Composition Interventions

Punctuation is used to separate one sentence from another, as well as to create stress and clarity in writing. Proper use of punctuation includes knowledge of all 14 basic signs (see Conventions of Punctuation page for a a description and examples of all 14). When considering punctuation, Ruth Culham (2003) writes:

Punctuation is the convention that allows us to interject our writing with expression….Punctuation gives our writing inflection, tone, and volume, (p. 243).

If you notice that your student is not able to appropriately apply the rules of punctuation, you should intervene to support her regarding these skills. This page includes intervention strategies that you can use to support your students in this area. As you read, consider which of these interventions best aligns with your student's strengths and needs in the whole-learner domains.

Explicit Instruction

If you are intervening to support your student's ability to apply the rules of punctuation, you should start by explicitly teaching the skill. This sounds like:

• Explain the Skill/Concept. Define punctuation, and explain the activity. ("Today we will be focusing on punctuation. Punctuation marks are used to separate sentences and certain parts of sentences, and they also help us know how to read a sentence aloud. For example, a period tells us to say the sentence as a statement, a question mark tells us to read the sentence with wonder, and an exclamation point lets us know that we should read the sentence with excitement." "We'll be doing some activities that help us correctly apply the rules of punctuation..." )
• Model Skill with Examples. Think aloud about how punctuation helps us read sentences aloud. ("Listen to the following sentences: 'Are you going to school today? I am not hungry. He is the tallest man I've ever seen!' When I read the sentences, I looked at the punctuation to tell me how I should read them. I read the first with wonder, because it has a question mark. The second sentence I read as a statement, and the third with excitement these punctuation marks told me to do so.")
• Model Skill with Non-Examples. Think aloud about what happens when proper punctuation is not used. ("Now, what if the sentences did not use the proper punctuation: Are you going to school today. I am not hungry! He is the tallest man I've ever seen? Without the proper punctuation, the sentences read aloud are confusing. I used a question word, Are, to begin my first sentence, but then I said the sentence like a statement. In the second sentence, I yelled the statement that I wasn't hungry, which sounded like I was angry. I asked a question in the third sentence, which made it sound like I wasn't sure if he was the tallest man I've ever seen. Can you see how using proper punctuation changes the meaning our sentences?")
• Practice the Skill. Engage in one or more of the activities below to practice capitalization. ("Now, let's practice reading through our papers to make sure we've applied the rules of punctuation appropriately.")

Activity A: Scrambled Sentences
This intervention supports struggling writers who have difficulty constructing a basic sentence and need support with punctuation. (This strategy also supports Sentence Fluency.) Scrambled Sentences provides students with all the parts of a complete sentence and asks them to build the sentence correctly. Hochman (2011) explains that rearranging sequences of words into sentences and adding the correct punctuation and capitalization reinforces the concept of a sentence. Younger students may need to be given the first word of the sentence with the first letter capitalized.

Hochman, J., & MacDermott-Duffy, B. (2015). Effective writing instruction: Time for a revolution. Perspectives on Language and Literacy, 41(2), 31.

Activity B: Punctuation Walkabout
If your student has trouble remembering which punctuation to use when, teach him to do a Punctuation Walkabout (Culham, 2003). This strategy provides a multi-sensory approach to learning how punctuation is used.

While editing for punctuation (periods, mainly), have the student walk while reading one of his drafts. When he intends to insert a stop (or period), he must physically stop and stamp his feet. Expand to other punctuation marks by adding new motions, such as shooting a hand up in the air for an exclamation point or curling one arm around his head for a question mark. This kinesthetic approach helps students realize the importance of punctuation for indicating the end and tone of a thought. In this intervention, the teacher will ask the student to read a draft and make a movement every time he comes to a punctuation mark. “As you read your draft aloud, stamp your feet when you read a period, shoot your arm in the air when you end with an exclamation mark, and curl your arm around your head when you use a question mark.”

Culham, R. (2003). 6 + 1 Traits of writing. New York, NY: Scholastic.

Activity C: Bouncing Ball
If your student struggles to understand when to apply the rules of punctuation, this strategy will help them start to "listen" for places where sentences should be punctuated (Culham, 2003).Give the student a bouncy ball, and take a bouncy ball for yourself (or give the bouncy ball to another student in the class). Ask him to read his paragraph. Tell him that you will both bounce the balls each time there is (or should be) punctuation. If you both bounce your balls at the same time, he can keep reading. If only one of you bounces the ball, resolve the difference (Should there be punctuation? If so, what kind?) before moving on.

Teacher: James, here is a bouncy ball. Read your paper. Every time there should be a punctuation mark, bounce the ball, and I'll do the same. If we both bounce, keep reading. If not, pause your reading, and we'll figure out whether or not there should be punctuation, and if so, what kind.

James: The man sat across from me. (bounce) He looked into my eyes, (bounce) and said, "(bounce) James, I'm counting on you... (only teacher bounces). please.....do the right thing. (bounce)"

Teacher: Stop there. Only I bounced the ball after you. I bounced it because you read with a pause, like the man was going to say something to you but was hesitant. Do you think you need some kind of punctuation there to let the read know to pause?

James: Yeah, I guess so. But it's not a period, because it's not the end of the sentence. Maybe I need that dot dot dot thing...?

Teacher: Exactly! That's called an ellipsis. It lets a reader know that someone is taking a long pause before saying something.

Culham, R. (2018). Teach writing well: How to assess writing, invigorate instruction, and rethink revision. Stenhouse Publishers.