Name: Grade: 8 _____ Roll No: 2025-26
Subject/Topic: English Language - Punctuations Date: Teacher’s sign
PUNCTUATIONS
Dash ( — )
1. To set off an interrupting thought or phrase
Example: The painting—faded at the edges, its colors dulled by time—still held a quiet kind of beauty.
(Adds extra detail in the middle of the sentence)
2. To indicate an abrupt break or shift in thought
Examples : She kept telling me she was fine—and then she burst into tears.
She was so excited for her trip—until she remembered she’d forgotten to renew her passport.
(Creates surprise or a change in tone or idea)
3. To replace introductory words like “namely,” “that is,” or “in other words”
Example: He took a deep breath, steadying himself before knocking on the door. One sharp rap—“Come
in!”—and his heart leaped into his throat.
(Introduces or emphasizes the spoken words in the middle)
4. To add emphasis or a dramatic pause at the end of a sentence
Example: She had promised herself she wouldn’t look back—not this time, not ever.
(Adds weight to the concluding thought)
5. Interruption /dialogue left incomplete
Example: “Wait, I thought you were going to—”
“I changed my mind,” she replied.
(create tension, show interruption, or imply that a thought was left unfinished.)
Ellipses ( … )
1. To show hesitation or uncertainty
Example: I wanted to tell you … but I didn’t know how.
(Indicates the speaker is pausing to gather thoughts or is nervous.)
2. To trail off in thought
Example: “Every time I tried, the words just—”
(Speaker cannot finish their thought due to emotions or confusion.)
3. To create suspense or anticipation
Example: He moved closer … closer … until they were face to face.
(Makes readers wait for what will happen next.)
4. To signal a sudden break or interruption in speech
Example: “I don’t … I mean, are you sure?”
(Shows that the speaker corrects themselves or changes their thought mid-sentence.)
5. To represent unfinished or fragmented thoughts
Example: “You were just here, and now … now they’re saying you left?”
(Reflects disbelief or confusion, as if the speaker cannot process the situation.)
Colon (:)
1. To introduce a list of items
Example: For the camping trip, they needed to bring a few essentials: a tent sturdy enough to withstand the wind,
a flashlight with extra batteries, plenty of food and water, and a first-aid kit for emergencies.
(The colon introduces a detailed list of things.)
2. To introduce an explanation or definition
Example: There’s one quality that defines a true leader: the ability to inspire others.
(The colon introduces a key explanation or idea.)
3. To introduce a quotation or important statement
Example: Before the race, my coach reminded me of something important: “Believe in yourself, and you have
already won half the battle.”
(The colon introduces someone’s exact words or a significant quote.)
4. To emphasize a concluding thought or insight
Example: Lisa was always careful with her words: she believed that speaking kindly could make a huge difference in
someone's day.
(The colon introduces a related concluding thought or reason.)
Semicolon (;)
1. To connect two closely related independent clauses (instead of using a full stop)
Example: The rain poured down; the streets quickly began to flood.
(The semicolon joins two complete thoughts that are closely linked.)
2. To separate items in a list that already contain commas
Example: On our trip, we visited Paris, France; Rome, Italy; and Madrid, Spain.
(The semicolon keeps the list clear when the items themselves have commas.)
3. To show a contrast or a shift in thought between two independent clauses
Example:He loves the citylife; she prefers the countryside.
(The semicolon clearly contrasts the two ideas.)
4. To join independent clauses with a transitional word or phrase (e.g. however, therefore, meanwhile)
Example: I was very tired; however, I decided to finish my homework.
(The semicolon before “however” links the two related sentences.)
Practice Exercises
A. Identify the punctuation (colon, semicolon, dash, ellipsis), then state its purpose.
1. I have one hobby: collecting vintage coins.
2. He wasn’t sure what to say… so he stayed silent.
3. The road was long — winding endlessly into the hills.
4. I don’t know what happened… but I’m worried.
5. It was raining; we decided to stay indoors.
6. The clock ticked — slow and steady — as they waited for the storm to pass.
7. “Wait … you’re telling me she won the entire competition? That’s impossible!”
B. Directions: Rewrite the following sentences, inserting colons (:), semicolons (;), dashes (—), or ellipses (…)
where they fit best.
1. She had one goal in mind win the championship.
2. I can’t believe it she actually showed up to the party.
3. The plan was simple drive to the station pick up the tickets and catch the train.
4. It was raining we decided to go inside.
5. “I don’t know what to say” he began then stopped.
6. My parents gave me three pieces of advice work hard be kind and never give up.
7. She was certain of one thing she was going to pass the exam.
C. The following sentences are taken from different articles. Your task is to rewrite them into a single sentence
that creates a specific impact, using appropriate punctuation (such as colons (:), semicolons (;), dashes (—), or
ellipses (…)).
1. Plastic pollution is a growing threat. Our oceans are filling with debris. Governments must act now. (Use dash to
show emphasis and urgency , and colon to introduce a strong call to action.)
2. Cyberbullying is a hidden problem. It can cause lasting emotional harm. Schools must address this issue.(Use
colon to introduce and highlight result or conclusion)
3. Healthy habits matter. Eating well improves energy. Exercise boosts focus.(Use colon to introduce facts and
semicolon to connect two strong supporting points.)
4. Our planet is warming. Sea levels are rising. Future generations will pay the price.(Add a semicolon to join two
related ideas, and the dash to add a strong, important point to make the reader feel the urgency.)
5. Social media connects us. It also isolates us. Balance is key.(Use ellipses to show pause before mentioning a
serious thought)
7. Teenagers need guidance. They also need space. Finding the balance is tricky. (Use semicolon to join two
related sentences and use dash to adds an important point and show the challenge of balance. )
