GIÁO TRÌNH WRITING I

TRƯỜNG ĐẠI HỌC ĐÀ LẠT
F  G






GIÁO TRÌNH
WRITING I
(Dành cho sinh viên tại chức Anh văn)


NGUYỄN TẤT THẮNG






2002

Writing 1 - 2 -
CONTENT
PART I: SENTENCE SENSE 4
I. Recognizing phrases 4
II. Recognizing clauses 4
III. Recognizing sentences 5
IV. Patterns that add variety to writing 6

EXERCISES 7
PART II: PUNCTUATION 17
I. End punctuation 17
II. Internal punctuation 17
III. Items in a series 20
EXERCISES 21
PART III: COMMA SPLICE 24
EXERCISES 26
PART IV: RUN-ON OR FUSED SENTENCES 29
EXERCISES 30
PART V: SENTENCE FRAGMENT 35
EXERCISES 37
PART VI: DANGLING 46
PART VII: FAULTY AGREEMENT 57
I. Make every verb agree in number with its subject 57
II. Use a Singular Pronoun in Referring to a Singular Antecedent. Use a Plural
Pronoun in Referring to a Plural Antecedent 61
III. Make Sure That a Demonstrative Adjective (this, that, these, those) Agrees In
Number with the Noun It Modifies 64
PART VIII: FAULTY REFERENCE OF PRONOUNS 66
I. Avoid Sentences in Which There Are Two Possible Antecedents for a Pronoun66
II. Avoid References to an Antecedent Which Is Remote from the Pronoun, or so
Placed as to Confuse the Reader 67
III. Avoid the Vague Use of this, that, or which to REFER to the general idea of a
preceding clause or sentence 69
IV. Do Not Use a Pronoun to Refer to a Noun That Is Not Expressed but Is Merely
Implied by the Preceding Construction 70
V. Avoid the Indefinite Use of they, you, and it 71
PART IX: SHIFTS IN POINT OF VIEW - MIXED CONSTRUCTIONS
73

I. Do not Shift the Subject of a Sentence or the Voice of the Verb 73
II. Do Not Shift Person or Number 74
III. Do not shift Tense or mood 75
IV. Do Not Use Mixed Constructions 76
PART X: MISPLACED PARTS 78
I. Be Sure That Adverbs Such as almost, even, hardly, just, merely, only, nearly,
scarcely Refer Clearly and Logically to the Words They Modify 78
II. Be Sure That Modifying Phrases Refer Clearly to the Words They Modify 79
III. Be Sure That Modifying Clauses Refer Clearly to the Words They Modify 80
IV. Avoid "Squinting" Modifiers 81
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 3 -
V. Do Not Split Infinitives Awkwardly 82

Reference:
Hacker, D. (1995). A Writers Reference Exercises to Accompany. 3
rd
Edition.
Bedford Books of St. Martins Press New York. ISBN 0-312-10142-2
Jordan, R. R. (1997). Academic Writing Course. CollinsELT HarperCollins.
Leggette, G, Mead, C. D., Charvat, W. (1988). Essentials of Grammar and
Composition. Prentice-Hall, New Delhi 110001.
Langan, J. (1995). Sentence Skills- A work book for writers. McGraw Hill
Langan, J. (1996). College Writing Skills 4
th
edition. McGraw-Hill
Reid, J. M. (1998). The Process of Paragraph Writing. Prentice Hall Regents New
Jersey 07632
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 4 -

PART I:
SENTENCE SENSE
I. Recognizing phrases
A phrase is a group of related words without a subject or predicate and used as
a single part of speech. Typical phrases are a preposition and its object {I felt on the
sidewalk), or a verbal and its object (I wanted to see the parade).
Prepositional phrases are classified, according to function, as adjective, adverb,
and noun phrases.
An adjective phrase modifies a noun or pronoun. (He is a man of action
.}
An adverb phrase modifies a verb, adjective, or adverb. (The train arrived on
time. We were ready at the station.)
A noun phrase is used as a noun. (Before breakfast
is the best time for
calisthenics.)
Verbal phrases are classified as participial, gerund, or infinitive phrases.
A participial phrase functions as an adjective, modifying a noun or pronoun.
(The man sitting on the porch
is my father. The dog found in the street was
homeless.) Such phrases are formed with the present participle of a verb (seeing,
calling) or the past participle (seen. called).
A gerund phrase is used as a noun. {Collecting stamps
is my hobby.} Since both
gerunds and present participles end in -ing, they can be distinguished only by their
separate functions as nouns or adjectives.
An infinitive phrase is used as an adjective, adverb, or noun. (It is time to go to
bed. We were impatient to start the game. I wanted to buy a house.)
II. Recognizing clauses
A clause is a group of words containing a subject and a predicate. The relation
of a clause to the rest of the sentence is shown by the position of the clause or by a

conjunction. There are two kinds of clauses (1) subordinate or dependent clauses,
and (2) main or independent clauses.
1. Subordinate clauses are frequently introduced by a subordinating conjunction
(as, since, because, etc) or by a relative pronoun (who, which, that). A
subordinate clause functions as an adjective, adverb, or noun and expresses
an idea that is less important than the idea expressed main clause. The exact
relationship between the two ideas is indicated by the subordinating
conjunction or relative pronoun that joins the subordinate and the main clause.
A Main clause also has both subject and verb but is not introduced by a
subordinating word. A main clause makes an independent statement. It is not used
as a noun or a modifier.
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 5 -
III. Recognizing sentences
A sentence is a grammatically independent and complete unit of
communication. It may contain words that we cannot fully understand unless we
read preceding or succeeding sentence, but it is grammatically self-sufficient even
when lifted out of context and made to stand alone.
Old Dinger's ghost was said to live in the surrounding hills.
It had been seen several times from the tavern window.
Sentences in English are traditionally described as simple, compound, complex,
and compound-complex.
A simple sentence has a single subject-verb combination
Children
play
The game
ended early
My car
stalled
1

three times last week
A simple sentence may have more than one subject
Lora
and Tony drove home
The wind
and water dried my hair
or several subjects and verbs
Manny
, More, and Jack lubricated my car, replaced the oil filter, and
cleaned
the spark plugs
A compound , or ‘double,’ sentence is made up of two simple sentences.
The two complete statements in a compound sentence are usually connected by a
comma plus a joining word (and, but, for, or, nor, so, yet).
The rain increased, so the officials cancelled the game
Martha wanted to go shopping, but Fred refused to drive her
I had to give up woodcarving, for my arthritis had become very painful.
A complex sentence is made up of a simple sentence (a complete
statement) and a statement that begins with a dependent word:








DEPENDENT WORD
After if, even if when
Although, though in order that where, wherever

As since whether
Because that, so that which, whichever
Before unless while
Even though until who
How what, whatever whose
1
Chết máy
Nguyễn Tất Thắng Khoa Ngoại Ngữ
Writing 1 - 6 -


A complex sentence is used when you want to emphasize one idea over the
other
Because I forgot the time, I missed the final exam.
The idea that the writer wishes to emphasize here –I missed the final exam – is
expressed as a complete thought. The less important idea – because I forgot the
time- is subordinated to the complete thought. The technique of giving one idea less
emphasis than another is called subordination.
The compound-complex sentence is made up of two (or more) simple
sentences and one or more dependent statements.
When the power line snapped
2
, Jack was listening to the radio, and Linda was
reading in bed.
After I returned to school following a long illness, the math teacher gave me
make-up work, but the history teacher made me drop her course.
COORDINATION AND SUBORDINATION
Coordination and subordination are ways of showing the exact relationship of
ideas within a sentence. Through coordination we show that ideas are of equal
importance. When we coordinate, we use the words and, but, for, or, nor, so, yet.

Through subordination we show that one idea is less important than another. When
we subordinate, we use dependent words like when, although, since, as, whole,
because, and after.
IV. Patterns that add variety to writing
-ING GROUPS
Use an –ing word group at some point in a sentence
The doctor, hoping for the best, examines the x-ray
Jogging everyday, I soon raised my energy level
-ED WORD GROUPS
Use an –ed word group at some point in a sentence
Tired of studying, I took a short break
Mary, amused by the joke, told it to a friend
I opened my eyes wide, shocked by the red ‘F’ on my paper
APPOSITIVES
An appositive is a word group that renames a noun (any person, place, or thing)


2
Bò đứt, gãy
Nguyễn Tất Thắng Khoa Ngoại Ngữ
Writing 1 - 7 -
Rita, a good friend of mine, works as a police officer.
Alan Thorn, a former member of the team, got lost on the hiking trip.
-LY OPENERS
Use an –ly word to open a sentence.
Gently, he mixed the chemicals together
Anxiously, the contestant looked at the game clock
Skillfully, the quarterback
3
rifled a pass to his receiver

TO OPENERS
Use a TO word group to open a sentence.
To succeed in that course, you must attend every class
To help me sleep better, I learned to quiet my mind through meditation.
To get good seats, we went to the game early.
PREPOSITIONAL PHRASE OPENERS
Use prepositional phrase to open a sentence.
From the beginning, Ii disliked my boss.
In spite of her work, she failed the course.
After the game, we went to a movie


EXERCISES
I. Underline the prepositional, participial, gerund, and infinitive phrases in
each sentences and then state whether they function as noun, adjective, or
adverb phrases.

1. Many children with talent performed at the concert for the Red Cross.
2. Paul drove around the block, looking for a parking lot.
3. Delayed by the storm, the ship came into port a day late.
4. With growing interest we listen to the story.
5. Joining clubs is a way of meeting new people.
6. To be successful doesn’t necessarily mean to be wealthy.
7. Alex, looking very unhappy, was leaning against the fence, watching the game.
8. Our neighbors across the road are moving to a house around the corner.
9. Our first job, painting the fence, took all morning.
10. The birds, made bold by hunger, came to the doorstep for food.


3

Tiền vệ
Nguyễn Tất Thắng Khoa Ngoại Ngữ
Writing 1 - 8 -

II. Underline the Subordinate clauses (or clause) in each of the following
sentences and then write their names and functions.
1. Have you ever asked your doctor what a disease is?
2. I forgot to tell you the time when I shall return.
3. That you are in good health again pleases all of us.
4. He tried for a long time before he succeeded.
5. The only people who never fail are those who never try.
6. If Jane comes, should we show her the photographs you brought?
7. We were still eighty miles from where we were going.
8. Attracted by the high waves, many people moved to the big cities where they
found jobs in factories.
9. My uncle laughed at me when I ran from a cow that only wanted to be friendly.
10. When I got to the station, I learnt that the train that I expected to get had left ten
minutes before.
11. Miss Sullivan is annoyed if we come in after the bell, which is hung above the
front door, has rung twice.
12. The day after I arrived I met a friend whom I had not seen since he moved to
the South.

III. Determine the kind of each of the following sentences. Underline each
clause of the sentence, and then write its name.
1. Fishing isnt any fun for me unless I catch a fish.
2. He did not talk or laugh; he just merely smiled.
3. Ask no questions and you will be told no lies.
4. Dad, busy with his monthly report, hardly heard a word we said.
5. At a dangerous speed the thieves drove the stolen car through the thick traffic.

6. The violinist bowed and smiled while the audience applauded wildly, but he
played no encores.
7. I was happy when I heard that he had been appointed chairman of the
committee.
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 9 -
8. The student checked his paper carefully; still, he was sure that he had made a
mistake.
9. If anyone telephones me while I was out, tell him that I have gone to Kiev for
the day.
10. I do not know how you regard this action, but I do know what I think of it.
Further reading

PARALLEL STRUCTURE
Parallel structure means using the same pattern of words to show that two or more
ideas have the same level of importance. This can happen at the word, phrase, or
clause level. The usual way to join parallel structures is with the use of coordinating
conjunctions such as "and" or "or.
1. Words and Phrases
With the -ing form (gerund) of words:
Parallel: Mary likes hiking, swimming, and bicycling.
With infinitive phrases:
Parallel: Mary likes to hike, to swim, and to ride a bicycle.
OR
Mary likes to hike, swim, and ride a bicycle.
(Note: You can use "to" before all the verbs in a sentence or only before the
first one.)
Do not mix forms.
Example 1
Not Parallel: Mary likes hiking, swimming, and to ride a bicycle.

Parallel: Mary likes hiking, swimming, and riding a bicycle.
Example 2
Not Parallel: The production manager was asked to write his report quickly,
accurately, and in a detailed manner.
Parallel: The production manager was asked to write his report quickly, accurately,
and thoroughly.
Example 3
Not Parallel: The teacher said that he was a poor student because he waited until
the last minute to study for the exam, completed his lab problems in a careless
manner, and his motivation was low.
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 10 -
Parallel: The teacher said that he was a poor student because he waited until the
last minute to study for the exam, completed his lab problems in a careless manner,
and lacked motivation.
2. Clauses
A parallel structure that begins with clauses must keep on with clauses. Changing to
another pattern or changing the voice of the verb (from active to passive or vice
versa) will break the parallelism.
Example 1
Not Parallel: The coach told the players that they should get a lot of sleep, that
they should not eat too much, and to do some warm-up exercises before the game.
Parallel: The coach told the players that they should get a lot of sleep, that they
should not eat too much, and that they should do some warm-up exercises before
the game.
or
Parallel: The coach told the players that they should get a lot of sleep, not eat too
much, and do some warm-up exercises before the game.
Example 2
Not Parallel: The salesman expected that he would present his product at the

meeting, that there would be time for him to show his slide presentation, and that
questions would be asked by prospective buyers.
(passive)
Parallel: The salesman expected that he would present his product at the meeting,
that there would be time for him to show his slide presentation, and that prospective
buyers would ask him questions.
3. Lists after a colon
Be sure to keep all the elements in a list in the same form.
Example 1
Not Parallel: The dictionary can be used for these purposes: to find word
meanings, pronunciations, correct spellings
, and looking up irregular verbs.
Parallel: The dictionary can be used for these purposes: to find word meanings,
pronunciations, correct spellings, and irregular verbs.
Proofreading Strategies to try when you write:
Skim your paper, pausing at the words "and" and "or." Check on each side of these
words to see whether the items joined are parallel. If not, make them parallel.
If you have several items in a list, put them in a column to see if they are parallel.
Listen to the sound of the items in a list or the items being compared. Do you hear
the same kinds of sounds? For example, is there a series of "-ing" words beginning
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 11 -
each item? Or do your hear a rhythm being repeated? If something is breaking that
rhythm or repetition of sound, check to see if it needs to be made parallel.
Rewrite the following sentences:

1. The day is dark, with cloudy skies and has a high humidity.
2. As a teenager, she had babysat, working in a restaurant, and typing for her
mother.
3. I am studying the sources of educational theory and how educational theory has

evolved.
4. I read Hegel for the profound ideas in his philosophy but not his style of writing.
5. In his hands he was holding a book and interesting magazine.
6. He was not only sympathetic but also knew when to be considerate.
7. Not only did he enjoy the movie but also the play.
8. He was successful both as a church architect and writing poetry.
9. I was concerned about the price of the car and if it was comfortable.
10. Their homeland was cold and with many mountains.
11. Playing tennis is more strenuous that to ride a bicycle.
12. Neither does he speak Spanish nor Helen.
13. She wanted the roof repaired and to pain the fence.
14. John decided to go to the university rather than a job.
15. He is a poor teacher but who treats his students fairly.
SUMMARY
1- Basic elements of the sentence: Subject, Objects, Complements
e. g : He is reading a book
Maria is going to buy her son a new watch.
The test was so difficult.
2- Phrases and Clauses:
Phrases: Groups of words containing non-finite verbs ( -ING / -ED forms of
verbs, To-infinitive )
e. g : Looking at the board, she knew that she was on the wrong way.
This is a long novel written by a very famous writer.
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 12 -
Old Dingers ghost was said to live in the surrounding hills.
Clauses: groups of words containing finite verbs
e. g : The cat jumped onto my fathers lap while he was reading his letters.
Looking at the board, she knew that she was on the wrong way.
Practice : Identify phrases and clauses in the following sentences :

1-The woman driving the car indicated that she was going left and then
turned right.
2- I shant go unless he asks me.
3- When it rains, I usually go to the office by bus.
4- Henry did the work as it ought to be done.
5-Mary has gone to get some fruit.
6-I received my wages yesterday, so that I can now pay what I owe you.
7-Walking through the park, we saw a lovely show of daffodils.
8-The concert given by the Philharmonic Orchestra was a great success.
3-Subordinate clauses : Functions : Nouns, Adjectives, Adverbs.
e. g : What he likes
is what I hate. (Noun)
Can you tell me what the time is
? (Object)
The place where Macbeth met the witches
was a desolate heath.
(Adjective clause)
As my secretary is away at present
, I have a great many extra letters
to answer. (Adverb clause)
When we came in
, they were having dinner. (Adverb clause)
I know that he is the leader
. (Object)
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 13 -
Practice :Identify the subordinating clauses and its functions in the following
sentences :
1-The book which you lent me was interesting.

2-How the prisoners escaped is a complete mystery.
3-George said that he was pleased to welcome our Italian friends.
4-I shall do the exercises as I have been taught.
5-The news that we are having a holiday tomorrow is not true.
6-He asked me why I had come there.
7-As the car was so small he sold it.
8-He kept on with his work until he had finished it.
9-Stay where you are!
10-The idea that you can do this work without thinking is quite wrong.
4-Complex, Compound, Compound-Complex :
main clause + subordinate clause (s ) -> complex
main clause + main clause -> compound
main clause + main clause + subordinate clause -> compound-
complex
e. g : I am teaching you English and you are listening to me.
The man said that he was tired.
Do you understand that or is the point still not clear ?
The boy who was attacked by the thieves closed the door and then he
walked away.
The thief ran away when he saw the policeman.
They could not decide what to do so they asked for my advice.
Practice test 1
I Identify phrases, clauses in the following sentences:
1-Suddenly the tornado hit the town, ripping roofs away from houses, wrenching
trees from the ground.
2-Anyone who likes rock music wants to hear it all day long.
3-Even though I enjoy pastoral beauty, bugs scare me and flowers make me sneeze.
4-We tried out our new speedboat when the sea was calm.
5-An educated person is one who knows not only the extent of his knowledge but
also its limits.

Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 14 -
6-It is difficult to estimate the impact of televised violence upon young children.
7-Many parents are under the impression that education is to be got only in school.
8-Before election, it is every politicians opinion that taxes must be cut.
9-The police were annoyed by the jeers of the crowd.
10-She became interested in social work through her summer job in a camp for
underprivileged children.
II Underline the subordinating clause and denote its function:
1 -While I did well in class, I was a poor performer at games
2- A great storm had brought the sea right into the house, so that they had been
forced to make their escape by a window at the back.
3- Where the pink cliffs rose out of the ground there were often narrow tracks
winding upwards.
4- George said he was pleased to welcome our Italian friends.
5- You can have this for what I paid for it.
6-The news that we are having a holiday tomorrow is not true .
7-The news that he told me was terrible.
8- That it was done deliberately is quite clear.
9-I know the reason why he was so angry.
10-He is the kindest man I know.
III Identify compound, complex, compound-complex sentences:
1-Teachers frown on the idea of cramming the night before an exam, but its better
than flunking.
2-One of the major objections to capital punishment is not that it is ineffective as a
deterrent to crime but that it is so inconsistently administered.
3-The argument for the legalization of marijuana rests on the contention that the
drug is not addictive.
4-The teacher told the class he was retiring that year, and there was a burst of
applause.

5- Although Elvis Presleys heyday seemed to be over, his popularity underwent a
revival.
6-This summer I took a temporary job as a shop assistant in the dress department of
a large store, and it was an experience I shall never forget.
7-The first customers of the morning were the ladies who had come up to town in
order to spend the whole day at the shops.
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 15 -
Practice Test 2
I Indicate phrases, clauses and their functions:
1. As the class ended, the teacher heaved a deep sigh of relief.
2. Students are demanding a large role in school decision-making because, they
claim, they are the school.
3. Thinking is an activity that requires practice.
4. It is sometimes difficult to draw the line between literature and pornography
; even legal definitions reflect that difficulty.
5. The Titanic, once considered unsinkable, sank in a matter of hours.
6. What one thinks at twenty seems naive at thirty.
7. The police were annoyed by the jeers of the crowd.
8. The students felt that the administration had been evasive.
9. We tried out our speed boat when the sea was calm.
10. She had the quality of innocence that the director had been looking for.
II Identify compound, complex, compound-complex sentence:
1. The new politicians are those who substitute organization for charisma.
2. What would you do if you found yourself in a bathing suit in a snowstorm?
3. An addict needs more and more heroin, and needs it all time.
4. He tries to be a sophisticated man of the world, but he does not succeed.
5. The day she developed laryngitis was the happiest day of her husband life.
6. Thinking is an activity that requires practice.
7. When the sky darkened, the wind blew and the leaves fell.

8. Before election, it is every politicians opinion that taxes must be cut down.
9. Anyone who likes rock music wants to hear it all day long.
III Correct the mistakes appeared in the following sentences :
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 16 -
1. After the government declared amnesty, hundreds of political prisoners come
rushing out of jail.
2. Even Republicans were moved when Lyndon Johnson bid the nation farewell.
3. He was prejudice against farm life since he had lived all his life in the city.
4. After the car collided, the injured were laying all over the highway.
5. World peace will be assured when the leaders of all nations set down and talk to
one another.
6. The accident was not near as bad as it would have been of he had not been
driving slow.
7. It is Shakespeare, I believe, who said that a rose by any other name would smell
as sweetly.
8. John is the taller of all three brothers.
9. International relations may improve significant if unfriendly nations establish
diplomatic relations.
10. Many policemen feel badly over newspaper accounts of police brutality

Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 17 -

PART II:
PUNCTUATION
I. End punctuation
Periods, question marks, and exclamation points signal the end of a sentence.
Use a period to terminate plain assertions or commands; use a question mark to
terminate interrogative statements; use an exclamation point to terminate strongly

emotional assertions or ejaculations. Ordinarily, the character of the sentence
dictates the proper end punctuation. Occasionally, however, you must determine for
yourself just what you intend
the character of a sentence to be. Notice the different
intentions behind the three sentences:
He struck out with the bases loaded.
He struck out with the bases loaded?
He struck out with the bases loaded!
II. Internal punctuation
End punctuation indicates whether a writer wants you to read a whole sentence
as a question, an assertion, or an expression of emotion. Internal punctuation
indicates the relations and relative importance of elements within the sentence.
Five punctuation marks are used for this purpose: commas, semicolons, colons,
dashes, and parentheses. The most important uses of these marks are indispensable
to clarity, and like the uses of end punctuation are repeated over and over again.
But a skillful use of internal punctuation serves not only basic clarity; it can also
help writers communicate the precise shade of balance and emphasis they wish the
reader to get.
2.1. MAIN CLAUSES
Use a Comma to Separate Main Clauses Joined by a Coordinating
Conjunction (and, but, or, nor, for, yet, and so)
The patrol planes were delayed by a heavy rain, and they barely had enough
fuel to get back to the carrier.
The patrol planes were delayed by a heavy rain, but they succeeded in
making safe landings on the earner deck.
The patrol planes could land near the enemy lines, or they could risk night
landings on the carrier deck.
The return of the patrol planes must have been delayed, for they made night
landings on the carrier deck.
Exceptions:

1. In compound sentences, when one or both main clauses are very short you
may omit the comma.
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 18 -
Ask no questions and you'll be told no lies.
The scene changes but the inspiration of men of good will persists.
2. You may use a semicolon to separate main clauses joined by a coordinating
conjunction, especially when you have already used commas within the clauses
themselves.
Babe Ruth, the greatest of home run hitters, was the most colorful figure in
baseball; but many people think Ty Cobb was a better player.
The life of every man is a diary in which he means to write one story, and
writes another; and his humblest hour is when he compares the volume as it
is with what he vowed to make it. (SIR JAMES BARRIE)
3. You may use a semicolon in place of a comma to separate long coordinated
clauses or to indicate a stronger pause between clauses.
We haven't all had the good fortune to be ladies; we haven't all been
generals, or poets, or statesmen; but when the toast works down to the
babies, we stand on common ground. (MARK TWAIN)
Use a Semicolon to Separate Main Clauses Not Joined by a Coordinating
Conjunction
Children begin by loving their parents; as they grow older they judge them;
sometimes they forgive them. (OSCAR WIDE)
To educate a man is to educate an individual; to educate a woman is to
educate a family.
Exception: You may use a comma to separate very short main clauses not
joined by coordinating conjunctions.
I stopped, I aimed, I fired.
Use a Semicolon to Separate Main Clauses Joined by a Conjunctive
Adverb

Americans spend million of dollars for road-building; however, our roads are
rapidly deteriorating.
Note that when the conjunctive adverb comes within the second main clause
instead of at the beginning, the clauses still must be separated by a semicolon, and
the conjunctive adverb set off by commas.
Americans spend millions of dollars for road building; our roads, however,
are rapidly deteriorating.
CONJUNCTIVE ADVERBS are different from SUBORDINATING
CONJUNCTIONS. A conjunctive adverb is primarily a transitional word carrying
the thought from one MAIN CLAUSE to the next. Subordinating conjunctions
introduce SUBORDINATE CLAUSES.
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 19 -
This list, though incomplete, will aid you in distinguishing between the two:

Conjunctive Adverbs
however
nevertheless
moreover
there fore
consequently
hence
indeed
likewise
furthermore
namely
still
then
Subordinating Conjunctions
when

although
though
since
if
because
so that
after
in order that
while
unless
2.2. SUBORDINATE PHRASES AND CLAUSES
Use a comma to separate introductory clause and phrases from a main
clause
When I saw the grizzly bear coming toward me, I raises the gun to my shoulder
and took aim
As soon as he finished his dessert, he left
After his long exile to France during the Commonwealth, Charles II returned
to England in 1660.
The comma is frequently omitted after very short introductory clauses or
phrases. Note, however, that even when the introductory clause or phrase is very
short, a comma will be necessary
if its omission can cause misreading.
Clear When he arrived she was taking the cat out of the piano.
Clear After his defeat he retired from public life.
Confusing When he returned home was not what it used to be.
Confusing After dark fireflies came in large numbers.
Use a Comma to Set off a Beginning Participial Phrase Modifying the
Subject or an Absolute Phrase before the Subject
Having been an arbitrator between labor and management for a decade, he
felt confident in tackling one more labor dispute.

Exhausted, the swimmer fell back into the pool.
To be quite honest about it, that dog has been known to climb trees.
Note: Do not confuse verbal modifiers with verbals used as subjects.
Having been an arbitrator between labor and management for a decade

made
him feel confident in tackling one more labor dispute.
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 20 -
III. Items in a series
Use Commas to Separate Three or More Words, Phrases, or Clauses That
Form a Coordinate Series
He talked fluently, wittily, and penetratingly
4
.
He is honest, he is courageous, and he is experienced.
Informal practice permits the omission
of the comma before the ‘and’, unless it
is required for clarity.
I’ll have roast beef, potatoes and salad.
A comma before the last item in a series, however, is sometimes necessary to
prevent an illogical grouping.
Our resort is equipped with comfortable cabins, a large lake with boating
facilities, and a nine-hole golf course.
I am interested in a modern, furnished apartment with two bedrooms,
kitchenette
5
, living room, bathroom with shower, and garage.
If we omit the comma after facilities in the first sentence, the sentence seems
to suggest that the resort has a lake with a golf course in it. If we omit it after the

shower in the second sentence, the writer seems to be expressing a wish for an
apartment with a garage in the bathroom.
Use Commas to Separate Coordinate Adjectives In a Series; Do Not Use
Commas to Separate Adjectives That Are Not Coordinate
Adjectives in a series are coordinate if each adjective modifies the noun
separately. They are not coordinate if each adjective in the series modifies the total
concept that follows it.
Coordinate You are a greedy, thoughtless, insensitive prig
6
.
Not coordinate The boys are planning an exciting holiday canoe trip.


4
Sắc sảo, sâu sắc
5
Bếp nhỏ
6
Kẻ cắp, kẻ hợm mình
Nguyễn Tất Thắng Khoa Ngoại Ngữ
Writing 1 - 21 -
EXERCISES
I. Quotation Marks: We usually put punctuation inside the quotation marks
Example: Say something to me, whispered Lola to Tony.
Mark Twain once wrote, The more I know about human being, the
more o like my dog.
The only dumb question, the instructor said, is the one you dont
ask.
YOU DO IT
Place quotation marks around the exact words of a speaker or writer in the

sentences that follow.
1. The health-food store clerk said, Sucking on zinc lozenges can help you get
over a cold.
2. How are you doing in school? my uncle always asks me.
3. Dave said, Lets walk faster. I think the game has already started.
4. Mark Twain once said, The man who doesnt read good books has no
advantage over the man who cant.
5. Its extremely dangerous to mix alcohol and pill, Dr. Wilson reminded us.
The combination could kill you.
II. Comma: It often signals a minor break, or pause, in a sentence. It is used:
1. To separate item in a series
2. To set off introductory material
3. Before and after words the interrupt the flow of thought in a
sentence
4. Before two complete thoughts connected by and, but, for, nor,
or, yet, so
5. To set off a direct quotation from the rest of a sentence
6. For certain everyday material
YOU DO IT
Put a comma where necessary
1. Superman believe in truth justice and you.
2. Mary added white wine mushroom salt pepper and oregano to her spaghetti
sauce
3. When the president entered the room became hushed.
4. Feeling brave and silly at the same time Tony volunteered to go on stage
and help the magician
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 22 -
5. At first putting extra hot pepper flakes on the pizza seemed like a good idea.
However I felt otherwise when flames seemed about to shoot out of my

mouth.
6. On Friday my day off I went to get a haircut.
7. Mowing the grass especially when it is six inches high is my last favorite
job.
8. A jar of chicken noodle which was all there was in the refrigerator did not
make a very satisfying meal.
9. The oranges in the refrigerator were covered with blue mold and the
potatoes in the cupboard felt like sponges.
10. The whole family searched the yard inch by inch but never found Moms
missing wedding ring.
11. All the slacks in the shop were on sale but not a single pair was my size.
12. Tom came to the door and called out Welcome to my house!
13. The student behind me whispered The skin
14. I expect you to set a better example for the other Mike.
15. Although that old man on the corner looks like a Skid Row bum he is said to
have a Swiss bank account.
III. Colon: Use the colon at the end of a complete statement to introduce a list, a
long quotation, or an explanation.
List: The following were my worst jobs: truck loader in an apple plant, assembler in
a battery factory, and attendant in a state mental hospital.
Long quotation: Thoreau explains in Walden: I went to the woods because I
wished to live deliberately, to front only the essential facts of life, and see if I could
not learn what it had to teach, and not, when I came to die, discover that I had not
lived.
Explanation: There are two softball leagues: the fast-pith league and the low-pitch
league.
YOU DO IT - Place colons where needed
1. Foods that are high in cholesterol include the following eggs, butter, milk,
cheese, shrimp, and well-marbled meats
2. All the signs of the flu were present hot and cold spells, heavy drainage

from the tissues, a bad cough, and an ache through the entire body.
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 23 -
IV. Semicolon: It is used to mark the break between two complete thoughts
YOU DO IT: Place semicolons where needed:
1. The special at the restaurant today are eggplant Parmesan, for $5.95 black
beans and rice, for $4.95 and chicken potpie, for $6.95.
The top of the hill offered an awesome view of the military cemetery thousands
of headstones were ranged in perfect rows.
Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ
Writing 1 - 24 -
PART III:
COMMA SPLICE
The use of a comma between two main clauses without a coordinating conjunction
results in the COMMA FAULT or COMMA SPLICE. (A comma splice results when
a comma is mistakenly placed between two independent clauses that are not joined
by a coordinating conjunction. (If the comma is omitted, the error is called a run-on
sentence.)
Comma splice
Environments are not static
7
states, they are constantly changing and evolving.
Corrected
 Environments are not static states; they are constantly changing and evolving.
 Environments, constantly changing and evolving, are not static states.
Comma splice
The witness was unwilling to testify, he was afraid of the accused man
Corrected
 The witness was unwilling to testify. He was afraid of the accused man
 The witness was unwilling to testify; he was afraid of the accused man

 The witness was unwilling to testify, for he was afraid of the accused man
 Because he was afraid of the accused man, the witness was unwilling to
testify
• Do not confuse comma splices with run-on sentences. A run-on sentence is not
spliced incorrectly, but it is strung together loosely and goes on too long to be
easily read.
How to find comma splices
Check all the commas in your sentences and read what comes before each one.
Is it a complete sentence? Read what comes after the comma. Is it a complete
sentence? If neither is a complete sentence, you have written a fragment. If both
are complete sentences, you have written a comma splice.
How to correct a comma splice once you've found it
There are several ways to do it. Choose the one that sounds best in a particular
instance.
1. Replace the comma with a semicolon. (Do not use a semicolon to separate
an independent clause from a dependent one.)
Incorrect: Many people write comma splices, it is not at all unusual to
encounter them in themes.


7
Tónh, không chuyển động
Nguyễn Tất Thắng Khoa Ngoại Ngữ
Writing 1 - 25 -
Correct: Many people write comma splices; it is not at all unusual to
encounter them in themes.
2. If the two parts of the sentence are fairly long or if one is of ordinary length
and the other is long, write the sentence as two sentences.
Incorrect: Today's college students seem very serious about their courses
and because of their seriousness, many people say they must be

indifferent to politics, but I disagree.
Correct: Today's college students seem very serious about their courses.
Because of their seriousness, many people say they must be
indifferent to politics, but I disagree.
3. Insert a coordinating conjunction after the comma. Use a comma and a
coordinating conjunction [FAN BOYS = for, and, nor, but, or, yet, so.]. "Then"
is not a conjunction.
Incorrect: I studied hard for that test, I got it back with an E on it.
Correct: I studied hard for that test, but I got it back with an E on it.
Incorrect: I went to the store, then I went home.
Correct: I went to the store; then I went home.
4. Make one of the clauses dependent (subordinate), and use a subordinating
conjunction such as after, although, because, before, if, since, though, unless,
until, when, where, while.
Incorrect: The witness was unwilling to testify, he was afraid of the accused man

Correct: Because he was afraid of the accused man, the witness was unwilling to
testify
5. Reduce one of the independent clauses to a phrase or even a single word.

Incorrect: Environments are not static states, they are constantly changing
and evolving.
Correct: Environments, constantly changing and evolving, are not static states
.
Do not allow a conjunctive adverb (words like accordingly, also, consequently,
furthermore, instead, likewise, moreover, nevertheless, otherwise, then, thus) or a
transitional phrase, (such as for example, in fact, on the other hand, that is) to
lead you into a comma splice. When such words and phrases connect main
clauses, they are always
preceded by a semicolon.

Example Everything seems quiet; then the explosion came.
John must be sick; otherwise, he would be here.
She disliked school; however, she studies everyday.
He wanted a job; in fact, he needed a job very badly.

Nguyeón Taỏt Thaộng Khoa Ngoaùi Ngửừ