster. He would tap his index finger to his temple to punctuate his explanation of this sneaky logic. From the day the PLT was finished, Don declared, our browser would become faster by never getting slower. It was his Zen koan.

The Comma: The office of the Comma is to show the slightest separation which calls for punctuation at all. It should be omitted whenever possible. It is used to mark the least divisions of a sentence.

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.