Using Language Effectively

I. The semicolon, the colon, and dashes A. Semicolon 1. Between two closely related independent clauses e.g. Take with you indispensable objects; leave behind bulky items. 2. Between independent clauses joined by a conjunctive adverb (however, for example, nevertheless, therefore, hence, etc.) e.g. Matter of national importance were discussed; however, no final decisions were made. 3. Between a series if there are commas within items in the series. e.g. I visited St. Louis, Missouri; Chicago, Illinois; and Houston, Texas. e.g. Tom has baked a cake, cookies, and a cherry pie; Bill, a tray of biscuits; and Fred, brownies. B. Colon 1. Before a list of items (except when the list follows a verb or a preposition) e.g. The trunk had space for everything: tennis rackets, golf clubs, and fishing gear. e.g. I was: carefree, happy, and fulfilled. e.g. I bought ice cream for: Tom, Linda, and Bill. 2. Before a long, formal sentence e.g. Sue made the following observation: Reacting against the Enlightenment, Mary Shelley expressed a Romantic sentiment. 3. Between independent clauses when the second explains the first e.g. The students in this class have poetic souls: they emote strong feelings through their words. C. Dash 1. To show an abrupt break in thought e.g. The titleif, indeed, the poem has a title escapes me. 2. To show an explanatory statement that interrupts the thought e.g. There was a feeling of excitementa feeling something explosive might occuramong the courtroom spectators. 3. After a series to show a summarizing statement

e.g. A ball, a bat, and a glovethese were his tools of the trade. D. Nuances 1. Beowulf helped the Danes; he defeated the monster Grendel for them. 2. Beowulf helped the Danes: he defeated the monster Grendel for them. 3. Beowulf helped the Danesindeed, he defeated the monster Grendeland in the process won himself glory. II. Parallelism to express ideas in the same grammatical form e.g. To sing in the shower, to dance in the rain, and to swim in the seathese epitomize the joy of life. okay e.g. Beowulf believes that he must fight the dragon. Even if he dies in battle, the glory he may attain through the encounter is worth the sacrifice. better e.g. Beowulf believes that he must fight the dragon, that may die in the battle, and that the glory he may attain through the encounter is worth the sacrifice. III. Appositives and dependent adjective clauses with relative pronouns e.g. Beowulf helped the Danes. He fought for them. He defeated the monster Grendel. He also defeated Grendels mother. His victories won him glory. (23) e.g. Beowulf helped the Danes. He fought for them. He defeated the monster Grendel, and he also defeated Grendels mother. His victories won him glory. (24) e.g. Beowulf, fighter for the Danes, defeated the monsters Grendel and Grendels mother. His victories won him glory. (17) e.g. Beowulf, fighter for the Danes, defeated the monsters Grendel and Grendels mother, which won him glory. (16) IV. Strong verbs vs. verbs + adverbs A. verb - expresses action or a state of being B. adverb - modifies verbs, adjectives or other adverbs; tells how, when where, or to what extent (how much or how often) C. Look to exchange weak verbs that need adverbs to strengthen them. e.g. He walked leisurely. vs. He sauntered. e.g. She trembled nervously. vs. She quavered.

------------------------------------------------------------------ Sometimes, however, you want the adverb. e.g. Macduff was from his mothers womb untimely ripped. (In your essay, you may be less poetic, but placing emphatic words at the end of a sentence adds punch to the sentencehence, ripped. Had the sentence read, Macduff was untimely ripped from his mothers womb, it would not nearly be as powerful.) e.g. That she had done a grievous thing in taking an impressionable child to mold into the form that her wild resentment, spurned affection, and wounded pride found vengeance in, I knew full well. But that, in shutting out the light of day, she had shut out infinitely more.