Sudan University of Science and Technology

College of Education
Department of English Language

Investigate the Problems of Using Punctuation

among Secondary School Students

‫تقصي مشكالت إستخدام عالمات الترقيم بين طالب المدارس الثانوية‬

A Research Submitted in Fulfillment of the Requirements of B.Sc.

Degree in English Language

Presented by:
1. Jihad Alwasilah Mohammed Abdelsadig
2. Hafsa Yasseen Mohamed Albasheer
3. Namarig Awadallah Fadul Almolaa
4. Romisa Hasim Mohammed Abdallh

Supervised by:
Dr. Einas Ahmed Abdalraman Fadel

October 2016

i
 ‫اآليــــــــــــــــــــة‬

‫بسم اهلل الرحمن الرحيم‬

‫قال تعالى‪:‬‬

‫ات َريِّب لَنَ ِف َد الْبَ ْحُر قَ ْب َل أَ ْن‬

‫(قُل لَو َكا َن الْبحر ِم َدادا لِ َكلِم ِ‬
‫َ ُْ ً َ‬ ‫ْ ْ‬
‫ات َريِّب َولَ ْو ِجْئ نَا ِبِِثْلِ ِه َم َد ًدا)‬ ‫م‬‫تَ ْن َفد َكلِ‬
‫َ َ ُ‬
‫صدق اهلل العظيم‬

‫سورة الكهف اآلية (‪)901‬‬

‫‪i‬‬
 Dedication

I dedicate to:
The fountain of patience and optimism and hope to
each of the following in the presence of god and this.

Messenger our mothers dear.

The big heat our dear fathers.

The people who paved our way of science and

technology.

All our teachers distinguished.

Taste of the most beautiful moment with our friends.

ii
 Acknowledgments

We would like to thanks all the people to help us in

accomplishing this research especially our supervisor Dr. Einas
Ahmed Abdalraman Fadel for her guidance and good advice our
deep thanks to our family for their support and kindness.

Also we would like to thanks our fiends for their great

efforts in this work.

Thanks to our teachers through our academic care ear.

iii
 Abstract
The aim of this study is to investigate how punctuation marks are use in
their right positions and the problems that faced students of second
secondary school at Wadrmely, when using punctuation marks, a test has
been use as a tool to collect information from students, the subjects were
(30) and they test was distribute randomly to the students.

The study has showed that the students faced difficulties when the use
punctuation marks, also it has been found that the curriculum itself is one of
causes of punctuation marks errors because it does not provide students with
enough exercises and activities in using punctuation marks.

Finally the study recommended that punctuation marks should be taught

as an important part of curriculum, teachers should give student enough
motivation and encouragement to pay more attention in punctuation marks.

iv
 ‫مستخلص البحث‬

‫تيدف ىذه الدارسة إلي إستقصاء كيفية إستخدام عالمات الترقيم في موضعيا الصحيح‪ ،‬ومن‬

‫الصعوبات التي تواجو الطالب في المرحمة الثانية من الثانوي بمدرسة ود رممي‪ ،‬واستخدام اإلختبار‬

‫كأداة لجمع البيانات لثالثين طالب بطريقة عشوائية‪.‬‬

‫وأظيرت الدراسة أن الطالب يواجيون صعوبات في كيفية إستخدام عمالمات الترقيم كما وجد أن‬

‫المنيج نفسو ىو أحد أسباب صعوبات عالمات الترقيم إذ ال يقدم تمارين ونشاطات كافية لمطالب‪.‬‬

‫وأخي اًر توصي الداسة بتدريس عالمات الترقيم كجزء ىام في المناىج يجب عمى األستاذه منح‬

‫الطالب الدافعية الكافية وتشجيعيم عمى اإلىتمام أكثر بعالمات الترقيم‪.‬‬

‫‪v‬‬
 Table of contents
No. Items Page no
‫اآليــــــــــــة‬ i
Dedication ii
Acknowledgment iii
Abstract iv
‫المستخلص‬ v
Table of contents vi
List of tables viii
List of figures ix
Chapter one
Introduction of the Study
1.1 Introduction 1
1.2 Statement of the study 2
1.3 Questions of the study 2
1.4 Objectives of the study 2
1.5 Hypotheses of the study 2
1.6 Significance of the study 3
1.7 Limitation of the study 3
Chapter two
Literature Review
2.1 Introduction 4
2.1.1 Definition of punctuation marks 4
2.1.2 Punctuation is in three different ways 5
2.1.3 When punctuation is optional 5

vi
 2.1.4 Function concept of punctuation 6
2.2 The task of punctuation 6
2.3 Punctuation marks 7
2.4 Previous studies 25
Chapter three
Methodology
3.1 Introduction 26
3.2 Research methodology 26
3.3 Population and sampling 26
3.4 Research tool 26
3.5 Validity of the study 26
3.6 Reliability of the test 27
Chapter Four
Statistical analysis and discussion
4.1 Statistical analysis and discussion 28
Chapter five
Findings, Recommendations and suggestions for the further studies
5.1 Introduction 47
5.2 findings 47
5.3 Recommendations 47
5.4 Suggestions for the further studies 47
5.5 summary 48
References 49
appendixes 50

vii
 List of tables
No. table Items Page
no
(4-1) Sarah is sitting in the room (.) She is studying for the examination 28
(4-2) The examination will be next week (.) 29
(4-3) Her sister Mona (,) 30
(4-4) Who has finished her examination (,) in the kitchen 31
(4-5) An hour ago Mona came in to the room and asked Sarah (: “) 32
(4-6) Shall I get you something to eat (?”) 33
(4-7) Sarah answered (“) 34
(4-8) No thank you (”) 35
(4-9) Mona said (:) 36
(4-10) Could you come in to the kitchen for a moment (?) Sarah said: 37
(4-11) I cannot I’m very busy and I telic only take a minute Mona I cannot (!) 38
(4-12) Sarah said: I’m very busy and I hate washing dishes. Will you leave 39
me alone (!)
(4-13) My desk is full (: )of book (,) pencil (,) pen and ruler 40
(4-14) Could you pass the salt please (?) 41
(4-15) Listen (,) Hassan to what I am saying 42
(4-16) Wow (!) I never thought mom would let us go to the concert 43
(4-17) I wonder if the teacher will give homework weekend (.) 44
(4-18) statistics 45

viii
 List of figures
No. figure Items Page
no
(4-1) Sarah is sitting in the room (.) She is studying for the examination 28
(4-2) The examination will be next week (.) 29
(4-3) Her sister Mona (,) 30
(4-4) Who has finished her examination (,) in the kitchen 31
(4-5) An hour ago Mona came in to the room and asked Sarah (: “) 32
(4-6) Shall I get you something to eat (?”) 33
(4-7) Sarah answered (“) 34
(4-8) No thank you (”) 35
(4-9) Mona said (:) 36
(4-10) Could you come in to the kitchen for a moment (?) Sarah said: 37
(4-11) I cannot I’m very busy and I telic only take a minute Mona I cannot (!) 38
(4-12) Sarah said: I’m very busy and I hate washing dishes. Will you leave 39
me alone (!)
(4-13) My desk is full (: )of book (,) pencil (,) pen and ruler 40
(4-14) Could you pass the salt please (?) 41
(4-15) Listen (,) Hassan to what I am saying 42
(4-16) Wow (!) I never thought mom would let us go to the concert 43
(4-17) I wonder if the teacher will give homework weekend (.) 44
(4-18) statistics 45

ix
 Chapter One
General Framework of the Study

i
 Chapter One
General Framework of the Study
1.1. Introduction:

Punctuation is not only an essential part of forms of written communication from

academic essay to letters accompanying jobs application , but also achier
powerful stylistic effects if used well . All writers need to be able to understand
the conversation of punctuation use if they are to write effectively, the system of
punctuation we use today has evolved many centuries. So that written text was
solid block of symbols with no gaps between words arranged, in kind of zigzags
(Scott and Chapman, 2001). The first punctuation marks were introduced to help
or tore judge where to make pause in speech at time when speaking aloud was
and important public event- was not until advent of printing in the fifteen century
that punctuation conversation have never be since as rule governed consistent.
Authors of the same historical period like Charles Dickens and George Eliot
some aspect of punctuation remain to certain extent matter of person- judgment -
there are also some differences between the American punctuation system and the
English punctuation system. The important of punctuation appears when it is
assumed that syntactical structure are not enough to display the intended meaning
so that is the strong reason to use punctuation, therefore, when syntax fails in
making the meaning plain so punctuation is to show the sense that someone want,
there is decided deference in the meaning between (the little used car) and (the
little, used car). writers of the late seventeenth century tried to establish prices
rules for the use of the comma , semicolon ,and colon on the principles that
semicolon indicated of use twice as long as that for semi colon some
grammarians retell at such artificial rules one grammarians of late times Justine
Brenan wrote.
1
1.2. Statement of the study:

This study aims to investigate punctuation errors in written English of

Sudanese secondary E F L learners the study also investigate the factors behind
these errors.

In order to collect the research data a test was designed.

1.3. Questions of the study:

1. What are the types of punctuation errors made by secondary school
students in Sudan?
2. To what extend does mother tongue interference in fluency punctuation?

1.4. Objectives of the study:

The main objectives of this study are:-

1- To find out the types of punctuation by students secondary school.

2- To find out whether mother tongue in fluencies the use of English
punctuation.

1.5. Hypotheses of the study:

1. There are many types of punctuation errors made by students such as use of
capital letter, full stop, commas, question marks, exclamation marks and
brackets.
2. The extent of mother tongue interference in fluency punctuation.

2
1.6. Significance of the study
This study is important for students and teachers and syllabus designers in
secondary schools for it investigate the main reason that makes students
punctuation errors when they write essay.

1.7. Limitation of the study:

This study limited to and aimed at study punctuation.
The study carried out of the following limitations:-
1. Location: - Secondary school.
2. Time: - The study is limited at secondary school (2016-2017) in first term.

3
 Chapter Two
Literature Review and Previous Studies

1
 Chapter two

Literature Review

2.1. Introduction:

This chapter reviews literature of different types of punctuation mark. It also

reviews punctuation difficulties, and previous studies. The researcher’s main
concern here is to shed light on some causes underline behind secondary school
students’ punctuation in written English.

The purpose of punctuation is to help making clear the meaning of printed or

written language.

2.1.1. Definition of punctuation marks:-

There are several definitions for the word punctuation and the most important
one is that of launch man (2010 defines punctuation marks as follow):-

“A code used in writing that is often necessary for meaning and for emphasis.
The code originated in attempts to capture, in text, the various stops, pauses and
inflections of speech. Today it is logical in application, both writers and readers
need to understand it and pay attention to it.”

? Punctuation also means making boundaries and relationship between

different parts of a written text. This is the primary purpose of punctuation. He
further stated that there are two primary purposes for Punctuation creates
coherence in the long piece of writing by assisting the reader in seeing the
grammatical structure of the sentences: for instance, full stop make at the end of
the sentence, commas, colon, and semi colon indicate the clause and phrase
structure within the sentence.
4
Signal to the reader how a piece of writing can be read aloud by using such
mars as exclamation marks parentheses and quotation marks, for instance,
mallet (2008: 282) states.

2.1.2. Punctuation is in three different ways:

 Comma: (,) the medical examiner found, to her amazement, that the
deceased had a diamond earring lodged in his small intestine.
 Parentheses: the medical examiner found (to her amazement) that the
deceased had a diamond earring lodged in his small intestine.
 Dashes: the medical examiner found ‫ ـــ‬to her amazement ‫ ــ‬that the
deceased had a diamond earring lodged in his small intestine.
2.1.3. When punctuation is optional?

Launch man (2010, 58) said that: "it had better address the confusion
surrounding the word" optional. "When we are speaking about structure of
language, it is a grave mistake to believe that optional means it's correct either
way, either with or without punctuation." That is occasionally true of emphasis;
it is never true of meaning, punctuation is not optional in the sentences below:

-The suspect who has a shaky alibi has fled the country.

-The suspect, who has a shaky alibi, has fled the country.

It is true that both expressions are correct in form, but we must remember our
strict definition of the word" correct" No sentence is correct unless it embodies
your intention. The expression differs in meaning and is not interchangeable.
There is more than only, the suspect who has askaky alibi has suspect, and: who
has a shaky fled the country alibi" specifies a certain one: there is only one
suspect and the suspect who has a shaky alibi, who has a shaky alibi" is has fled

5
the country. Merely parenthetical: In those examples who has a shaky alibi is
either restrictive or none restrictive. The expressions differ in meaning.

2.1.3. A Functional concept of punctuation:-

Is placed in text to make meaning clear and to make easier, there are various
punctuation marks per fore four function, to separate (a period separate
sentenced), connect (a hyphen connects a unit modifier), and to import meaning
(a question mark may make another wise declarative sentence interrogative)
The Function of o punctuation mark is the basis for the rules governing its use
and should be The basis. For determining whether or not it is needed- The
modern tendency is to punctuate to prevent misreading (open style) rather than
to use all punctuation that the grammatical structure will allow (close style) .Al
though the open style results in a more inviting product, it does allow
subjectivity, per hops and it Raines, in the use of some marks for example, the
comma and hyphen, consistency in the anther's or editors subjective decisions is
vital to a well, punctuated report.

The Task of Punctuation:-

There are many tasks for punctuation it gives an idea where to stop if we are
speaking or reading, beside that it gives the reader or speaker where to stop or
when we use an exclamation mark. That is to say punctuation limits the
boundaries of the sentence to avoid the run on sentence, moreover, it makes
meaning clear.

6
Punctuation Marks:-

1. Comma:-
Are used in longer sentences to separate in formation into readable units. A
single comma ensures correct reading of a sentence which starts with a long in
introductory element. Pairs of commas help in the middle of sentence to set off
any string of words which is either a par en thesis, or in contrast to whatever
wen before. Sets of comma act as a means of separating items in a list of all the
marks of punctuation, the comma requires the most judgment. To punctuate
with comma requires not only compliance with east of rules but also thorough
understanding comma the material being punctuated. Comma can change
meaning: The primary Functions of the comma are to separate and to enclose
elements of a sentence.

The function of a particular comma is important: when it separates, it stands

alone, but when it encloses, it needs a partner. The instances when commas
enclose.

- Use comma before coordinating conjunction that joins independent

clauses (unless the independent clauses are very short);
e.g.: she invited him to her party and he accepted. (Comma unnecessary
with short clauses).

- Use comma after an introductory adverb clause and, often, after

introductory phase (unless the phase is very short).
e.g.: after the hospital had completed its fund- raising campaign, an
anonymous donor contributed an additional $10.000.

- In the bottom drawer you will find some pink spandex tights. CON
comma with short, closely related phrase.
7
- Use a comma to set off non-restrictive elements:
e.g.: the people of Haiti, who for decades have lived with grinding poverty,
are unfamiliar with workings of a true democracy.

- Use a comma to separate items in a series:

e.g.: we went to the zoo yesterday, and we saw elephants, giraffes, deer,
lions, monkeys, and dolphins.

- Use a comma to set off illustrative words:

e.g.: I like seriousness, namely, I like studying hard.

- Use a comma before question- tags.

e.g.: Ali and his family live in Cairo, don’t they?

You speak English and German, don’t you?

- Use a comma after the salutation and complimentary clause in

correspondence as in: dear Alan, yours truly.
- Use a commas after the street address and city in an address (do not use a
comma after the state).
e.g.: the address is 1234 apple street, midtown, Kansas 98765.

- Use a comma after greeting in a personal letter.

e.g.: dear Aunt Sheila,

- Use a comma after the closing of a letter.

e.g: Sincerely,

- Use a comma to indicate where a pause is necessary in order to avoid

confusion. (Sometimes rewriting the sentence is a better choice).
8
 e.g: After Kelly, Jennifer gets a turn.

Maria came in, in quite harry.

2. Semicolon:-
The semicolon separates coordinate clause, long internally punctuation
elements of series, explanatory phases and elliptical clause. The semicolon
denotes nearly a full stop: “thus, its use is” as much a matter of personal
choice as of correct punctuation.

- You will usually use the semicolon to link independent clause not joined
by a coordinating conjunction. Semicolon should join only those
independent clauses that are closely prevent back pain, proper posture is
also important.
e.g.: Casey read a book; then he did a book report.

Abdominal exercises help prevent back pain; proper posture is also

important.

- We use semicolon to link main clause joined by conjunctive adverbs.

e.g.: consequently furthermore; however join; speeding is illegal;
furthermore it is dangerous.

Don’t use a semicolon to think a dependent clause or phrase to an

independent clause.

A semicolon is used in place of a comma when a more distinct pause

that the comma would give is desirable.

9
 In the following examples you will see use of the semicolon that violate
rule above. They should be studies as examples of unconventional placing,
yet such uses of the semicolon are actually frequent in modern prose.
Obviously such uses should be imitated with caution by the beginning
writer.

Examples:-

No man was less of literary aesthete than Benjamin Franklin; yet this
tallow- chandler’s son, who changed world history, regarded as “a principal
means of my advancement” that pun sent style which he acquired party by
working in you the over old spectators; but mainly by being Benjamin
Franklin.

3. Question mark:-
The purpose as the question mark is to terminate direct question whether the
question is an independent sentence clause with in a sentence or direct
quotation:

What system identification procedure should be used for statically unstable the
question addressed by this research project is what system identification
procedures be used for astatically unstable aircraft?

In reference to Jones asks what system identification procedure should be used

for astatically unstable aircraft?

When the direct question occurs within a sentence (as in the second example
above the further may or may not choose to capitalize the first word of the
question.

10
When the question is a single word such as how, such as how, or, why, within a
sentence, neither a question mark nor capital is necessary: the word is astern
italicized answer the question who, what, where, when and why.

A question mark should not follow an indirect question: this research project
addresses what system identification procedure should be used for statically
unstable aircraft.

A question mark may be used with other makes of punctuation as follows:

- The question mark super seeds afraid or comma.

- A question mark precedes a closing quotation mark or parenthetical matter;

Because of the ambiguous used of the slash, the reader mishit well ask the
question, what is meant by molecular atomic collision?
The obvious questions are, how accurate is estimate compared with the
accuracy of the input measurements)?

When the question mark ends a sentence, the period is, of course, omitted.
When the question mark does not end the sentence, it should never be followed
by comma; if required, a semicolon may follow a question mark: the obvious
question is, how good is this estimate?

An equation provides a fool for answering it, the reader might well ask the
question, what is meant by "molecular atomic collision "?; The slash gives no
clue to the meaning the placement of question marks with quotes follows logic.

If a question is in quotation marks, the question mark should be placed inside

the quotation mark. For example study the following:

- She asked, "Will you still be my friend?"

- Do you agree with saying, “All’s fair in love and war"?
Here the question is outside the quote. (Edgardo: et al).

A question mark is often used after commands or requests phrased as question if

a formal effect is desired, but a period is used for ales formal effect.

11
A convenient test, once again, is to read the sentence aloud, checking for the
rise in pitch.

Character is tic as last syllable of a question.

- Use a question mark at end of a question

e.g.

Did Steven with you?

- Use a question mark at the end as ad attractive statement that you want to
emphasize as not believing the statement.
She's our new teacher?

- Use a question mark with parentheses to indicate.

- That you are not sure of spelling or other fact.
e.g.

I have to visit an orthopedic (?) doctor next week.

4. The colon:-
The function as the colon is to separate and introduce lists, clauses, and
quotations, along with several conventional uses, Authorities disagree on usage
of the colon and capitalization after a colon, the following guidelines generality
correspond to words into type (skilling et al. 1974).

A colon has the same separating force as a period, it this brings a sentence
almost to a halt (Bernstein 1981).

Because as its strong separating function, an introductory colon should

generality be used only after a complete sentence. In particular, do not use a
colon between a verb or preposition and its direct object.

A colon is an elegant way of introducing a list and at the same time

emphasizing the elements of the list (by separating them from the rest as the
sentence). Such lists might consist of words, phrases (prepositional, infinitive,
or noun or even clauses.

12
The colon is used to indicate that what follows it is an explanation or
elaboration of what precedes term, a learner can use a colon and goes on to
explain that some topic in more specific terms, schematically: more general :
more specific

A colon is nearly always preceded by a complete sentence, what follows the

colon may or may not be atonement Saussure, Sapir, bloom field, and chum
sky; all these hare revolutionized linguistics one way or another.

- Use a colon between numerals indicating hours and minutes.

e.g.:

School start at 8:05 a.m.

- Use a colon to introduce a list that appears after an independent clause.

(introductory words such as following go somewhere before the colon help
introduce the list)
e.g.:

You need the following items for class: pencil, pens, paper, rules, and glue.

- When mentioning a volume number and pase number, use a colon between
the items.
e.g.:

You will find information about Mexico in Grolier Encyclopedia 17:245

- Use a colon after him greeting of a business letter.

e.g.:

Dear Sir

- Use a colon between the title and subtitle of book

e.g.:

Reading strategies that work: teaching your students to become better readers is
an excellent resource.

- Use a colon between the chapter and verse numbers for parts of the Bible.
e.g.: Please read genesis 1:3.

13
5. Exclamation mark:
An exclamation mark is used at the end of a sentence and indicates surprise,
anger, or alarm.

Exclamation marks should be used very sparingly and are not often used in
academic writing. For instance look at the following sentences:

- The police stormed in and arrested her

- How disgraceful.
An exclamation point is usually used after an expression that indicates strong
feeling or emotion.

Example:

- Good lord" he gasped in amazement.

- It is difficult to see how any one in his right might mind could have
concluded that.
- Oh, his is unpardonable.
- Hurry
- Get out as here.

6. Hyphen:
When used correctly, Hyphen likes two or more words that normally would
not be placed together in order that they work as one idea and these are called
compound nouns. The hyphen is used to conned words or part as words: it
connects the syllable as words broken at the ends of lines, it connects prefixed
and suffixes to words, and it connect compound words. The modern trend is
away from hyphenation.

Permanent compounds tend to become solid. And temporary compounds tend

to be hyphenated at ends lines between syllables proper places to break words
are determined from your favorite dictionary.

- Use a hyphen in compound numbers from twenty-one to ninety-nine.

e.g.:

The final score was seventy-eight to sixty-two.

14
 - Use a hyphen to from some compound words, specialty compound
adjectives that appear for the noun they modify.

e.g.:
The court took often-minute recess.
- Used a hyphen to join a capital letter to words.
e.g.:

I had to have my arm X-rayed.

- Use a hyphen to show family relationships except "grand" and "half".

e.g.:

- My sister –in- law helps aunt.

- We are going to go visit my grandparents while we are in town.
- Connie just found out that she has a half-sister.

7. Dashes (-):-
Hyphen sore not the same as dashes, dashes are like brackets: the enclose
extra information. A colon and semicolon would work just as well in the
example opposite. Dashes are rarely used in academic writing. Although often
used in pairs, dashes call also be used singularly. Fir examples look at these
sentences.

To the three divisions as the economy-agriculture-true, manufacturing, and

service industries-Jones has added a fourth.

- Have an orange- or would you prefer a banana? While the importance of

sport to pa T.V is clear, the opposite perspective is fewer curtains-the
importance of pay T.V to sport.
- Dashes makes strong pauses to separate material that sharply interrupts the
flow of the sentence, such material might also go inside parentheses, but
dashes provide stronger emphasis. Just as you do not want to overdo the
use of parentheses, be sparing in your use of dashes.
- Lorraine- in spite as her counselors support-has not yet solved her problem.
- Jason, Robert, and Al-all three-graduated with honors.

15
 - Jason, Robert, and (all three) graduated with honors.
When you write by hand, use a longer mark for a dash than for hyphen, your
computer will have a dash key or combination of keys that will equal a dash.

- Use a dash attaches an afterthought to an already complete sentence.

e.g.:
Sarah bought a new pet yesterday – aboard constrictor.

- Use a pair of dashes to indicate a sudden interruption in a sentence. (One

hand written dash is twice as long as a hyphen. One type written dash is
one hyphen followed by author.)
There is one thing – actually several things – that need to tell you.

- Use a dash after a series of introductory elements.

e.g.:

Murder, armed robbery, assault – he has a long list of felonies on his record.

- We use a dash to indicate duration or distance between two points in time

or space as in:
e.g.:

The periods from 1999 – 2001 and from 2004- 2005.

- A dash is used in information writing, particular in friendly letter, to show

an interruption in thought or to give non-essential information.

e.g.:

Jerome gold burg-the only candidate for judge-is campaigning throughout the
district.

8. Capitalizations:-
It is impossible to give rules that will cover every conceivable problem in
capitalization. Actually, what is Capitalization is mostly a matter of editorial
style and preference rather than a matter of generally accept rules.
16
 In addition, there is clearly recognized rule requiring capitalization of proper
nouns and adjectives, opinions differs concerning what a proper nouns is, first
we should define terms used when discussing capitalization: full caps means
that every letter in an expression is capital, like this.
Caps & that the principal words of an expression are capitalized, like this.
Caps and small caps refers to particular font of type containing small capital
letters instead of lowercase letters, elements in document, such as headings, lilts
and captions may be capitalized in either.
- Capitalize the first word of a complete sentence, including sentence in
question marks.
Harry Truman, speaking about the presidency, said “the buck stop here.”
- Capitalize the first word and every content word in the title of a write work,
such a book, paper, or document.
- System analysis by digital computer
 ”Digital fitter structure related to classical fitter network”.
 The New York time.
- Capitalize every important work in major headings or subheadings of
divisions of work.
- Days of the week, months, festivals, major events are capitalized.
Monday Easter
Saturday the fourth of July
March thanks giving
September the bicentennial
Sunday, January the Olympics
- A little of course and name of degree are capitalized
Economics IA
Computer science 236,
Bachelor of Science.
Master of Science.
A title or group affiliation is capitalized.

17
  John Fredericks, professor and chairman of the department of civil
engineering.
 President-elect Fitzgerald has been a member of the rotary club for fifteen
years.
 His dentist, Dr. Steward, is a registered democrat.
- Capitalize abbreviation based on paper nouns:
The U.S 35 Adams Ave. N. W
Mt. Everest Dr. Steward
Psych. 50 M. B. A
Prof. Leonard Ph. D.

9. Apostrophe:
The conventional of the Apostrophe are to form in passion. To form plural of
characters, abbreviations and signs. It is not used to form the possessive of the
first personal pronoun since contractions are rarely used in formal writing, so
did the Apostrophe.
- Used an Apostrophe in contraction to show where letters have been omitted,
or left out.

e.g.:-
I don’t think I can do this. (The Apostrophe shows that the letter has been
omitted).
- Use an Apostrophe when you leave out the first two numbers of a year.
- For a singular noun that does not end in-s, adds.
e.g.:-
The lady’s hands were trembling.
- For a one syllable singular nouns that ends in possessive.
e.g.:-
It is my boss’s birth day today

18
- If singular nouns has more than one syllable and ends in s it is acceptable
to use’s or to use only an Apostrophe after the s. (it is important to remains
consistent)
e.g.:-
The metropolis’s citizens were very friend by during our visit.

10. Brackets:-
The nonmathematical function of brackets is to en close editorial insertions,
corrections, and comments in quoted material and in reference citations: these
instruments [the radio meter and scatter mater] have been used successfully
aboard satellites as well as aircraft.
Use brackets too enclose parenthetical material with in parenthetical these.
(Brandi to work as an aeronautic engineer (she complete an internship at
national Aeronautics and space administration [NASA]) as soon as she
completed her doctoral work (Maccaskill, et al 1998).
- Brackets are used to enclose corrections, interpolation, and supplied
omissions added to a quotation by the person quoting.
Here is example from passage that has already been used (in & 16i) for another
purpose.
It was tariff policy which seemed to him [Cordell Hull]”at the very heart of his
country’s economic dilemma.” [The ready would have no idea what person
another was talking about if had not added the bracketed explanation].
In the book you will find many examples of conventional use of brackets, like
the one just above, where they set off comment about equated passage in such a
way that the ready many not confuse the comment with the passage itself.
- Use brackets around words of your own that you told the words of someone
you are quoting.
e.g.:-
The news anchor announced, “It is May sad duty to inform our audience that
we are now at war [with Iraq].”

19
11. Parentheses:-
Use asset of parent around a word or phrase in a sentence that adds
information or makes an idea more clear (punctuation is placed inside the parent
to mark the material in the parentheses, punctuation is placed outside the
parentheses to mark the entire sentence, when the material in parentheses is
longer than one sentence [such as this information], then the punctuation for the
final sentence is placed inside the parentheses.
e.g.:-
You’re easy (all nine pass of it) is on my desk.
- Don’t use parentheses with in parentheses. Use barracked in place of the
inner parentheses.
e.g.:-
Please refer to Julius Caesar (Act IV, scene i [phase 72]).
- Use parentheses to separate words, parent, or sentence that interrupt the flow
of thought.
Those for boys (without doubt the guilty ones) damaged my lawn several
time.
When I get into town for the wedding (and I hope I can arrived a few days
early), I will call you immediately.
 Not in the above sentence, a comma in needed after the introductory
dependent clause and comes after the closing parenthesis.
- If a whole sentence is inside the parentheses, the end punctuation is inside
the last parenthesis. If only part of a sentence is inside the parentheses, then
the end punctuation is outside the last parenthesis.
 I am sure you understand my position (see my earlier note).

12. Slash:-
A slash, also called solidus or virgule, can be correctly used (1) in and/ or, (2)
in Fractions (x/ y), (3) to indicate per (m/ sec), and (4) when quoting poetry.

Although most usage and grammar authorities compounds, it is being

widely used to indicate temporary compounds. In drafts of NASA report, we
frequently find such. Instructions as hook/ column antenna boundary- layer/
20
shock- wave intrusion matrices/ vectors lateral/ directional character tics In the
first example( hoop/ column), those coining the new technical term seem to
have chosen9 erroneously) to use slash rather than a hyphen; however, this
term, meaning a combination of a hoop and a column, has been widely used
with the slash. In the second example (boundary- layer/ shock- wave
interaction), the slash is being used as an en dash or" long found rainier (1988)
accept with caution. In the last example. Apteral/ directional). The slash is being
used in a unit modifier that has been hyphenated for tears.

These four examples illustrate our objection to use of the slash in temporary
compounds: its meaning is not clear.

We there for prefer that the slash be changed to hyphen, the 15-m hoop- column
antenna is a deployable and restorable structure. To me dash.

These phenomena result from shock- wave operator splitting is additive

decomposition of some matrices and vectors in the become standard with the
slash (for example, V/S TOL, stall/ spin).

A term that is accepted as standard with a slash may be used with the slash.

13. Italics:-
Why is section on italics appearing in chapter on punctuation? The purpose
of punctuation, to make meaning clear and reading easier. According to words
into type ( skilling et al. 1974), Italics are used to distinguish letters, words, or
phrase from the rest of sentence so that the writer's thought or the meaning and
use of the italicized worse will be quickly under stood."

Italics are used to distinguish elements to be emphasized, special terminology,

symbol, and words or letters to be differentiated from text. In addition, there are
several conventional uses for italics. In type written text, underscore replaces
italics and should be used only when absolutely necessary. In many instances,
less than score is not used in type written text when italics would be appropriate
in typeset text.

21
14. Period:-
-use a period at the end of a sentence.

e.g.:-

I enjoyed the movie.

-use a period after an initial.

e.g.:-

M. E. Kerr is a wonderful anther.

-use a period after an abbreviation.

e.g.:-

We welcomed Mrs. Simmons to our team.

-use a period as a decimal point.

e.g.:-

The workers received a 2.1 percent raise.

-use a period to separate dollars and cents.

e.g.:-

The book cost $4.95.

-use a period after each number in a list printed vertically.

e.g.:-

For the example, look at the lists on this page.

15. Ellipsis:-
-use an ellipsis to indicate panes.

22
e.g.:-

You mean……..I……uh………we have a test today?

-use an ellipsis to indicate omitted words in a quotation.

e.g.:-

“Then you'd blush off on screen, as if you were looking out …… of a space
ship".

-if the ellipses come at the end of your sentence, you still need end punctuation,
even it is a period.

e.g.:-

I listened carefully as the teacher read Lincoln’s in augural address.

“Four score and seven years ago……"

16. Full stop (.):-

Full stoups three distinct uses firstly it marks the end of sentence. Secondly it
indicates abbreviations of words (unless first and last letters of the word are
shown) thirdly it also punctuates and dates as in the following examples:-

-The dog is completely black.

-The doctor will be Adam Subliming (B. sci.).

-All exercises should be submitted by 6.6.03.

 Please sent your application early (in triplicate)

- Use parentheses a round letter or numbers indicating items in series.
 Before I leave the house, I always (1) turn off the lights, (2) set the alarm,
and (3) lock the door.
- Use parentheses a round number that clarify words as numbers.
 We need pack four (4), shirt, two (2) pairs of pants, and one (1) extra pair
of shoes.

23
- If the materials inside parentheses are equation, whether or not it is a
complete sentence, it requires a question mark inside the parentheses.
 The concert (wasn’t it exiting?) was the best one 1 have ever attended.
- Use parentheses sparingly?
 Set of extra or incidental information from the rest of a sentence.
The Chapter on drugs in our textbook (Passes 142-178) contains some
frightening statistics.
The normal body temperature of act (101 to 102 degrees higher than the
temperature of its owner.
 Enclose letter or numbers that signal items in easiest.

24
Previous studies:-

Mccakill (1998), conducted studies on grammar, punctuation and

capitalization. The findings showed that ESL learners face problems in
using punctuation marks.
Hassan (2001), carried out study to investigate the difficulties facing
students in using punctuation marks due to the task of background
knowledge in the types and uses of punctuation marks. The research
recommended that practices and exercise in punctuation marks are
needed for ESL learners.

25
Chapter Three
Methodology

4
 Chapter Three

Methodology

3.1 Introduction:

This chapter including of research methodology, population and sampling, the

Tool, the validity and reliability of the study, which are used to test the
Hypotheses OF The study.

3.2 research Methodology:

The study will use the experimental analytical method to collect data about
the Punctuation by secondary school, we will design test that measure the
ability of Student to use punctuation marks.

3.3 population and sampling:

The sample of this study (30) student at Wadrmley secondary school and they
are Chosen randomly first term.

3.4 Research tool:

The tool of this study included a test which consisted of two question
passage and Sentence.

3.5 Validity of the study:

To meet the validity of the test the researches show it to some expertise at
Sudan university of science and technology, (SUST) mention their comments,
Ideas , omission and addition.

26
-Dr. Einas Ahmad

-Dr. Hassan Mahil

The test is distributes personally and directly to the subjects of the study, the
Total of the test responses are (30) students.

3.6 Reliability of the test:-

Reliability statistics

Cronbach’s Alpha Cronbach’s Alpha No. of item

Based on standardized
items
0.470 0.686 17
Cronbach’s Alpha is 0.686 which indicates very high reliability of the test

27
 Chapter Four
Statistical Analysis and discussion

26
 Chapter Four
Statistical Analysis and discussion

Table (4-1) Sarah is sitting in the room (.) She is studying for the examination

Statement Frequency percentage

Yes (.) 20 66.7
No (.) 10 33.3
Total 33 100

66.7%

70.00%
60.00%
33.3%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes (.) No (.)

Figure: (4-1) Sarah is sitting in the room (.) She is studying for the examination

The above table and figure illustrate the percentage of the respondents to the
statement of Sarah is sitting in the room (.) She is studying for the examination
is estimated by (66.7%) and those who disagree with the statement are
estimated by (33.3%).

28
 Table (4-2): The examination will be next week (.)

Statement Frequency percentage

Yes (.) 19 63.3
No (.) 11 36.7
Total 30 100

63.3%

70.00%
60.00% 36.7%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes (.) No (.)

Figure (4-2): The examination will be next week (.)

The above table and figure illustrate the percentage of the respondents to the
statement The examination will be next week(.) is estimated by (63.3%) and
those who disagree with the statement are estimated by (36.7%)

29
 Table (4-3): Her sister Mona (,)

Statement Frequency percentage

Yes (,) 18 60
No (,) 12 40
Total 30 100

60%

60% 40%
50%

40%

30%

20%

10%

0%
Yes (,) No (,)

Figure (4-3): Her sister Mona (,)

The above table and figure illustrate the percentage of the respondents to the
statement of her sister Mon (,) is estimated by (60%) and those who disagree
with the statement are estimated by (40%)

30
 Table (4-4): Who has finished her examination (,) in the kitchen

Statement Frequency Percentage

Yes (,) 5 16.7
No (,) 25 83.3
Total 30 100

83.3%

90.00%
80.00%
70.00%
60.00%
50.00%
40.00% 16.7%
30.00%
20.00%
10.00%
0.00%
Yes (,) No (,)

Figure (4-4): Who has finished her examination (,) in the kitchen

The above table and figure illustrate the percentage of the respondents to the
statement of who has finished her examination (,) in the kitchen is estimated
by (16.7%) and those who disagree with the statement are estimated by (83.3%)

31
 Table (4-5) :An hour ago Mona came in to the room and asked Sarah (: “)

Statement Frequency percentage

Yes (: “) 21 70
No (: “) 9 30
Total 30 100

70%

70%
60%
50% 30%
40%
30%
20%
10%
0%
Yes (: “) No (: “)

Figure (4-5) :An hour ago Mona came in to the room and asked Sarah (: “)

The above table and figure illustrate the percentage of the respondents to the
statement of an hour ago Mona came in to the room and asked Sarah (: “) is
estimated by (70%) and those who disagree with the statement are estimated by
(30%)

32
 Table (4-6): Shall I get you something to eat (?”)

Statement Frequency percentage

Yes (?”) 18 60
No (?”) 12 40
Total 30 100

60%

60%
40%
50%

40%

30%

20%

10%

0%
Yes (?”) No (?”)

Figure (4-6): Shall I get you something to eat (?”)

The above table and figure illustrate the percentage of the respondents to the
statement of shall I get you something to eat (?”) Is estimated by (60%) and
those who disagree with the statement are estimated by (40%)

33
 Table (4-7): Sarah answered (“)

Statement Frequency percentage

Yes (“) 8 26.7
No (“) 22 73.3
Total 30 100

73.3%

80.00%
70.00%
60.00%
50.00% 26.7%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes (“) No (“)

Figure (4-7): Sarah answered (“)

The above table and figure illustrate the percentage of the respondents to the
statement of Sarah answered (“) is estimated by (26.7%) and those who disagree
with the statement an estimated by (73.3%)

34
 Table (4-8): No thank you (”)

Statement Frequency percentage

Yes (”) 8 26.7
No (”) 22 73.3
Total 30 100

73.3%

80.00%
70.00%
60.00%
50.00% 26.7%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes (”) No (”)

Table (4-8): No thank you (”)

The above table and figure illustrate the percentage of the respondents to the
statement of No thank you (”) is estimated by (26.7%) and those who disagree
with the statement are estimated by (73.3%)

35
 Table (4-9): Mona said (:)

Statement Frequency percentage

Yes (:) 25 83.3
No (:) 5 16.7
Total 30 100

83.3%

90.00%
80.00%
70.00%
60.00%
50.00%
16.7%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes (:) No (:)

Figure (4-9): Mona said (:)

The above table and figure illustrate the percentage of the respondents to the
statement of Mona said(:) is estimated by (83.3%) and those who disagree with
the statement are estimated by (16.7%)

36
 Table (4-10): Could you come in to the kitchen for a moment (?) Sarah said:

Statement Frequency percentage

Yes (?) 19 63.3
No (?) 11 36.7
Total 30 100

63.3%

70.00%
60.00%
36.7%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes (?) No (?)

Figure (4-10): Could you come in to the kitchen for a moment (?) Sarah said:

The above table and figure illustrate the percentage of the respondents to the
statement of could you come in to the kitchen for a moment (?) Sarah said: is
estimated by (63.3%) and those who disagree with the statement are estimated
by (36.7%)

37
 Table (4-11): I cannot I’m very busy and I telic only take a minute Mona I cannot (!)

Statement Frequency percentage

Yes (!) 3 10
No (!) 27 90
Total 30 100

90%

90%
80%
70%
60%
50%
40%
10%
30%
20%
10%
0%
Yes (!) No (!)

Figure (4-11): I cannot I’m very busy and I telic only take a minute Mona I cannot (!)

The above table and figure illustrate the percentage of the respondents to the
statement of I cannot I’m very busy and I telic only take a minute Mona I
cannot (!) is estimated by (10%) and those who disagree with the statement are
estimated by (90%)

38
 Table (4-12): Sarah said: I’m very busy and I hate washing dishes. Will you leave me
alone (!)

Statement Frequency Percentage

Yes (!) 13 43.3
No (!) 17 56.7
Total 30 100

56.7%

60.00% 43.3%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%
Yes (!) No (!)

Figure (4-12): Sarah said: I’m very busy and I hate washing dishes. Will you leave me
alone (!)

The above table and figure illustrate the percentage of the respondents to the
statement of Sarah said: I’m very busy and I hate washing dishes. Will you
leave me alone (!) is estimated by (43.3%) and those who disagree with the
statement are estimated by (56.7%).

39
 Table (4-13): My desk is full (: )of book (,) pencil (,) pen and ruler

Statement Frequency percentage

Yes 25 83.3
No 5 16.7
Total 30 100

83.3%

90.00%
80.00%
70.00%
60.00%
50.00%
16.7%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes No

Figure (4-13): My desk is full (: )of book (,) pencil (,) pen and ruler

The above table and figure illustrate the percentage of the respondents to the
statement of my desk is full (: )of book (,) pencil (,) pen and ruler is estimated
by (83.3%) and those who disagree with the statement are estimated by
(16.7%).

40
 Table (4-14): Could you pass the salt please (?)

Statement Frequency percentage

Yes 23 76.7
No 7 23.3
Total 30 100

76.7%

80.00%
70.00%
60.00%
50.00%
23.3%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes No

Figure (4-14): Could you pass the salt please (?)

The above table and figure illustrate the percentage of the respondents to the
statement of could you pass the salt please (?) is estimated by (76.7%) and those
who disagree with the statement are estimated by (23.3%)

41
 Table (4-15): Listen (,) Hassan to what I am saying

Statement Frequency percentage

Yes 7 23.3
no 23 76.7
Total 30 100

76.7%

80.00%
70.00%
60.00%
50.00%
23.3%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes no

Figure (4-15): Listen (,) Hassan to what I am saying

The above table and figure illustrate the percentage of the respondents to the
statement of Listen (,) Hassan to what I am saying is estimated by (23.3%) and
those who disagree with the statement are estimated by (76.7%).

42
 Table (4-16): Wow (!) I never thought mom would let us go to the concert

Statement Frequency percentage

Yes 19 63.7
No 11 36.7
Total 30 100

63.7%

70.00%
60.00%
36.7%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Yes No

Figure (4-16): Wow (!) I never thought mom would let us go to the concert

The above table and figure illustrate the percentage of the respondents to the
statement of Wow (!) I never thought mom would let us go to the concert is
estimated by (63.7%) and those who disagree with the statement are estimated
by (36.7%)

43
 Table (4-17): I wonder if the teacher will give homework weekend (.)

Statement Frequency percentage

Yes 16 53.3
No 14 46.7
Total 30 100

53.3%

54.00%

52.00%

50.00% 46.7%

48.00%

46.00%

44.00%

42.00%
Yes No

Figure (4-17): I wonder if the teacher will give homework weekend (.)

The above table and figure illustrate the percentage of the respondents to the
statement of I wonder if the teacher will give homework weekend(.) is
estimated by (53.3%) and those who disagree with the statement are estimated
by (46.7%).

44
 Table (4-18): Statistics

No Statements Mean Std.deviation Chi-square Sig

1 Sarah is sitting in the room (.) She is studying for 0.67 0.48 3.3 0.068
the examination
2 The examination will be next week (.) 0.63 0.48 2.1 0.144
3 Her sister Mona (,) 0.60 0.49 1.2 0.273
4 Who has finished her examination (,) in the 0.17 0.38 13.3 0.000
kitchen
5 An hour ago Mona came in to the room and 0.70 0.47 4.8 0.028
asked Sarah (: “)
6 Shall I get you something to eat (?”) 0.60 0.49 1.2 0.273
7 Sarah answered (“) 0.27 0.45 6.5 0.011
8 No thank you(”) 0.27 0.45 6.5 0.011
9 Mona said (:) 0.83 0.38 13.3 0.000
10 Could you come in to the kitchen for a moment 0.63 0.49 2.1 0.144
(?) Sarah said :
11 I cannot I’m very busy and I telic only take a 0.10 0.31 19.2 0.000
minute Mona I cannot (!)
12 Sarah said: I’m very busy and I hate washing 0.43 0.50 0.533 0.465
dishes. Will you leave me alone (!)
13 My desk is full (: )of book (,) pencil (,) pen and 0.83 0.38 13.3 0.000
ruler
14 Could you pass the salt please (?) 0.77 0.43 8.5 0.003
15 Listen(,) Hassan to what I am saying 0.23 0.43 8.5 0.003
16 Wow (!) I never thought mom would let us go to 0.63 0.49 2.1 0.144
the concert
17 I wonder if the teacher will give homework 0.53 0.51 0.133 0.715
weekend (.)

45
 From the table above we observe that the questions indicate that all the
probable values in chi-square was a little or less than a significant standard (
0.05 ) that stand for the many different statistical evidences among the of
respondents.

Except the questions No (2 & 3 &6 &10 &12 &16 & 17) because the proper
significant are more than (0.05) statistical which indicate that there is no
significant difference between the result of the respondents.

46
 Chapter Five
Findings, Recommendations and Suggestions
for Further Studies

47
 Chapter Five
5.1 Introduction:

This chapter contains summary of the previous findings, in addition to the

recommendations which the study has come out with and suggestions.

5.2 findings of the study:

Here are some problem which the research has found in the course of the
study and They are beyond the scope of this study , so the research suggest
these for further Studies and investigation .How can teacher improve their
students to used punctuation Marks comparison between all kind of punctuation
marks .

5.3 Recommendations:

1. Punctuation should be taught apart of reading or writing lessons.

2. Teacher should be Motivated the student towards expensive reading for
better improvement in punctuation practice
3. Students must be a war of their punctuation problems.
4. Punctuation marks should be taught from the beginning stages.

5.4 Suggestions for further studies:

Throughout this study, the research has noticed that the following areas need
to be researched:

47
 1. The researcher should be research punctuation deeply
2. The teacher should be taught and take care about punctuation in the
different Education stages.

5.5. Summary of the study:-

This chapter presented the conclusions and recommendations of the study the
Conclusions provided answer to the research questions and verified the
hypotheses. Also recommendations were offered and suggestions for further
were proposed.

48
References

47
 References

1- Edger, C. and jean, A. (1997), punctuation plain and simple plain at

simple series, delmer thomsom learning.
2- Elbeshary, (2010), Analysis of Punctuation Errors.
3- English for business studies, University of Bahri (2013).
4- Evan, M. (2002), grammar and punctuation grade one, Evan moor
Educational Cop, USA.
5- Jane, S. (2008), the blue book of grammar and punctuation. Jossey
bass. Wiley, imprint, USA.
6- Janwingers, emeria from Glendale community college Arizona.
7- Joywingersky, Glendel Community college Arizona.
8- Marion, F. (2009), Improve your punctuation and grammar, how
content, Advission to how to books, Ltd. UK.
9- Shadia, Y. (2010), Banjar punctuation marks// http.www.
Kau.edu.s/SA
10- The penguin group (1997), the penguin guide to punctuation.
Penguin group, Hammond worth Middlesex.

49
Appendixes

47
 Appendix

A test on punctuation

Secondary school of ……………… Time 1 hour

Name (option)…………………… Date…./…./2016

Question one:

Write punctuation mark in the following text:

Sarah is sitting in the room ….. She is studying for the examination. The
examination will be next week ….. Her sister Mona….. Who is finished her
examination….. In the kitchen.

Shall I get you something to eat…..,…..

Sarah answered…. No thank you….. Mona said…. Could you come in to the
kitchen for the moment….. Sarah: I cannot I’m very busy and I tell only take a
minute. Mona I cannot….. Sarah said: I’m very busy and I hate washing dishes.
Will you leave me alone……

50
Question two:

Rewrite by punctuation the following by using the suitable punctuation

marks:

: ? , ; . ! “ ”

1. My desk is full of book, pencil, pen and ruler

…………………………………………………………

2- Could you pass the salt please

………………………………………………………....

3- Listen Hassan to what I am saying

………………………………………………………….

4- Wow I never thought mom would let us go to the concert

……………………………………………………….....

5- I wonder if the teacher will give homework weekend

…………………………………………………………

51