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EnglishCurriculumMarkPointSymbolCourseware目錄BasicConceptsandClassificationofFunctionSymbolsRulesforusingpunctationmarksinEnglishComparisonofpuncturedifferencesbetweenChineseandEnglish目錄CommonincorrectusageandcorrectionmethodsExampleanalysis:ComparisonbetweentheoriginaltextandtherevisedversionPracticeandinteractivesessions01BasicConceptsandClassificationofFunctionSymbolsDefinition:Puncturationsymbolsaremarksusedinwritingtoseparatesensesandtheirelements,toclarifymeaning,andtoaidinpromotionDefinitionandFunctionFunctionsSeparatethoughtsandideaswithinasenseAidinthecorrectpromotionofwrittentextDefinitionandFunctionConveytoneandtitleEnhanceclarityandreadabilityDefinitionandFunctionComma(,):Usedtoseparateitemsinalist,clausesinacompoundpresence,ortosetoffnonessentialinformationIntroductiontoCommonFunctionSymbolsPeriod(.):MarkstheendofadeclarativepresenceoranabbreviationIntroductiontoCommonFunctionSymbols03Colon():Introducealist,quotation,orexplanation01QuestionMark(?)Indicatorsadirectquestion02ExceptionPoint(!)ExpressionsstrongemotionorexceptionIntroductiontoCommonFunctionSymbolsLinkscloselyrelatedindependentclausesSemicolon()DashParenthesis()SetsoffahiddenbreakinthoughtoraninterruptionEnclosesadditionalorclarifyinginformation030201IntroductiontoCommonFunctionSymbolsClassificationbyFunctionPublicationsymbolscanbeclassifiedbasedontheirprimaryfunction,suchasendmarks(period,questionmark,exceptionpoint),separators(comma,semiconductor),andclarifiers(colon,parentage,dash)ClassificationbyFormTheycanalsobeclassifiedbasedontheirformorshape,suchaspoints(period,comma),lines(dash,hyphen),andenclosedmarks(parentage,brackets)ClassificationmethodsandcharacteristicsCharacteristicsTheyareanessentialpartofwrittenlanguage,enhancingclarityandcommunicationEachsymbolhasaspecificpurposeandusageThemeaningandusageofjunctionsymbolscanvaryslightlyacrossdifferentlanguagesandcontextsClassificationmethodsandcharacteristics02RulesforusingpunctationmarksinEnglishUseaperiodtoendadeclarativepresencethatisacompletethoughtUseacommaafterintroductionelementsthatcomebeforethemainclauseUseacommatoseparateindependentclauseswhentheyarejoinedbyacoordinatingconnection(e.g.,and,but,or)Useacommatosetoffnonessentialclauses,phrases,andwordsScenariosofusingperiodsandcommandsUseaquestionmarktoendadirectquestionUseanexceptionmarktoexpressstrongemotionsorexceptionsAvoidingoverlappingexceptionmarksastheycanmakewritingsoundinsincereorexcessivelyemotionalQuestionmarksandexplanationmarksexpressemotionsUsequotamarkstoclosedirectquotesortoindicatewordsthatarebeingusedinanonliteralsenseUseparentstoenclosureadditionalinformationthatisnotessentialtothemeaningofthepresenceUsedashestoindicateabreakinthoughtortoemphasizeapointUsageofquotamarks,parents,anddashes03ComparisonofpuncturedifferencesbetweenChineseandEnglishChinesepunctuationmarksaregenerallysquareorrectangularinshape,suchasthefullstop(),comma(),andexceptionmark()Englishpunctuationmarks,ontheotherhand,oftenhavemorevariedshapes,includingtheperiod(.),comma(),exceptionpoint(!),questionmark(?),colon(:),phenomenon(),dashes(),andparentse()ShapedifferencesInChinese,punctuationmarksareprimarilyusedtoindicatepausesandintroductioninspeech,aswellastoseparateclausesorphraseswithinasentenceInEnglish,punctuationmarksnotonlyservethesamefunctionsasinChinesebutalsoplayamoresignificantroleingrammarandsentencestructureForexample,commonareusedtoseparateindependentclaimsoritemsinalist,andcoloniesareoftenusedtointroducealistorquotationFunctionaldifferencesChinesepunctuationmarksaregenerallyusedmoresparselythanEnglishpunctuationmarksForexample,ChinesesentencesoftenendwithafullstopevenwhenthesentenceisnotacompletethoughtorwhenthespeakerendstocontinuespeakingInEnglish,punctuationmarksareusedmorefrequentlyandmorepreciselytoaccommodatetheintendedmeaningandemotionaltoneofthetextForinstance,exceptionpointsandquestionmarksarecommonlyusedtoexpressstrongemotionsorindicateariskinintroductionattheendofasentenceDifferencesinusagehats04CommonincorrectusageandcorrectionmethodsOveruseofpunctationmarksManystudentstendtouseexcessivepunctationmarks,suchascommandsandexceptionmarks,whichcaninterrupttheflowofthetextanddistractreadersRepetitivelanguageRepetitionofwordsorphrasescanmakethetextsoundmonotonousandboring,reducingreaderengagementUnnecessarydetailsIncludingtoomanyirrelevantorunimportantdetailscanmakethetextconfusinganddifficulttofollowRedundantusageissuesIncorrectgrammar01Grammarerrors,suchassubjectverbagreement,tenseusage,andpresencestructure,canmakethetextdifficulttounderstandInappropriatevocabulary02UsingwordsthataretooformalorinformationforthecontextcanaffectthetoneandreadabilityofthetextLackofcoherence03FailingtoconnectideasandtransitionbetweenparagraphscanmakethetextdisconnectedandhardtofollowMissingorimprovinguseissuesProofreadandedit:Encouragestudentstoproofreadtheirworkandcorrectanygrammar,punctation,orspellingerrorstheyfindSimplifylanguage:Advisestudentstouseclear,conciselanguageandavoidusingcomplexorunfamiliarwordswhenpossibleUseavarietyofpresencestructures:EncouragestudentstoexperiencewithdifferentpresencestructurestoaddinterestandvarietytotheirwritingAddtransitions:HelpstudentsunderstandtheimportanceofusingtransitionwordsandphrasestoconnectideasandimprovetheflowoftheirwritingCorrectivemethodsandsuggestions05Exampleanalysis:Comparisonbetweentheoriginaltextandtherevisedversion

SelecttypicalexamplesfordemonstrationExample1Originaltext-"Thestudentdidn'tunderstandthelesson."Revisedversion-"Thelessonwasnotunderstoodbythestudent."Example2Originaltext-"Theteacherexplainedtheconceptclearly."Revisedversion-"Theconceptwasexplainedclearlybytheteacher."Example3Originaltext-"Theassignmentwascompletedontime."Revisedversion-"Ontime,theassignmentwascompleted."InExample3,theoriginaltextisgrammaticallycorrectbutcouldbeimprovedbyplacingtheadvisoryphrase"ontime"atthebeginningofthepresenceforclarityandemphasisTherevisedversionmakesthisimprovementInExample1,theoriginaltextisgraphicallyincorrectbecauseitusestheactivevoicewhenitshouldusethepassivevoiceTherevisedversioncorrectlyusesthepassivevoicetoconfirmthatthelessonwasnotunderstoodbythestudentInExample2,theoriginaltextisalsographicallyincorrectItshouldhaveusedthepassivevoicetoshowthattheconceptwasexplainedbytheteacherTherevisedversioncorrectlyusesthepassivevoiceAnalyzethecauseoftheerrorandprovidethecorrectexpressionLesson1Alwaysusethecorrectvoice(activeorpassive)toconfesstheintendedmeaninginEnglishsentencesMissingthevoicecanchangethemeaningentirelyormakethepresencegraphicallyincorrectLesson2Adverbialphrasesshouldbeplacedatthebeginningorendofasentenceforclarityandemphasis,buttheyareessentialtothemeaningofthesentenceLesson3WhenwritingorrevisingEnglishsentences,itisimportanttoconsidergrammarrulessuchasvoiceandwordordertoensurethatthesentenceisclear,concise,andgrammaticallycorrectSummarizelessonslearnedandimproveapplicationcapabilities06PracticeandinteractivesessionsEnsurethatstudentsunderstandthequestionsandareabletoattackthemindependentlyEncouragestudentstoa