Dashes
These are generally less formal than other kinds of punctuation
and more conversational. Lynne Truss suggests that they are more
friendly, as though they are welcoming the extra thought inside as
opposed to brackets which imply intrusion.
Dashes are used singly, as a comment added to the end of a
sentence, or double for one included within.
For example:
On went the pilgrims through the years – some on foot and some on
horseback. They went overseas – to Mexico we think – and were never
heard of again.
One dash can lead to a dramatic effect.
For example:
Something floated past the dinghy – it was a human hand!
Ellipsis
Definition: The word is via Latin from the Greek, ellipsis, meaning
‘coming short’ – hence an omission, and it is indicated by three
dots …
The omissions are mainly for two purposes.
• Leaving out something not relevant to the rest of the statement,
often in a quotation.
For example:
In Africa, while staying near the swamp, we contracted malaria.
In Africa …. we contracted malaria.
• For dramatic effect.
For example:
The glass shattered on the floor and a form appeared in the
window …
‘It’s … It’s … a g…ghost,’ she whispered.
137
M or e p u n c t u At i o n

• explain the usage for all forms of punctuation
• punctuate a sentence of average length and moderate complexity
• demonstrate the use of a variety of punctuation marks in their own
composition
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G r A M M A r f o r e V e rY o n e
More pronouns
Before further study of pronouns, students should be sure of:
• the meaning of the term pronoun
• the fact that a pronoun takes the place of a noun and cannot be
used with it
• recognising and naming personal and demonstrative pronouns
There are some pronouns that are less easily categorised with-
out some explanation. It is important that students recognise that
they are pronouns and understand why that is so. While the names
of the subclasses do explain their functions this understanding is
more important than memorising their names.
Interrogative pronouns
Definition: ‘Interrogative’, from Latin interrogativus means,
simply, ‘questioning’. So interrogative pronouns not only take the
place of nouns, but also ask questions. In other words, the ques-
tioner wants to know something about a person or thing.
These pronouns, like others, take different forms according to
the part they play in the sentence.
For example:
As the subject:
Who – Who are you?
As the object:
(For a person) whom – Whom did you see?
(For a thing) what – What did you see?

G r A M M A r f o r e V e rY o n e
A
Or to a group of two or more.
For example:
Each has a banana.
I gave each an apple too.
21.1 Activities: pronouns
1. Students write down the definition of a pronoun. After checking
the answers, a correct definition is written on the board. Individual
mistakes are corrected.
2. Students are asked to say when the words ‘those’ and ‘his’ are
not
pronouns.
3. Sentences are read out and students raise their hands when they
hear a pronoun. Some can also be written, for example:
a.
They went to a wedding.
b. Tom wore his best outfit.
c.
That is my favourite, said Lucy.
d.
Who was the best man?
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M o r e p r o n o u n s
Each has a banana.