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� The semi-colon is a commonly misused punctuation mark—a pity since it is a subtle tool when used correctly. Apart from its use in lists where it may separate out lengthy items already requiring internal commas, the semi-colon can be used in only one way: it yokes together what could be two separate, complete sentences. So, check that what follows a semi-colon could stand alone as a sentence. If it couldn‘t, then you probably need to use a comma instead, or reshape your sentence in some way. � There is a colloquial construction using which that works well in speech but is very confusing when written down: for example, After speaking with the Ghost Hamlet keeps postponing the moment of revenge, which only leads to more difficulties. The problem here is that the writer did not mean that it was the moment of revenge that leads to more difficulties. However, grammatically the word which qualifies moment of revenge and not the whole idea of postponement. This is simply corrected by beginning a new sentence: This only leads.... � Don‘t use contractions such as: i.e., e.g. � Get into the habit of using your dictionaries to use words accurately: ‗disinterested‘ means something entirely different from uninterested, and ‗simplistic‘ does not mean very simple. Non-discriminatory language It is standard practice in all official publications (government, business, legal, etc.) to use non-discriminatory language. The Department expects you to be aware of this. The generic masculine (he meaning both women and men) has fallen out of use in academic writing, so continued use may create confusion in your readers‘ minds. Using plural forms (for example, readers instead of the reader is often a neat way of handling this (rather than the more cumbersome s/he and her/his), while nicely indicating a sense of plurality and difference. Avoid terms like 'man', 'mankind' when you mean people, humanity, human beings, humankind. Similarly, avoid the outmoded term, 'negro', when you mean African American or Black, or ‗race‘ when you mean ‗ethnicity‘. When quoting from literary or critical texts, however, replicate what is there. Before you finish: � Always proof read, and correct any errors. It is acceptable to do these corrections by hand (it may spoil the look of the essay but it‘s better than leaving errors in). � Always check your spelling and punctuation before handing in your work. If you are uncertain, consult a dictionary. You can use a spell-checker if you have one on your word-processing package, but remember that it can only check whether you have produced a recognisable form, but not whether it is the word you meant to use (for example, it will regard ‗there cat‘ as correct because it cannot spot that you should have typed ‗their cat‘). � You may find the Department Essay Presentation Checklist useful, especially since it reminds you of where you could lose precious marks. � If you are diagnosed dyslexic or have some other form of special needs, you have the choice of letting your tutors know about it, so that they understand the conditions in which the essay is written. The Disabilities Service has coversheets that you can attach to your work. � Keep both a hard and electronic copy of your work and keep them in a safe place in case of accident, query or theft. � Take your essay to the mixing bay near the Department Office, fill in a Coversheet (you will find them in the bay), and then post the essay through the correct slot in the Essay Box, also in the Mixing Bay. Further Information can be found in:
� MHRA Style Book: Notes for Authors, Editors, and Writers of Theses, 2nd edn (London: Modern Humanities Research Association, 2008) http://www.mhra.org.uk/Publications/Books/StyleGuide/download.shtml � Lynn Truss, Eats Shoots and Leaves (London: Profile Books, 2003) is a fun way to learn about punctuation. This Style Sheet is open to queries and corrections, but in the first instance do ask your tutor.
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