The aim of this guide is to explain the aspects of punctuation that seem to cause most difficulties
to students in their written academic work. Punctuation is used to organize or divide written text
in order to make meaning clear. At the very least, poor punctuation detracts from the overall
presentation of your writing and may give the impression that you have failed to edit and 'polish'
your work. More serious problems can actually affect meaning and the way your reader
understands what you have written. Good punctuation means following certain conventions, but
it can also be a powerful tool in 'packaging' your text and in controlling the way your text is read
and understood. In a written argument, punctuation can be used to enhance the point you are
making.
This guide is not intended to be the definitive word on English punctuation in general. Rather, it
concentrates on the difficulties frequently experienced by university students trying to write
academic essays, reports, book reviews or theses. Other types of written texts that you may read,
such as newspaper articles, letters, novels or legislation may use punctuation somewhat
differently. We do not comment on these different ways of using punctuation because these
guidelines are not directed at these different writing styles. This guide should make you better
aware of how punctuation can be used to enhance your academic writing style, help you to write
what you really mean and help you to proofread your work.
We have minimized the use of terms from 'traditional grammar' in our explanations and most of
the examples we use are from real students' writing. Because we believe punctuation is so often
related to meaning, particular 'tools' of punctuation (eg commas) are introduced in this guide
according to what they are actually 'doing' and why.
The sentence
Sentences are separated by a full-stop (.). It is commonly said that a sentence should contain a
'main idea', but may also contain optional 'extra' information. The notion of a 'main idea' is
somewhat vague. So, sometimes you may find it difficult to decide whether to divide what you
are writing into separate sentences, or whether to use punctuation and combine everything into
one sentence. It might help to think of a sentence as somehow 'independent' and 'new'. In
granting the status of separate sentence, you highlight this 'independence' or 'newness', and so
increase the significance of what is written in each individual sentence. Conversely, by packing
everything into one sentence you are subordinating some of the information and, therefore,
conveying the message that some of the content is in some way 'extra' or supporting information.
Overusing either strategy can make your writing difficult to follow.
General's statement' or 'a difficult time' concerns us? Examples 5) and 6) are typical of a very
common punctuation problem. They give independent sentence status to something which is
really only extra information. This extra information should be attached to an independent main
idea, as in the following:
7. When he was sent to Paris, Courbet pursued painting.
8. Being strongly in favour of reform, Keating argued for a republic.
Here the main ideas are that 'Courbet pursued painting' and that 'Keating argued for a republic'.
process of government which reflected their dominant interests" has led the Constitution to be
unsuitable for Australia today.
In this example, the main idea (we think!) is that "the realisation...combined with the idea...has
led to...". As indicated by the dots, the main parts of the sentence are separated by lots of extra
information. The writer's ideas could have been written as follows:
13. A combination of factors led to the realisation that a national authority was desirable. An
example of these were such factors as defence, tariffs and free trade between the states. This
combination, together with the idea that the founding fathers "sought to create a structure and
process of government which reflected their dominant interests", has led the Constitution to be
unsuitable for Australia today.
The chain of argument is too long
You may find sentences where there is nothing actually incorrect in terms of the rules of
grammar, it is just that the chain of argument is too long. The sentence is more difficult to follow
than it needs to be:
14. So, if constitutional reform is going to be possible, to the extent of updating its principles to
today's standards, the amendment of section 128 will be needed to decrease the number of states
needed to pass a referendum from four to three, in this way effectively making all other revisions
to the Constitution less of a problem than has been previously experienced.
Dividing example 14) into two sentences would have allowed the writer to focus the reader's
attention on some aspect of what she was communicating and would have given the reader a
break. For example, the first sentence makes a statement that if X is to happen ('constitutional
reform'), Y will be necessary ('the amendment of section 128'), and this will lead to Z (the
consequence - 'make all other revisions...less of a problem'). Putting a full stop after 'three' would
separate the two 'actions' from their consequence, and so better focus the reader's attention on
both:
15. So, if constitutional reform to the extent of updating its principles to today's standards is
going to be possible, the amendment of section 128 will be needed to decrease the number of
states needed to pass a referendum from four to three. In this way, all other revisions to the
Constitution would be less of a problem than has been previously experienced.
It is possible to end a sentence with forms of punctuation other than the full-stop, and so create
different types of sentence.
Questions
A question mark is used when the sentence is actually asking a question. In academic writing,
questions are usually used to help set up an argument and signal the structure of the text to the
reader. A question may be particularly useful at a key point in an argument:
16. How, in such an environment, do plants receive the nutrients they need?
17. How has inequality sustained itself?
In such cases, the writers are committing themselves to somehow answering the questions, or at
least discussing the issues, etc that they raise. An academic reader will expect the writer to do
this. Note that a question mark is not used when only referring to or discussing a question, as in
these re-wordings of the examples above:
18. Researchers investigated how, in such an environment, plants receive the nutrients they need.
19. It is not known how inequality has sustained itself.
In these cases, the writer is not actually asking a question, but commenting on what 'researchers
investigated', and about what 'is not known'.
Sometimes, at the end of an academic text, questions are used to draw the reader's attention to
the implications or significance of the argument presented. In these cases, a reader would not
expect a writer to respond to the questions, but understands that such questions are used to take
the reader beyond the immediate text and into the concerns of the wider academic discipline. In
the academic world, responding to a question or problem frequently raises further questions or
problems.
Exclamations
Exclamation marks are used to show that something is being stated vehemently. An exclamation
mark is one way of adding emphasis. Sometimes students use exclamation marks to highlight
something they have written, to try to make the significance of their point more obvious. You
may be especially tempted to do this when you feel strongly about something, as in the following
example:
20. Streaming leaves no student under an illusion; students (and their parents!) are clearly
aware of their perceived ability.
However, the exclamation mark is rarely used in academic writing. Most academic staff feel that
if something is significant, then they as readers should be able to identify this for themselves.
The style of writing itself should make the significance clear. The student's example above could
have been re-worded in one of the following ways:
21. Streaming leaves no student under an illusion; students are clearly aware of their perceived
ability, and so too are their parents.
or
22. Streaming leaves no student under an illusion; not only students, but also their parents are
aware of students' perceived ability.
or
23. Streaming leaves no student under an illusion; students are clearly aware of their perceived
ability. Parents are aware of it too.
Within the sentence
There are various tools of punctuation which divide the sentence itself into parts. By interrupting
the flow of reading, they draw the reader's attention to the different parts of the sentence and how
they work together to convey its main idea.
When to use the comma
The comma is the most frequently used form of punctuation and signals a break in the flow of
the sentence. Perhaps because the reasons for breaking the sentence flow may be quite complex,
there is a range of views on when it is appropriate to use the comma. You may find that this
contributes further to your uncertainty. However, it is relatively safe to say that in academic
writing, commas can be used to:
resolve ambiguity.
is left to the reader to distinguish between the main idea and anything extra, and this increases
the burden of reading. Consider the following examples in which commas were not used:
24. In Australia surgeons must use approved procedures.
25. In order to achieve a practical system of internal control a degree of trade-off between costs
and benefits is required.
26. Schooling together with family values reproduces class inequality in society by preparing
students for social positions which on the whole correspond to their social heritage.
27. Long term creditors require information about the solvency of the business that is its ability
to pay interest and repay the loan.
See whether the insertion of commas helps you to understand the examples more easily:
28. In Australia, surgeons must use approved procedures.
29. In order to achieve a practical system of internal control, a degree of trade-off between costs
and benefits is required.
30. Schooling, together with family values, reproduces class inequality in society by preparing
students for social positions which, on the whole, correspond to their social heritage.
31. Long term creditors require information about the solvency of the business, that is, its ability
to pay interest and repay the loan.
The notion of 'extra' ie 'not absolutely necessary', is very important in your decision about
whether or not to insert a comma. If the information in some way defines the concept that you
are writing about, you do not use a comma. Consider the following:
32. The families, who live in the more affluent areas of Sydney, received the most benefit from
school de-zoning.
This sentence has a somewhat different meaning from the following one:
33. The families who live in the more affluent areas of Sydney received the most benefit from
school de-zoning.
The first sentence implies that the reader has already read something about 'the families' and is
now being offered two further pieces of information. The important one is that these families
'received the most benefit from school de-zoning'. The extra information is that they happen to
'live in the more affluent areas of Sydney'. In the second sentence, the fact that these families
'live in the more affluent areas of Sydney' defines the families that 'received the most benefit...'.
This fact is not extra information but part of the main idea.
Perhaps the simplest function of the comma is to separate items of information that form a list,
and then those items from the other parts of the sentence. Commas are usually used when the
items in the list are relatively uncomplicated. Semi-colons are often used when the items are
longer or more complicated (see section on 'semi-colons').
41. The Revolution was prompted by the bankruptcy of the kingdom, heavy taxation on the lower
classes, the large population and the disparity between the living conditions of the classes.
42. Many native animals have symbolic significance, including the emu, the kangaroo, the
wombat, the echidna and the platypus.
Resolving ambiguity
Sometimes a comma is necessary because the sentence would be ambiguous and confusing
without it. Consider the following pair of sentences:
43. Sir John Fraser, said the Kaiser, had a contemptible little army.
44. Sir John Fraser said the Kaiser had a contemptible little army.
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In example 47), the main idea of the sentence is to suggest why the poet used the word, and so
the reason 'for its alliterative qualities' is not extra information. It is the reason for the poet's use
of the word 'lilting' that is in question, not whether or not the poet used it.
48. A Liberal backbencher agrees that, "there's not enough exposure to the issues...".
In example 48), the quote is meant to be read as a part of the writer's sentence, and so it should
flow directly from the writer's words.
49. Some say, that the circumstances of a child's birth greatly influence the status of a child.
In example 49), the comma after 'say' is unnecessary because what some people say is the main
idea of the sentence. A comma would be necessary had the sentence been "According to some,
the circumstances...", because in this case the information about who says it would be presented
as extra information to the main idea.
50. The other major short term stimulus introduced in the One Nation package is the reduction
of the wholesale sales tax on luxury, passenger motor vehicles from 20 per cent to 15 per cent.
In example 50), 'luxury' is part of the description of the type of motor vehicle. A comma placed
after 'luxury' would make the reader think that 'luxury' is the first of a list of things on which the
tax has been reduced.
51. The first study was written by Kenley and Staubus and was published, in 1972.
In example 51), the comma should go after 'Staubus', because it is the 'and' that introduces the
extra information about the time of publishing. If there is no comma after Staubus, the second
'and' suggests the next word might be another author's name. But there should be no comma
before 'in' because 'published' and 'in 1972' need to be taken together.
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53. Stimulating the economy is something the government plans to do in the short-term and the
medium-term: in the short-term,...; and in the medium-term,...
Sometimes, a semi-colon is used instead of a linking word. This use of the semi-colon suggests a
strong relationship between the two statements but leaves it up to the reader to decide what the
relationship is. Because this is not explicit, you would not want to use this form too often.
54. The sharecroppers were poor and exploited; the Joabs were violent.
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Other reasons for using brackets might be to provide an example, to qualify a point, to refer the
reader to another part of your text, or to give additional detail where this might be useful to the
reader. Consider the following examples:
60. Serious weather disturbances (eg electrical storms) are increasingly common.
61. Most western industrialised nations (America is an exception) have changed rapidly.
62. The kangaroo population has also been affected (see below).
When you use brackets, make sure you check the following: firstly, that you have not put within
brackets any information that should be more prominent; and secondly, that the sentence makes
sense without relying on the bracketed words. Be especially cautious when there is a lot of
writing between the brackets.
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compound words, which should be split after the hyphen. So, if you know that you will not be
able to fit a word at the end of a line, write the whole word on the next line.
The apostrophe
One common use of the apostrophe is to show that two words have been contracted into one and
some letters have been omitted (eg can't, haven't, they've). Many academic staff still consider
these words inappropriate for formal academic writing, so exercise care when you use them.
Expanded versions may be safer to use (eg cannot, have not, they have).
The apostrophe is also used to indicate 'possession' ie that something is possessed, or somehow
connected to or associated with something or someone else. The apostrophe is used at the end of
the word, and an s is added. When the word is a plural (ie more than one) and the last letter of the
word is an s, then no extra s is needed:
67. Australia's balance of payments will continue to be a problem.
68. Many writers' difficulties can be caused by uncertainty. (Note: plural and the last letter is an
s)
If the word is singular (ie one) but ends in an s, you may choose whether to add an extra s. Both
of the following forms would be considered correct:
69. Goss' rise in Queensland politics was not expected.
70. Goss's rise in Queensland politics was not expected.
Sometimes students will incorrectly add an apostrophe where there is no possession intended, at
least in the way the sentence is worded:
71. The conflict offered the nationalistic German's (Germans) the opportunity to prove their
superiority.
However, the more frequent error students make is to omit the apostrophe when it should be
used:
72. One of the greatest influences on a persons (person's) role development is that of schooling.
Because of these two uses of the apostrophe, many students confuse it's and its. The first form is
simply a contracted form of 'it is' or 'it has'. The following sentences illustrates its correct usage:
73. It's only a matter of time before the Federal Constitution becomes a political issue. (It's = It
is)
74. It's been only a few years since the last referendum. (It's = It has)
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The second form, without the apostrophe, signals possession. It is the non-male/non-female
version of his and her, and is an exception to the earlier use of the apostrophe.
75. In its wisdom, the Ethics Committee decided to revoke the recommendation.
Here is an example which contrasts the two forms:
76. It's unlikely that the economy will achieve its true potential.
As contractions are often considered too informal for academic writing, you may easily avoid the
problem by writing 'it is' for the first form and reserving 'its' for the possessive form.
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80. The poet's use of 'black' and 'shiver' suggests that the night is cold.
81. More and more writers use 'their' when no plural is meant.
Another reason is to show that a word represents a term, concept, or anything else that is being
mentioned for the first time. This signals to the reader that the word has a meaning that may be
particular to the academic discipline:
82. For modern feminists, 'work' includes more than just paid employment.
83. An Abaluya may have a number of "mothers" but only one "father".
A third reason is to show that the use of a word is not necessarily accepted by the writer, and that
the word is open to challenge:
84. The 'disadvantage' is temporary and cannot be equated with the situation of the Indians.
85. Bruges's conception of "society" is too broad to be useful.
A fourth reason is that the word is foreign but the writer either does not have an exact English
term, or particularly wants to use the original term:
86. They stayed at a 'ryokan' and visited the temple at dawn.
A fifth reason is to signal extracts (articles, short stories from a collection, poems from an
anthology etc.).
87. Keats is historically inaccurate in his reference to Cortez, in 'On First Looking into
Chapman's Homer'.
Non-traditional forms of punctuation
With the widespread use of computers, other ways of marking words are becoming increasingly
common. Italics and underlining are often used as alternatives for quotation marks. Bolding and
the use of contrasting fonts are more commonly used for sub-titles or for the emphasis of
particular words or phrases in the body of the paragraph. This is particularly common in reports
and longer essays.
When you do opt for some of these strategies, you need to be mindful of the total appearance of
your text. For example, it is a common mistake to use too many different fonts or different font
sizes, and so make the text distracting. Keep in mind that persuasion in academic writing
depends on argument rather than just on attracting attention, as it sometimes does in advertising
and journalism. So if you want to emphasise some point, it is almost always preferable to do it
through your choice of words and the way you express yourself, rather than through exotic fonts
or 'busy' layout.
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