writing mechanics and composition
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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
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Subcourse Overview, Continued
Administrativeinstructions
This subcourse contains four lessons.
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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
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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
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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
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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.
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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
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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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Using Homonyms and Word Pairs, Continued
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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Using Homonyms and Word Pairs, Continued
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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Using Homonyms and Word Pairs, Continued
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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Using Homonyms and Word Pairs, Continued
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
beginningwith avowel
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 Prefixes and Suffixes, Continued
Adding
suffixes,
continued
When a
suffix
Is added to a
word
Then... Examples
beginningwith avowel
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
beginningwith avowel
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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Adding Prefixes and Suffixes, Continued
-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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Adding Prefixes and Suffixes, Continued
-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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Remembering Spelling Rules, Continued
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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Remembering Spelling Rules, Continued
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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Remembering Spelling Rules, Continued
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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Remembering Spelling Rules, Continued
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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Remembering Spelling Rules, Continued
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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Remembering Spelling Rules, Continued
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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Using Abbreviations, Continued
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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Using Abbreviations, Continued
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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Using Capitals, Continued
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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Using Capitals, Continued
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
Item 5 Select the error in the following sentence:
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.
Item 6 Select the error in the following sentence:
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.
Item 8 Select the correct word pair for the following sentence:
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
Item 9 Select the correct word pair for the following sentence:
Do not the speed limit or you will yourdriver's license.
A. excede, loose.B. excede, lose.C. exceed, loose.D. exceed, lose.
Item 10 Select the correct word pair for the following sentence:
He notice that his commander would him
regarding his reenlistment.
A. recieved, advise.B. recieved, advice.C. received, advise.D. received, advice
Item 11 Select the correct word pair for the following sentence:
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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The Comma, Continued
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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The Comma, Continued
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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The Comma, Continued
Practice Punctuate these sentences:
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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The Comma, Continued
PracticesolutionsCheck your sentences with these:
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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The Comma, Continued
RulesUse a comma Example
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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The Comma, Continued
Practice Punctuate these sentences:
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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The Comma, Continued
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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The Comma, Continued
PracticesolutionsCheck your sentences with these:
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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The Comma, Continued
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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The Comma, Continued
RulesUse a comma Example
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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The Comma, Continued
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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The Comma, Continued
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
Check your sentences with these:
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
Check your sentences with these:
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.
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