Checkpoint 8 · Reading: grammar & punctuation

Punctuation: Rules and 'Why Has the Writer Used...?'

Every punctuation mark you need for Checkpoint 8: the rules for using it, all the answers you can give when you are asked why the writer used it, and a large set of practice questions with answers.

British & IGCSE › Checkpoint 8 English (Cambridge Lower Secondary 0861)

1. How punctuation is tested in Checkpoint 8

Punctuation is tested in two ways. In Section A Reading (25 marks in each paper), Cambridge asks what a punctuation mark is for and what effect it has: why a writer used a colon, a pair of dashes, an ellipsis, inverted commas or italics. These are often short 1-mark questions, sometimes tick-one or matching tasks. In Section B Writing (25 marks), the Grammar and punctuation category (7 marks) rewards punctuation that is accurate and varied: not only full stops and commas, but apostrophes, speech marks and a wider range.

This page takes every mark in turn. For each one you get the rules (so you can use it) and every answer you can write when the exam asks *Why has the writer used...?*

The answer frame for every punctuation question

Name the job: *The colon introduces an explanation...*
Point to the words: *...of why the village was empty: 'everyone had gone to the harvest'...*
Add the effect if there are 2 marks: *...which answers the reader's question and makes the empty streets less mysterious.*
Never write only *to make it interesting* or *to add a pause*: say what the pause or the information does in this text.

Mark	Its jobs (learn these exactly)
Colon :	introduces a list, an explanation, emphasis, or extra information
Semicolon ;	joins two independent clauses: two complete, closely related sentences
Pair of dashes – ... –	extra information
Single dash –	emphasis, or an interruption in the middle of speech
Ellipsis ...	incomplete information, suspense / a pause, or an interruption
Brackets ( )	extra information
Pair of commas , ... ,	extra information
Comma ,	lists, separating parts of a sentence, speech. Can show contrast by context
Inverted commas ' ' / " "	direct speech · a quote by someone · not the literal meaning · not the real name

2. Full stops and capital letters

Rule	Example
A full stop ends a statement or a mild command.	The museum opens at nine. Please queue at the side door.
A capital letter starts every sentence.	The rain stopped. We went out.
Capitals for proper nouns: names, places, days, months, languages, nationalities, religions, organisations, titles.	On Friday, Salma visited the Egyptian Museum in Cairo with Dr Hassan.
Capitals for the important words in titles.	The Secret Garden, Around the World in Eighty Days
Capital I when it means me.	My brother and I left early.
No capitals for seasons or for compass points used as directions.	We drove north in the summer.

Why does the author use a full stop / capital letters in line X? All the answers you can write

Full stop: to mark a firm, complete stop, so the idea before it feels final and stands out.
BLOCK CAPITALS (e.g. *STOP*, *DANGER*, *I SAID NO*): to show shouting or a loud voice. To show strong emotion such as anger or panic. To emphasise a word so the reader cannot miss it. To make a warning or headline eye-catching.
A capital letter on a common word (e.g. *the House*, *the Creature*): to show the thing has become important, almost like a name or a title, which can make it sound threatening or special.

3. The comma

Rule	Example
Separate items in a list (in British English there is usually no comma before the final and).	We packed water, maps, torches and a first-aid kit.
Separate two or more adjectives before a noun (if you could put and between them).	a long, dusty road
Before a FANBOYS conjunction joining two main clauses.	The shop was closed, so we went home.
After an opening subordinate clause.	When the bell rang, everyone rushed out.
After a fronted adverbial (an opening word or phrase telling how, when or where).	Slowly, the door opened. / In the distance, a dog barked. / The next morning, we left.
A pair of commas around extra information (parenthesis).	My uncle, a pilot for twenty years, has never been afraid of flying.
Pair of commas around a non-essential who / which clause.	The tower, which was built in 1890, is closing.
To show the person being spoken to.	Omar, come here. / Thank you, Doctor.
To separate direct speech from the reporting words.	"I'm tired," she said. / She said, "I'm tired."
Around interrupting words.	The answer, I believe, is wrong.
To show contrast (the meaning comes from the context).	The room was bright, not dark. / He was rich, but lonely.
To avoid confusion.	Let's eat, Grandma! (not Let's eat Grandma!)

Never do this

Never join two complete sentences with a comma alone: *The road was icy, we drove slowly.* This is a comma splice. Use a full stop, a semicolon, or a comma + *and/but/so*.

Why does the author use commas in line X? All the answers you can write

In a list: to separate the items clearly. To show how many things there are (a busy scene, lots of problems, many reasons). To build up a detailed picture. To create a rhythm that can speed the reader up.
A pair of commas: to add extra information about a person, place or thing (a description, a fact, an explanation) without starting a new sentence.
After an opening phrase or clause: to separate the opening (time, place, condition, manner) from the main clause so the sentence is clear. To make the reader pause on the setting or condition first.
To show contrast: the comma separates two opposite ideas (*bright, not dark*), so the reader notices the difference.
To create a pause: to slow the reader down at that point, for suspense or to give weight to the next words (always say what the pause does in this text).
In speech: to separate what was said from who said it.
Before a name: to show who is being spoken to.

4. The apostrophe

Use	Rule	Examples
Omission (contraction)	The apostrophe goes where letters are missing.	do not → don't · it is → it's · they are → they're · I would → I'd · cannot → can't
Possession: singular owner	Add 's.	the girl's bag · the city's walls · James's bike
Possession: plural owner ending in s	Add only '.	the girls' changing room · my parents' car
Possession: plural owner not ending in s	Add 's.	the children's books · the men's team · the people's choice
Shared possession	's on the last name only.	Ali and Nour's project

Apostrophe traps

No apostrophe for plurals: *two bananas*, not *two banana's*.
its = belonging to it (*the dog wagged its tail*) · it's = it is / it has.
your = belonging to you · you're = you are · their = belonging to them · they're = they are · there = a place.
whose = belonging to whom · who's = who is / who has.

Why does the author use apostrophes in line X? All the answers you can write

Omission in non-fiction (blogs, informal articles, emails): to create an informal, chatty, friendly tone. To make the writer sound like they are talking directly to the reader.
Omission in speech or dialogue: to make speech sound natural and realistic, like real people talking. To show a character's accent or casual way of speaking (*goin'*, *'em*).
Possession: to show who or what something belongs to, in a short and clear way.

5. Inverted commas (speech marks / quotation marks)

Inverted commas can be single (' ') or double (" "). Use one style consistently. Use the other style for a quotation inside a quotation.

Use	Example
Direct speech: the exact words spoken	"Wait for me," called Hana.
A quote by someone: words said or written by another person (an expert, a witness, a book)	One visitor described the caves as "the most beautiful place on earth".
Not the literal meaning: the writer does not really mean the word (irony, sarcasm, doubt)	The "short" walk took us four hours.
Not the real name: a nickname, a made-up or unofficial name	The locals call the old tower "the Needle".

Rules for setting out direct speech:

Put only the words actually spoken inside the inverted commas.
Start the spoken words with a capital letter.
Put the punctuation that belongs to the speech inside the closing inverted commas: *"Where are you going?" asked Dad.*
Use a comma (not a full stop) when the speech is followed by *said / asked / whispered*: *"I'm ready," she said.*
If the speech is split, the second part starts with a small letter if it continues the same sentence: *"If you hurry," he said, "you'll catch it."*
Start a new line (new paragraph) every time a new person speaks.

Why does the author use inverted commas in line X? All the answers you can write

Direct speech: to show the exact words a character says, which makes the scene feel real and lets the reader hear the character's voice and feelings.
A quote by someone: to show that these are another person's exact words (an expert, a visitor, a witness); this makes the text more believable and reliable and supports the writer's point.
Not the literal meaning: to show the writer does not really mean the word, so it is ironic or sarcastic (*the "short" walk* was actually long). To show the writer doubts or mocks the idea.
Not the real name: to show that the name is a nickname or an unofficial / made-up name, not the real one.

6. The colon

The key rule: the words before a colon must be a complete sentence. What follows the colon delivers something the first part has prepared the reader for.

Job	Example
To introduce a list	The kit contained three things: a map, a whistle and a torch.
To introduce an explanation	The village was silent: everyone had gone to the harvest festival.
To give emphasis (a dramatic reveal)	There was only one way out: the roof.
To add extra information	The museum has a new star attraction: a 3,000-year-old wooden boat.
Layout uses	Times (9:30), titles and subtitles (Deserts: Life at the Edge), scripts (NARRATOR: Long ago...)

Colon mistakes

Do not put a colon after an incomplete sentence: *We need: eggs, milk and flour* is wrong. Write *We need eggs, milk and flour.* or *We need three things: eggs, milk and flour.*

Why does the author use a colon in line X? All the answers you can write

To introduce a list: to set out the items clearly. To show how many things there are (e.g. how many attractions a place offers or how many problems there are).
To introduce an explanation: the words after the colon explain or give the reason for the idea before it, which answers the reader's question.
To give emphasis: to build up anticipation and then reveal a key word or idea at the end, so it stands out and has more impact (often a surprise or a dramatic point).
To add extra information: to give more detail about the idea before the colon.

7. The semicolon

The only job of the semicolon: it joins two independent clauses: two complete sentences that are closely related in meaning. Both sides of a semicolon must be able to stand alone as sentences.

Correct	Why
The sun was setting; the fishermen pulled in their nets.	Two complete, related sentences
Hana loved the city; she had grown up in its narrow streets.	The second sentence is closely linked to the first (it explains her feeling)
The bridge had collapsed; therefore, the village was cut off.	Two complete sentences. Therefore sits in the second one and takes a comma after it
Omar missed the last bus; he walked all the way home.	Three related complete sentences joined into one

Wrong	Why it is wrong
Although it was late; we kept walking.	Although it was late is not a complete sentence. Use a comma.
The sun was setting; and the fishermen pulled in their nets.	Do not use a semicolon and a FANBOYS conjunction together. Use a comma + and.

The semicolon test

Cover the semicolon with your finger and replace it with a full stop. If both halves are still complete sentences, the semicolon is correct.

Why does the author use a semicolon in line X? All the answers you can write

To join two independent clauses (two complete sentences) that are closely related.
To show the reader that the two ideas are closely linked and should be read together (for example, the second idea explains, adds to or follows from the first).
To keep the two related ideas in one sentence instead of separating them with a full stop, so the reader connects them.
To balance two related ideas side by side.
Careful: even if the two sentences say opposite things, the semicolon's job is still to join two related sentences: any contrast comes from the words themselves, not from the semicolon.

8. Dashes: the single dash and the pair of dashes

A dash ( – ) is longer than a hyphen ( - ) and has a space on each side when typed. In handwriting, make it clearly longer than a hyphen.

Form	Job	Example
Pair of dashes	Extra information inside a sentence	The old harbour – once the busiest on the coast – is now almost empty.
Single dash	Emphasis: it builds up, then reveals a key word or idea at the end	He opened the box and found it – empty.
Single dash	Interruption in the middle of speech: the speaker is cut off or stops suddenly	"I was just going to –" "Don't move!" shouted the guard.

Why does the author use a pair of dashes in line X? All the answers you can write

To add extra information (a description, a fact, an example, a comment) in the middle of the sentence.
The extra information stands out more than it would between commas, so the reader notices it.
If the sentence still makes sense without the words between the dashes, they are extra information.

Why does the author use a single dash in line X? All the answers you can write

Emphasis: to create a pause before the final word or idea so that it is revealed dramatically and has more impact (often a surprise, a shock or a twist).
Interruption in speech: to show that a speaker is cut off by someone or something, or stops suddenly, which can show panic, shock, danger or a fast-moving scene.

9. Brackets

Use	Example
Extra information: an explanation	The oasis (a fertile spot in the desert) supports over a hundred families.
Extra information: a date, number or fact	The lighthouse (built in 1848) still works.
Extra information: an example	Some birds (such as the Arctic tern) fly thousands of kilometres.
Extra information: the writer's personal comment or aside	We finally reached the top (after I had complained for an hour).

Why does the author use brackets in line X? All the answers you can write

To add extra information that is not essential to the main sentence: an explanation, a definition, an example, a date, a figure or a personal comment.
In non-fiction, the extra information helps the reader understand (for example, it explains a difficult word).
When the extra information is a personal comment, it can make the tone chatty and friendly, as if the writer is speaking to the reader.

Extra information marked by...	How it feels to the reader
A pair of commas	Smooth: the information blends into the sentence
A pair of dashes	Stronger: the information stands out
Brackets	Quieter: the information is set to one side, like an aside

10. The hyphen

Use	Example
Join words to make one describing word before a noun (compound adjective)	a well-known writer · a ten-year-old boy · a heart-stopping moment
Compound numbers 21-99 and fractions in words	forty-two, two-thirds
Some prefixes	ex-champion · self-control · re-enter · non-stop
Avoid confusion	re-cover a chair (cover again) vs recover from illness
Show stammering or speech broken up letter by letter	"I-I-I didn't see anything." / "H-E-L-P!"

Why does the author use a hyphen in line X? All the answers you can write

To join words into one compound describing word that gives a precise, compact description (*a mud-covered boot* says a lot in few words).
To create a new, original compound that makes the description vivid and memorable (*a never-ending, sun-baked road*).
To show stammering: the character is frightened, nervous, cold or shocked.
To make the meaning clear and avoid confusion.

11. The ellipsis

An ellipsis is three dots ( ... ). Never use two, or seven.

Job	Example
Incomplete information: a sentence or thought left unfinished, something left out	If only I had listened... / The rest of the story is not told.
Incomplete information: words left out of a quotation	The guide said the cave was "dark... and freezing".
Suspense / a pause	She turned the handle slowly... and the door swung open.
A pause in speech: hesitation or uncertainty	"I... I don't know what to say."
Interruption: speech that trails off or is cut off	"Wait, I can explain..." But he had already gone.

Why does the author use an ellipsis in line X? All the answers you can write

Incomplete information: to show that something has been left unsaid or unfinished, which makes the reader wonder and fill the gap themselves. To show a character trailing off because they cannot or will not finish.
Suspense / a pause: to make the reader wait before the next part is revealed, building tension and anticipation. To slow the moment down.
Hesitation: to show a character is nervous, unsure, shocked, upset or thinking.
Interruption: to show speech or action being cut off, so the moment feels sudden.
At the end of a text or paragraph: to leave the reader in suspense (a cliffhanger) and make them want to read on.

12. Exclamation marks and question marks

Mark	Rule	Example
Exclamation mark	Ends a sentence showing strong feeling, a loud voice or an urgent command	What a view! / Get out now!
Question mark	Ends a direct question	Where is the key?
Question mark	Ends a rhetorical question (asked for effect)	Who could say no to free ice cream?
No question mark	An indirect (reported) question is a statement	She asked where the key was.

Why does the author use an exclamation mark in line X? All the answers you can write

To show strong emotion: surprise, shock, excitement, joy, anger or fear.
To show that someone is shouting or speaking loudly.
To make a command or warning sound urgent.
To create humour or a light, playful tone.
In informal non-fiction (blogs, reviews, leaflets): to sound enthusiastic, lively and friendly, and to excite the reader.

Why does the author use a question mark / a question in line X? All the answers you can write

Rhetorical question: to make the reader think. To involve the reader directly. To persuade the reader to agree, because the answer seems obvious.
In fiction: to show a character's confusion, doubt, fear or curiosity, putting the reader inside the character's mind.
To create mystery or suspense: the reader wants to find out the answer, so they read on.
In informal texts: to create a conversational tone, as if the writer is talking with the reader.

13. Italics, bold and underlining

Feature	Uses	Example
Italics	Titles of long works (books, films, newspapers, plays). A word stressed in speech. A character's thoughts. Foreign words. Sounds	I told you not to touch it. / Not again, she thought.
Bold	Headings and subheadings · key words · important warnings in information texts	Safety rules / Never swim alone.
Underlining	In handwriting, use it instead of italics for titles	The Jungle Book

Why does the author use italics in line X? All the answers you can write

To emphasise a word, showing how it is stressed when spoken and what feeling it carries (anger, disbelief, insistence).
To show a character's thoughts, separate from speech or narration.
To show a title of a book, film or newspaper.
To show a foreign word or a special term.
To show a sound (*Crash!*).

Why does the author use bold in line X? All the answers you can write

To make headings and subheadings stand out, so the information is organised and easy to find.
To highlight key words or warnings, so the reader cannot miss them.

14. Bullet points (and other layout punctuation)

Bullet points are a layout feature of non-fiction: leaflets, information texts, instructions, advice texts, websites and reports.

Introduce the list with a complete sentence and a colon.
Keep every bullet in the same grammatical form (all starting with a verb, or all nouns).
Keep each bullet short. Short bullets need no full stop; full sentences do.

Why does the author use bullet points in line X? All the answers you can write

To break information into short, separate points, so it is clear and easy to read.
To help the reader find information quickly (they can scan the list).
To organise and highlight the key facts, steps or tips.
To make the text look clear and accessible (suitable for a leaflet or guide).

15. Using a range of punctuation in your writing

In Section B, the examiner looks for punctuation that is accurate and varied. Aim to use each of these correctly at least once in a Year 8 answer (only where it fits naturally):

Commas in lists, after opening phrases, and a pair of commas for extra information
Apostrophes for possession and (in informal texts or dialogue) omission
Correctly set out direct speech in stories
A colon to introduce a list, an explanation or emphasis
A semicolon joining two closely related sentences
A pair of dashes or brackets for extra information, and a single dash for emphasis
An ellipsis for suspense (one is enough)
A rhetorical question (persuasive writing) and a well-placed exclamation mark (not more than one or two)

أهم قواعد علامات الترقيم في الامتحان

الـ semicolon لها استخدام واحد فقط: تربط جملتين كاملتين مرتبطتين في المعنى. لا تكتب أنها تُظهر contrast.
الـ colon: قائمة، أو شرح، أو تأكيد (emphasis)، أو معلومة إضافية.
زوج الـ dashes والأقواس وزوج الـ commas: معلومة إضافية. الـ dash الواحدة: تأكيد أو مقاطعة في الكلام.
الـ ellipsis: معلومة ناقصة، أو تشويق/توقف، أو مقاطعة.

كيف تكتب الإجابة الكاملة

اكتب وظيفة العلامة بالضبط كما حفظتها، ثم وضّح ماذا تفعل في هذه الجملة تحديدًا.
لو السؤال بدرجتين أضف الأثر على القارئ: يشعر بالتشويق، يفهم السبب، يلاحظ معلومة مهمة...
لا تكتب أبدًا «to make it interesting» وحدها.

16. Practice A: why has the writer used it?

*There was only one thing left in the fridge: a single, mouldy lemon.* Why has the writer used a colon?
Show answer
For emphasis: the colon builds up anticipation and then reveals the disappointing item at the end, which makes it funny and memorable. (It also introduces extra information about *one thing*.)
*The town has everything a family could want: sandy beaches, a water park, a zoo and dozens of cafés.* Why has the writer used a colon?
Show answer
To introduce a list of the town's attractions, showing how much there is to do and persuading the reader to visit.
*The streets were empty: a sandstorm was on its way.* Why has the writer used a colon?
Show answer
To introduce an explanation: the second part tells us why the streets were empty.
*The rain had stopped; the market traders began to unpack their stalls.* Why has the writer used a semicolon?
Show answer
To join two independent clauses that are closely related: the traders unpacking follows on from the rain stopping, so the reader connects the two ideas in one sentence.
*My grandmother – who still swims in the sea every morning – is ninety-one.* Why has the writer used a pair of dashes?
Show answer
To add extra information about the grandmother (her daily swim), which stands out and shows how remarkable she is for her age.
*He reached into the drawer and pulled out the key – covered in blood.* Why has the writer used a dash?
Show answer
For emphasis: the dash creates a pause and then reveals the shocking detail at the end, which surprises and frightens the reader.
*"Listen, I really need to tell you –" The lights went out.* Why has the writer used a dash?
Show answer
To show an interruption in speech: the speaker is cut off suddenly by the lights going out, which creates shock and suspense.
*The door creaked open... and then nothing.* Why has the writer used an ellipsis?
Show answer
To create suspense / a pause: the reader is made to wait, expecting something to appear, and the tension builds.
*"I-I-I didn't take it," whispered Youssef.* Why has the writer used hyphens?
Show answer
To show stammering, which tells the reader Youssef is nervous or frightened (and perhaps that he is lying).
*Our "luxury" hotel had no hot water and a broken lift.* Why has the writer put *luxury* in inverted commas?
Show answer
To show the word is not meant literally: it is sarcastic, because the hotel was clearly not luxurious.
*Everyone at school called him "the Professor".* Why the inverted commas?
Show answer
To show it is not his real name: it is a nickname.
*According to the head ranger, the reserve is "one of the last safe places for the desert fox".* Why the inverted commas?
Show answer
To show a quote: these are the exact words of the head ranger, which makes the information more reliable and believable.
*The festival (which began in 1975) attracts thousands of visitors every year.* Why has the writer used brackets?
Show answer
To add extra information: the date the festival began, which is useful but not essential to the main sentence.
*We'd been walking for hours, and honestly? I'd had enough.* Why has the writer used apostrophes and a question?
Show answer
The apostrophes show omission (*we had, I had*), creating an informal, chatty tone; the question makes it sound like a conversation with the reader.
*I told you NOT to open the gate!* Why has the writer used capital letters?
Show answer
To show shouting and strong anger, and to emphasise the word *not* so the reader hears how forceful the speaker is.
Text: She looked at the letter again. *Impossible*, she thought. Why has the writer printed *Impossible* in italics?
Show answer
To show it is the character's thought, not speech, so the reader sees her private reaction of shock and disbelief.

17. Practice B: tick one

*The answer was obvious: we had to leave.* What is the colon used for? Tick one: (a) to join two lists · (b) to introduce an explanation / emphasis · (c) to show speech · (d) to show possession.
Show answer
(b) It introduces and emphasises the conclusion, *we had to leave*.
*The sky darkened; the birds fell silent.* What is the semicolon used for? Tick one: (a) to separate items in a list · (b) to join two related sentences · (c) to show a contrast · (d) to introduce speech.
Show answer
(b) It joins two independent clauses that are closely related.
*The castle – built by a sultan in the 12th century – overlooks the river.* What do the dashes do? Tick one: (a) show an interruption · (b) add extra information · (c) introduce a list · (d) show a pause in speech.
Show answer
(b) They add extra information about the castle.
*The children's playground has reopened.* Why is there an apostrophe? Tick one: (a) to show letters are missing · (b) to show the playground belongs to the children · (c) because *children* is plural · (d) to show speech.
Show answer
(b) Possession. *Children* is already plural, so we add 's.
*Your* or *you're*? *______ going to love this beach.*
Show answer
You're (you are).
Which sentence is correctly punctuated? (a) *We need: bread, eggs and milk.* (b) *We need three things: bread, eggs and milk.* (c) *We need three things; bread, eggs and milk.*
Show answer
(b) The words before a colon must be a complete sentence, and a semicolon cannot introduce a list.

18. Practice C: matching extra information (pairs of dashes)

Each sentence uses a pair of dashes for extra information. Match each one to the kind of extra information it gives: A a description of a person, B an example, C the writer's opinion, D a time or date.

1. *The new coach – a former national champion – arrived on Monday.*
Show answer
A: a description of the person (who the coach is).
2. *Several sea creatures – the octopus, for one – can change colour.*
Show answer
B: an example.
3. *The concert – easily the best I have seen – ended at midnight.*
Show answer
C: the writer's opinion.
4. *The bridge – opened in 1959 – needs urgent repairs.*
Show answer
D: a date.

19. Practice D: punctuate it correctly

*the tourists visited luxor aswan and abu simbel in october*
Show answer
*The tourists visited Luxor, Aswan and Abu Simbel in October.* (capitals for sentence start and place names/month. Commas in the list)
*where are you going asked mum*
Show answer
*"Where are you going?" asked Mum.* (question mark inside the inverted commas. *Mum* used as a name takes a capital)
*its a pity the dog hurt its paw*
Show answer
*It's a pity the dog hurt its paw.* (*It's* = it is · *its* = belonging to it)
*the girls changing room is next to the mens gym*
Show answer
*The girls' changing room is next to the men's gym.*
*the storm was getting worse we stayed indoors* (use a semicolon)
Show answer
*The storm was getting worse; we stayed indoors.*
*there was one thing he feared above all the dark* (use a colon)
Show answer
*There was one thing he feared above all: the dark.*
*my cousin a talented artist painted the mural* (add extra information with commas)
Show answer
*My cousin, a talented artist, painted the mural.*
*although the film was long it was gripping*
Show answer
*Although the film was long, it was gripping.* (comma after the opening subordinate clause)

20. Practice E: find and correct the error

*The road was icy, we drove very slowly.*
Show answer
Comma splice. *The road was icy, so we drove very slowly.* or *The road was icy; we drove very slowly.*
*I bought three apple's and two banana's.*
Show answer
No apostrophes for plurals: *three apples and two bananas*.
*Although we were tired; we kept going.*
Show answer
*Although we were tired* is not a complete sentence, so it cannot sit before a semicolon. Use a comma: *Although we were tired, we kept going.*
*She asked me where I lived?*
Show answer
An indirect question takes a full stop: *She asked me where I lived.*
*"I'm hungry." said Ali.*
Show answer
Use a comma inside the inverted commas before *said*: *"I'm hungry," said Ali.*
*The trip was amazing!!!!*
Show answer
Use one exclamation mark: *The trip was amazing!*
*He was a well known writer.*
Show answer
Hyphen in the compound adjective before the noun: *a well-known writer*.
*The kit includes: a tent, a stove and a lamp.*
Show answer
No colon after an incomplete clause: *The kit includes a tent, a stove and a lamp.*

21. Practice F: exam-style questions on a short text

Read this original extract.

*Nobody in the village believed old Fathi's story – nobody except me. He claimed he had seen "the Lantern" again: a pale light that drifted over the marsh after midnight. "It's out there," he whispered, "waiting..." I laughed; I was twelve, and nothing frightened me. That night, I took my torch, my coat and my cousin's camera (borrowed without asking) and crept towards the marsh.*

Why has the writer used a single dash in the first sentence? (1 mark)
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For emphasis: it creates a pause before revealing that the narrator was the only one who believed Fathi, which makes the narrator stand out and hints that the story will be about him/her.
Why is *the Lantern* in inverted commas? (1 mark)
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It is not the real name of the light: it is the villagers' nickname for it.
Why has the writer used a colon after *again*? (1 mark)
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To introduce an explanation (extra information) of what *the Lantern* is: a pale light over the marsh.
What is the effect of the ellipsis after *waiting*? (2 marks)
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It shows Fathi's speech trailing off, leaving incomplete information: we do not know what the light is waiting for. This creates suspense and makes the light sound mysterious and threatening.
Why has the writer used a semicolon in *I laughed; I was twelve...*? (1 mark)
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To join two closely related independent clauses: the second explains the first (the narrator laughed because, at twelve, nothing frightened them).
Why are the words *borrowed without asking* in brackets? (1 mark)
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To add extra information: a personal comment showing the narrator took the camera secretly, which adds humour and shows they are bold or a little reckless.

Remember

Know the jobs by heart, name the job in your answer, point to the words, and (for 2 marks) say what it does to the reader in this text.

All pages in this course

Start here: the exam

Reading: grammar & punctuation

Reading: understanding texts

Paper 1 writing: non-fiction

Paper 2 writing: fiction