Académique Documents
Professionnel Documents
Culture Documents
Apam Benjamin
Department of Statistics, Bolgatanga Polytechnic
ABSTRACT
The purpose of the study was to identify and examine the level of errors in the usage of punctuation
marks among students in Ghanaian Polytechnics. Data was collected using test results on an
unpunctuated passage and a written speech. Results of the study revealed that students of the
Polytechnics still have great challenges in identifying punctuation marks in written text. Another
disturbing conclusion from the study indicated that students in Ghanaian Polytechnics use these
punctuation marks inappropriately in their own free writing.
Keywords: Punctuation marks, Errors, Polytechnics, Lingua franca, Low standard, Interlanguage, Ghana
1. INTRODUCTION
The English language occupies a very significant position in all aspects of the life of
Ghanaians. It is indeed the lingua franca of the country, serving as the main language of
government, commerce, administration and in fact, the main medium of instruction in all
educational institutions. In spite of the important role played by English in the socio-economic
development of Ghanaians, there have been several complaints that the standard of English at all
levels of education is falling. This low standard has been observed and voiced by many researchers
(Burton, 1963; Yaabere, 1993; West African Examinations Council, 1996; 1994). Whilst many
others turn their attention on the importance and identification of punctuation marks in written
English (Eckersley and Eckersley, 1970; Gary, 1982; Hennessy, 1988; Sackeyfio et al., 1991;
Hacker, 1995; Keene and Adams, 1996; Opoku-Agyemang, 1998; Sally et al., 2000; Schor and
Summerfield, 2000; Le Tourneau, 2001), some researchers studied the errors committed by both
students and writers (Brown and Scragg, 1948; Burton, 1963; Tandoh, 1987; Buandoh, 1996).
Muller (1991), on the other hand, argued that there are no rules about punctuation marks.
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International Journal of English Language and Literature Studies, 2014, 3(1): 93-98
As the learner progresses, it is expected that his/her inter-language also moves closer to the target
language system and that fewer errors may be produced. This study however considers the level of
errors committed by tertiary students.
International Journal of English Language and Literature Studies, 2014, 3(1): 93-98
The scoring system in the essay topic (speech) was quite different from the unpunctuated passage.
The results indicated that about 70% of the students did not have vocatives as part of their speech.
Development of points in the body of the speech also suffered the wrong use of punctuation marks,
especially the comma. A clear example is stated below:
I will make sure that I see to running of taxis in the school, because it is one of the problems,
which I have noted in the school, at times it is not all the time that the school, an even after 2.00pm
when we want go
4. CONCLUSION
The purpose of the study was to identify and examine the level of errors in the usage of
punctuation marks among students in Ghanaian Polytechnics. The data appeared to support the
following conclusions: Students of the Polytechnics in Ghana still have greater challenges in
identifying punctuation marks in written texts as well as using these punctuation marks
appropriately in their own free writing.
REFERENCES
Brown, P.P. and J. Scragg, 1948. Common errors in the gold coast: London: Macmillan Education.
Buandoh, A., 1996. A preliminary report on the study of error patterns in the written english of senior
secondary school students. In Dakubu (ed) English in Ghana. pp: 195209.
Burton, S.H., 1963. English in Ghana: An exposition study. London: Macmillan.
Eckersley and Eckersley, 1970. A comprehensive english grammar for foreign students. London: Longman
Group.
Gary, F., 1982. Prentice hall grammar and composition. New Jersey: Prentice Hall Inc, Englewood Cliffs.
Hacker, D., 1995. A writers reference. 3rd Edn., Bonston: Bedford Books of St. Martins.
Hennessy, M., 1988. The random house practice book for writers. New York: Random House.
Keene, M.L. and K.H. Adams, 1996. Easy access: The reference handbook. 3rd Edn., U.S.A.: McGraw Hill.
Le Tourneau, M.S., 2001. English grammar. Harcort College.
Muller, G.H., 1991. McGraw-Hill handbook for the reader: McGraw-Hill.
Opoku-Agyemang, N.J., 1998. A handbook for writing skills. Accra-Ghana: University of Ghana Press
(UGP).
Sackeyfio, N.A., K.A. Adu, F.B. Hyde and J.A. Sackey, 1991. Ghana senior secondary school english books.
Oxford: Oxford University Press. pp: 13.
Sally, B.E., G.J. Ahed, C.T. Brusaw and W.E. Oliu, 2000. Writing from A to Z. The easy-to-use reference
handbook. 3rd Edn., London: MayField.
Schor, S. and J.Y. Summerfield, 2000. Learning and communicating: Lecture notes. Ghana: University of
Education.
Tandoh, E., 1987. Aspects of the written english of university of Ghana undergraduates. Legon: University of
Ghana.
West African Examinations Council, 1994. Chief examiners report. (Core Subjects) Accra, WAEC.
West African Examinations Council, 1996. Chief examiners report. (Core Subjects) Accra, WAEC.
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International Journal of English Language and Literature Studies, 2014, 3(1): 93-98
Yaabere, B.G., 1993. Low standard of english in our schools. The Daily Graphic.
Number of students
0
16
48
20
10
6
Percentage (%)
0.00
16.00
48.00
20.00
10.00
6.00
Number of students
10
50
36
4
Percentage (%)
10.00
50.00
36.00
4.00
Number of students
20
45
26
9
Percentage (%)
20.00
45.00
26.00
9.00
Number of students
13
47
10
4
7
2
Percentage (%)
13.00
47.00
10.00
4.00
7.00
2.00
Number of students
51
25
11
10
3
Percentage (%)
51.00
25.00
11.00
10.00
3.00
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International Journal of English Language and Literature Studies, 2014, 3(1): 93-98
10
20
30
40
50
Four marks
2%
Zero score
Three marks
13%
15%
Two marks
30%
40%
One mark
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International Journal of English Language and Literature Studies, 2014, 3(1): 93-98
40
50
53%
10
20
30
34%
10%
3%
15
11 15
6 10
16 - 17
10
20
30
40
50
1 - 10
11 - 20
21 - 30
31 - 39
40
Scores
98