Punctuation

Control of language

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Definition

Punctuation is described as the use of conventional characters (e.g., commas, semicolons) to improve clarity. Complex punctuation includes colons, ellipsis, hyphens, semicolons, dashes and brackets. (National Numeracy Learning Progression, ACARA)

Teaching and learning strategies

The resources below provide targeted teaching strategies to support student improvement in this skill.

Each downloadable lesson activity includes:

learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials

Select the download all icon to download all available activities or select each activity separately.

Punctuation annotation Teacher guided - Example text with teacher annotations to highlight the use and purpose of punctuation marks.

Define and use punctuation A worksheet with definitions of punctuation marks and examples of punctuation marks used, where students provide their own example.

Missing punctuationText extracts with the punctuation marks removed where students fill in the missing punctuation.

Writing task A writing task for students to complete with a focus on correctly using specific punctuation marks.

Download all (ZIP)Download the resource pack containing all activities.

PLAN2 Areas of focus

An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.

Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.

For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.

Relevance to writing test marking

The feedback for a Level 3 performance in the HSC minimum standard online writing test states:

Individuals performing at this level typically “use punctuation to aid understanding.”

Students’ use of punctuation demonstrates their control of language as they use various punctuation markers to aid the reader in understanding their text.

Connections with ACSF Level 3 descriptors

The relevant Level 3 ACSF descriptors for writing are shown here to demonstrate how punctuation is assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to demonstrate a Level 3 in this skill.

Writing Indicator .06: The mechanics of writing

Focus area: Punctuation

Level 3 performance features:

Uses punctuation as an aid to understanding, e.g. capitalisation, full stops, commas, apostrophes, question marks and quotation marks

Connections with National Literacy Learning Progression

The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to punctuation are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.

Element: Writing

Sub-elements: Creating texts (CrT) Punctuation (PuN)

CrT7 — Text forms and features

consistently uses correct simple punctuation (e.g. uses commas in a list) (see Punctuation)

CrT8 — Generic indicators

uses all sentence punctuation, simple punctuation and some complex punctuation correctly (e.g. uses commas to separate clauses) ‘(see Punctuation)

PuN4

uses commas in lists of nouns (e.g. add the sugar, lemon, water and juice)
uses apostrophes for regular single possessives (e.g. girl’s)
capitalises key events, geographic names, titles (e.g. Easter, Sydney, Ms)

PuN5

uses quotation marks for simple dialogue (e.g. ‘I can’t see it,’ he said.)
uses apostrophes for plural possessives (e.g. planes' wings)
follows conventions of use of capitals in headings