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William Livingston Klein. Why We Punctuate; or, Reason Versus Rule in the Use of Marks
Why We Punctuate; or, Reason Versus Rule in the Use of Marks
Table of Contents
PREFACE
INTRODUCTION
CHAPTER I. THE FUNCTIONS OF MARKS, AND HOW PERFORMED
REAL AND APPARENT MEANINGS
CHAPTER II. THE FUNDAMENTAL PURPOSE OF PUNCTUATION—GROUPING
THE NAMES OF MARKS
THE RELATIVE VALUES OF MARKS
PUNCTUATION OF A SERIES
CHAPTER III. MODIFIED PARENTHESIS, EXPLANATORY AND RESTRICTIVE TERMS, AFTER-THOUGHT, AND APPOSITIVES
CHAPTER IV. GROUPING DONE BY THE SEMICOLON AND THE COLON
CHAPTER V. SOME USES OF THE DASH
CHAPTER VI. PUNCTUATION BY REASON AND CONVENTION
FIRST, SECOND, WHEN, NOW, BECAUSE, ETC
YES, NO, AGAIN, ETC
CHAPTER VII. COMMA, SEMICOLON, COLON, AND PERIOD—THEIR DIFFERENTIATION
COMMA AND SEMICOLON
CHAPTER VIII. COMMA, DASH, AND PARENTHESES—THEIR DIFFERENTIATION
COMMAS AND PARENTHESES
DASHES AND PARENTHESES
CHAPTER IX. MISCELLANEOUS USES OF MARKS
ADJECTIVES BEFORE A NOUN
DOUBLE OBJECT
A “LONG” SUBJECT
DOUBTFUL MODIFIERS
INTERMEDIATE RESTRICTIVE GROUPS
NOT—BUT
O and OH
CHAPTER X. CONVENTIONAL USES OF MARKS
THE PERIOD
THE COLON
THE SEMICOLON
THE INTERROGATION-POINT
THE EXCLAMATION-POINT
ELLIPSIS
CHAPTER XI. QUOTATION-MARKS
CHAPTER XII. BRACKETS AND PARENTHESES
CHAPTER XIII. ABBREVIATIONS AND MISCELLANY
FORM OF ADDRESS
FIRM OR CORPORATION NAMES
FIGURES
TIME OF DAY
TEMPERATURE, ETC
BIBLE REFERENCES
FOOT-NOTES
STAR, DAGGER, ETC
MISCELLANEOUS
THE APOSTROPHE
WHEREAS—RESOLVED
CHAPTER XIV. COMPOUND WORDS
CHAPTER XV. CLOSE AND OPEN PUNCTUATION
INDEX
FOOTNOTES:
Отрывок из книги
William Livingston Klein
Published by Good Press, 2019
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“Like men” in No. 4–1 is an adjective, and is in the natural position of an adjective of this kind. “Like men” in No. 4–2 is an adverb, and is out of its natural position, thus readily giving rise to a wrong grouping of the words in the sentence. To prevent such wrong grouping, commas are used; and they will be used by a writer quite automatically when the purpose and effect of such use are understood.
The use of most of the marks of punctuation should become as automatic as is the spelling of most words; but some parts of each art become automatic only after much study. The similarity between some of the difficulties presented by the arts of spelling and of punctuation seems worthy of notice at this point in our discussion. To spell the word pronounced pâr, one must know whether he is to spell the name of a fruit (pear), two things of a kind (pair), or the act of cutting (pare). Likewise, to punctuate language one must first know what relations exist between the parts of language. Every group of words, as well as every word, sustains some relation to another word or group of words in the sentence or paragraph. Somewhat exact knowledge of this relation is possessed by everybody, even by the child just beginning to talk. It is a part of one’s common sense; but, unfortunately, many text-books on language, used in the grade school, the high school, and the college, bury the common-sense knowledge of the pupil under technicalities that are never mastered. In like manner the technicalities of punctuation have made the art so difficult that it may be said to be almost a lost art. We are attempting to rediscover it through our common sense.
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