3.

2 Parentheses
How to understand a sentence with parentheses (or dashes / commas):
I. Read the sentence without the parentheses to understand the actual message.
2. Then read the additional information, which is usually about the idea that comes iust before
the parentheses.
3. Note the point/meaning being added to the actual message and how it affects the original
message.

Punctuation Function

Parentheses in form of: to provide further explanation, examples or alternatives

Brackets (for example) • to include material that does not fit the flow of the text but
Commas, for example, the author wants to include nonetheless
to indicate the author's opinion or comment about an idea
Dashes for example — in the sentence. (note: the additional material may indicate
the author's tone)

*Learning point: In identifying the correct function, check

whether the phrase/sentence in the parentheses simply adds to
the meaning of what comes before it, or whether it goes against
the meaning. If it goes against the meaning of what comes
before, the function is likely that the materialdoes not fit the
flow of the text.

Example 2
An author writes about nostalgia.
Among the measurable effects, nostalgia is shown to be both a driver of empathy and social 1
connectedness, and a potent internal antidote for loneliness and alienation (a fact which has
led to the beginnings of nostalgia-based therapies for illnesses that include clinical depression
and perhaps even Alzheimer's). (2015 ACJC PreliminaryExamination)

Why has the author placed brackets around the comment? [2]

From the passage Suggested answer

(a fact which has led to the [Function]
beginnings of nostalgia-based The comment in brackets is
therapies for illnesses that include
clinical depression and perhaps
even Alzheimer's). (lines 2-4) (1m)

[Context]
how nostalgia can be used for medical treatment. (1m)
3.3 Ellipsis

to the omission (intentional leaving out of

In linguistics, ellipsis or elliptical construction refers
nevertheless understood in the context of
something) from a clause of one or more words that are
the remaining elements.

Punctuation Function

Ellipsis/Three dots to indicate a cycle or process that repeats itself

to tell the reader there are more examples to follow / there could
be an indefinitely extended list of examples
to indicate that material has been omitted (e.g. shortening a long
quote)
• to show a thought that has trailed off
to suggest that the reader consider what follows to draw the
reader's own conclusion regarding the issue
to show suspense for effect (e.g. when used in the middle of a
sentence)

Example 3
The author writes about the culture offutile complaining.
A tragic phenomenon has swept the modern world. Every day, miserable souls feel themselves the
victims of great injustices. The world is simply not as it should be, and the only way to adequately
cope with that reality is...constantwhining. "I'm so hungry. I'm so full. I overslept today. I never get
enough sleep. I'm bored. I have too much to do. I have no control at work. I have too much
responsibility at work." (Adapted from 2013 ACJC Prelim Exam)

What is the purpose of the ellipsis (three dots) before 'constant whining'? [1]

From the passage Suggested answer

A tragic phenomenon has swept the [Function]
modern world. Every day, miserable It is to
souls feel themselves the victim of
great injustices. The world is simply not
as it should be, and the only way to
adequately cope with that reality is...
[Context]
constant whining. (lines 1-3) as complaining incessantly is seen as the only solution
to deal with what they perceive to be very unfair.
1m for Function and Context

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3.4 Question Mark
Punctuation Function

Question mark Rhetorical questions are used

• to emphasise or reiterate a point
• to invoke self-reflection on the issue / make the reader think
• to appeal to the emotive response of the reader in argumentation
• to raise doubts or show the author's disagreement with the validity
of a claim

* Rhetorical Question: A question asked merely for effect, with no

answer expected. The answer may be obvious or immediately provided
by the questioner.

Example 4

An author writes about empathy.

The number of victims hardly matters —there is little psychological difference between hearing about
the suffering of five thousand and that of five hundred thousand. Imagine reading that two thousand
people just died in an earthquake in a remote country, and then discovering that the actual number
of deaths was twenty thousand. Do you now feel ten times worse? To the extent that we can recognise
the numbers as significant, it is because of reason, not empathy. (Adapted from 2014 TJC Preliminary
Examination)

Explain the author's use of the question 'Do you now feel ten times worse?' [2]

From the passage Suggested answer

...little psychological
difference between
hearing about the
suffering of five thousand
and that of five hundred
thousand... (1.35-38) Do
you now feel ten times
worse? To the extent
that we can recognise
the numbers as
significant, it is because
of reason, not empathy
[Function)
He uses the rhetorical question to
[Context —subject matter)
that one does not suffer ( experience heavier / more negative
emotions for them upon knowing that a larger number of victims is
involved
OR
that how much we feel for them is not measured by statistics.
[Explanation of context]
Hence, it is logic, and not emotions/ feelings, that helps us evaluate
the severity of a disaster.

1m for Function and Context

1m for Explanation of Context

7
 Point to note:

In some punctuation questions where you are queried for why the author uses a particular
punctuation, the 'context' of your answer needs to be fully expressed. Reading the text above, it is
insufficientto explain WHERE the punctuationis used or WHAT it is referring to since the text also
gives us a reason for not needing to 'feel ten times worse'.

For example, in the above question, the function of the rhetorical question is to prompt self-reflection
about how we do not suffer more simply knowing that more victims are involved. The phrase in italics
simply refers to the subject matter related to the punctuation.

The full explanation providing a reason why the author uses the rhetorical question is captured
in the
third part of the answer —that this is because logic, not emotions, helps us evaluate the
severity of the
disaster.

3.5 Colon

A colon typically follows independent clauses (clauses that could stand alone
as sentences) and can
be used to present an explanation, draw attention to something, or
join ideas together. In many A-
level comprehension passages, a colon is typically used to introduce
information that is related to
the sentence that preceded it, signalling that further explanation
or elaboration is about to follow.
E.g., Many students discover that there is a dark side to academia; late
nights, high stress, and a
crippling addiction to caffeinated beverages.

In the example above, the colon is used to signal that

an elaboration of the 'dark side of academia'
is to follow, with examples of this 'dark side' provided.
Thus, paying attention to the colon can help
you to track the author's elaboration of a point.

Punctuation Function

Colon • to provide further explanation or elaboration of

the previous
sentence/idea

• to set a word or phrase apart in order to give it

emphasis or draw
attention to it.

(e.g., there is a name for this feeling brought

on by the pandemic:
languishing)