Seminar
Punctuation,
composition- types (free and guided), correction rules
Introduction
Writing skill
Writing is a medium of
communication that represents language through the inscription of signs and
symbols. In most languages, writing is a complement to speech or spoken
language. Writing is not a language but a form of technology. Within a language
system, writing relies on many of the same structures as speech, such as
vocabulary, grammar and semantics, with the added dependency of a system of
signs or symbols, usually in the form of a formal alphabet. The result of
writing is called text, and the recipient of the text is called a reader.
Writing is often
regarded as the visual representation of speech. In the listening-speaking
process response is immediate, but in the case of writing-reading process the
response is remote. Writing is for communication of ideas in written form. It
is a productive skill symbolizing spoken form and it involves manipulating,
structuring and communicating. In the hierarchy of language skills it should be
given a balanced emphasis along with other skills.
Content
Punctuations:-
Punctuation marks are
essential in writing. They show the reader where the sentences start and finish
and if they are used properly they make our writing easy to understand.
Types of Punctuations:-
1.
Fullstop :-
Full
stops are used:-
Ø To
mark the end of a sentence that is a complete statement. Eg: All their meals
arrived at the same time.
Ø To
mark the end of a group of words that don’t form a conventional sentence, so as
to emphasize a statement. Eg: It’s never acceptable to arrive late. Not under
any circumstances.
Ø In
some abbreviations like etc. , Jan. , or a.m . Eg: Please return the form by
Monday 8 Dec. at the latest.
2.
Comma:-
A comma makes a slight break between different parts of a sentence.
There are four common occasions on which commas are necessary. They are:-
Ø Using
commas in lists (Eg: The flag was red, white, and blue)
Ø Using
commas in Indirect speech (Eg: ‘That’s not fair’, she said)
Ø Using
commas to separate clauses ( Eg: As we had already derived, we were reluctant
to wait)
Ø Using
commas to mark off parts of a sentence. (Eg: Her best friend, Eliza, sang for a
living)
3.Semicolon:-
The semicolon is most commonly used
to mark a break that is stronger than a comma but not as final as a full stop.
It’s used between two main clauses that balance each other and are too closely
linked to be made into separate sentences. Eg:- The film was a critical
success; its lead actors were particularly praised.
4.Colon:-
There
are three main uses of the colon:-
Ø Between
two main clauses in cases where the second clause explains or follows from the
first. Eg: We have a motto: live life to the full
Ø To
introduce a list. Eg: The cost of the room included the following: breakfast,
dinner and Wi-Fi
Ø Before
a quotation, and sometimes before direct speech. Eg: The headline read: ‘ Local
woman save geese’.
5.
Apostrophe
:-
There are two main cases where
apostrophes are used:
Ø Using
apostrophes to show possession. Eg: Malcolm’s
cat was extremely friendly.
Ø Using
apostrophes used to omission. Eg: I’m afraid the pie isn’t suitable for
vegetarians.
6.
Hyphen
Hyphens are used to link words and pars
of words. There are three main cases where hyphens are used:
Ø In
compound words. Eg: My mother-in-law is visiting soon
Ø To
join prefixes to other words. Eg: The novel is clearly intended to be a
post-Marxist work.
Ø To
show word breaks. Eg: He collects eighteenth-and nineteenth-century vases.
7.
Dash :-
There are two main occasions on which a
dash can be used, usually in informal writing.
Ø To
mark off information that is not essential to an understanding of the rest of
the sentence. Eg: Many birds - do you like birds? - can
be seen outside the window.
Ø To
show other kinds of break in a sentence where a comma, semicolon or colon would
be traditionally used. Eg: Tommy can’t wait for Christmas – he’s very excited.
8.
Brackets:-
There are two main types of brackets. Round
brackets are mainly used to separate off information that isn’t essential
to the meaning of the rest of the sentence. Eg: He asked Sarah ( his
great-aunt) for a loan.
Square brackets are
mainly used to enclose words added by someone other than the original writer or
speaker, typically in order to clarify the situation. Eg: The witness said: ‘
Gray [Thompson] was not usually late for work.
9.
Inverted commas:-
Inverted commas are mainly uses in the
following cases:-
ü To
mark the beginning and end of direct speech. Eg: ‘There wasn’t, he said, ‘any
need for you to say that’.
ü To
mark off a word or phrase that’s being discussed, or that’s being directly
quoted from somewhere else’. Eg: They called it the ‘land of milk and honey’.
ü To
draw attention to an unusual, ironic or arguably inaccurate use. Eg: The ‘food’
she put on our plates was inedible.
10.Exclamation
mark:-
The
main uses of exclamation mark are to end sentences that express:
ü An
exclamation. Eg: Ow! That hurts!
ü Direct
speech that represents something shouted or spoken very loudly. Eg: ‘Run as
fast as you can!’ he shouted.
ü Something
that amuses the writer. Eg: They thought I was dressed as a smuggler.
ü An
exclamation mark can also be used in brackets after a statement to show that
the writer finds it funny or ironic. Eg: He thought it would amusing (!) to
throw a plastic mouse at me.
11.Question marks:-
v A
question mark is used to indicate the end of a question. Eg: What time are you
going to the fair?
v A
question mark can also be used in brackets that the writer is unconvinced by a
statement. Eg: The bus timetable purports to be accurate (?)
12.Bullet points:-
Bullet points are used to draw attention
to important information within a document so thatva reader can identify the
key issues and facts quickly.
Composition
Composition
according to Chapman is in fact, almost any written exercise. In this sense,
from supplying a missing word to writing an essay, all come under composition.
Composition exercises require skills in the mechanics of writing and recalling
appropriate words and structures. Spelling and punctuations should be rightly
used. Organization of ideas and their cohesion are very important in order to
convey the message of the writer to the reader without ambiguities.
Generally, by a
composition exercise we mean, writing a paragraph, essay, story etc.
descriptive or narrative in nature. The way of organizing and presenting ideas
will vary according to the form, purpose and nature of a composition.
With regard to writing a paragraph which
is most common in various types of writing of informative nature, the first
sentence called the topic sentence, should enable the reader to get an overall
idea of the paragraph. The purpose of writer here is to give the reader the
gist of the paragraph at the outset itself. The following sentences should be
supportive to and revolving round the topic sentence. The topic sentence which
acts as the centre of gravity of an object can be in the middle of the
paragraph also. There should be a conclusive sentence at the end pointing to
the next paragraph. The sentences of the paragraph should be logically
connected with appropriate connectors and transitional phrases like
consequently, finally etc.
A god composition, say an essay or story should have a suitable title, a
good beginning, a middle and an end forming a readable integral entity with a
nice form. A good composition will be satisfying the different aspects of
writing. Pupil’s composition is usually divided into two types:- Guided or
Controlled Composition and Free Composition.
Guided Composition
In Guided
Composition pupils are supplied with all
the necessary structures and vocabulary together with the thoughts and ideas to
be expressed. As the name suggests, in this type of composition the teacher
guides the pupils as to what write and how to write it.
As the
pupils’ develop mastery in the use of language this guidance is
progressively reduced and finally they
are required to write entirely on their own. At this stage, they are free to
choose their structures and vocabulary and express their own thoughts and ideas
on a given topic. Hence, this type of composition is called free composition.
Though free
composition or the ability to communicate one’s thoughts and ideas freely is
the ultimate goal, this cannot be fully achieved at the school stage. At this
stage, most of the composition should be of the guided type, the principle
being that one should first learn to walk before one attempts to run. There
would be different degrees of control or guidance in guided composition. While
in the early stages a rigid control is maintained this is progressively relaxed
at the later stages. Controlled and Free composition should therefore be viewed
as the two extreme ends on a scale marked by varying degrees of control, rather
than two separate types of composition.
How to teach Guided Composition?????
Having
decided on the topic, the teacher should first write out the passage himself in
order to find out the structures and vocabulary required. He should then
scrutinise his own writing thoroughly to eliminate unfamiliar structures and
vocabulary as far as practicable. This is an unavoidable preliminary step in
guided composition, but few teachers care to take the trouble. As a result, the
teaching of composition in our schools still remains in a very deplorable state.
When the teacher
enters the class with the preparation, he knows exactly what to teach and how
to teach it. His first step now is to motivate the class to write the passage.
This he can do by rousing the pupils’ interest in various ways depending upon
the topic chosen. He may also initiate a brief discussion to introduce the
essential new words and structures, required for the particular topic.
The initial discussion should naturally lead to the second step:
speaking by the pupils of the actual sentences to be used in the composition.
The teacher should came prepared with a set of well formulated questions to
elicit the sentences from the pupils, and they should be made to repeat each
sentence a number of times. The teacher should also write on the blackboard any
words that are likely to be misspelt by the pupils.
This is the most important
step and maximum time should be devoted to it. This preparation also highlights
the importance of guiding the pupils’ thoughts on the topic. If they are
allowed to think for themselves, they make think up something which they cannot
express in English; and the entire process in then likely to become an advanced
exercise in translation. If properly done, this oral preparation will greatly
reduce pupils’ mistakes in the written work.
Free composition
In Free Composition the students are not
externally controlled very much
regarding vocabulary, structure, etc. They are free to write creatively
according to their interests, imagination, originality and style, guidance of
the teacher being reduced. Free
composition is meant for students who have learnt English for three or four
years.
There is little scope for completely free composition in English at the
school stage. Such composition presupposes a mastery of the structures and
vocabulary required for writing the
composition and is primarily concerned with the logical arrangement of one’s
thoughts and ideas on the subject. As such, the mother tongue seems to be the
best medium for practicing this skill. Most of the writing of college students
show that, apart from numerous grammatical mistakes, they even put their ideas
coherently. This is not due to their inadequate command of the English language
but to their general inability to express themselves in writing.
However,
in the upper classes in school, when the pupils have acquired a certain degree
of mastery in the use of English, the control on the language can be relaxed to
some extent to allow them to write
somewhat freely. But even here some guidance will be required in the selection
and organization of the facts and ideas. Since the pupils’ language equipment
is not fully developed yet, it is necessary that they should select only those
things which they can express in English, and for this purpose the teacher’s
guidance is essential. It is also advisable to limit the composition to a few
paragraphs only.
How to teach Free Composition?????
As in the case of Guided composition,
selection of the topic is the first step in free composition. Having selected a
suitable topic, the teacher should begin the lesson by initiating a discussion
on it. During the discussion he should supply the required facts or direct the
pupils to collect them from some specified sources. Any new words that are
essential for the topic chosen should also be given.
The question-answer
technique used in guided composition can also be followed here to guide the
pupils’ thoughts and practice some of the sentences. As the discussion proceeds,
the teacher should note the points on the blackboard in proper sequence or
develop a blackboard summary. At the end of the discussion, the pupils should
be directed to note down the points or the summary and develop them into
paragraphs.
Since the paragraph is the basic unit
in any connected piece of writing, the pupils’ attention should be drawn to the
structure of the paragraph. One of the most beautiful exercises for developing
the skill of paragraph writing is the study and imitation of model paragraphs.
The teacher should select some well-knit paragraphs written in simple English
by good writers and help the pupils to study them closely to locate the topic paragraph. For example, they may try to find
out why a particular sentence connector or sequence signal has been used by the
writer, or why he has put the sentences in that order. They may also experiment
with different sentence connectors, sequence
signals and sentence arrangement and note the difference in meaning or effect.
Ultimately, the pupils should try to write a Parallel Paragraph on a different
topic, closely imitating the one under study.
Correction rules
In students’ composition exercise books a lot
of strokes and marks in red can be noticed. The teacher is dispirited over the
students committing too many mistakes and mostly blames the students for that.
By modifying the teacher’s attitude towards preparing the students for writing
composition a large number of mistakes can be eliminated. The problem of over
correction has to be solved as it
de-motivates the student and frustrates the teacher.
Correction
rules
As far as possible,
correction work should be done in the presence of each individual student. If
it is too laborious and time consuming, common mistakes of the students can be
discussed orally and using the blackboard. Class correction and self correction
need be encouraged.
The teacher should remember
that it is the pupils and not the teacher who should learn to spot mistakes.
Deliberately pupils do not make mistakes. In training, the pupils to get rid of
their mistakes, the teacher should have special care. The teacher should never
do anything for the pupil that the pupil can do for himself this should be the
teacher’s vision. It is not the teacher, but the pupils who should be keen in
proof-reading and detecting errors. The pupil finding ten mistakes by himself
in writing will be better than the teacher finding a hundred in it. The teacher
should keep watching the progress of the pupils in reducing their errors in
writing.
Correction signals
In dictionaries,
directories and the like we can see a list of symbols/signs/signals used in the
foregoing pages. In professional journalism, for proof-reading process about
sixty such signals are used.
In our profession, we can choose a
minimum number of such signals for our correction procedure in the class. The
signals should be marked in the margin of the page. The teacher should make the
students familiar with the signals he is going to use in advance.
Some such signals are:-
|
SYMBOL
|
MEANING
|
|
^
|
A
word or punctuation mark is omitted on the line
|
|
/
|
A
word ought to be omitted on this line
|
|
P
|
There
is a mistake in punctuation/ capitalization
|
|
S
|
Spelling
needs correction
|
|
T
|
There
is an error in tense form
|
|
G
|
There
is grammatical error
|
|
W
|
There
is a wrong word
|
Conclusion
Writing is not as
natural as listening or speaking. It is not considered as a biological need. It
has to be purposefully inculcated. Roughly three thousand out of six thousand
languages and dialects have no written forms. Therefore there is less scope for
a detailed analysis of writing than it has for listening or speaking. And
regarding reading it comes only after writing. If there is no writing there is
no reading.
But the teachers of English must give due
emphasis to teaching writing skills along with the other three major skills of
language learning. This is in view of the fact that English language has the status of our second
language besides bring the International language of
widest currency in the modern
world.
Writing is for communication of ideas in
written form. It is the visual representation of speech. It is a productive
skill symbolizing spoken form and it involves manipulating, structuring and
communicating. In the hierarchy of language skills it should be given a
balanced emphasis along with the other skills.
Bibliography
·
Baruah,T.C (1984). The English
Teacher’s Handbook. Sterling Publishers Pvt Ltd, New Delhi
·
Communication Skills in English
( 1982), Oxford University Press(edited), Walton Street
·
Dr. Sivarajan, K, T.V.Ramakrishnan,
K.Mridula (2007). English Language Education, Calicut University
Webliography
·
www.OxfordDictionaries.com
