commit e86e8af835e80df38893086e43738548c6fc0c43 from: jrmu date: Tue Jan 20 02:17:26 2026 UTC Add solutions up to 1-12 commit - adf45835a2a3c642fae4b1748961f0fa41b540f9 commit + e86e8af835e80df38893086e43738548c6fc0c43 blob - /dev/null blob + 185c865a9368870c9eb4d38960e315cd304c05e9 (mode 644) --- /dev/null +++ 1-10-text @@ -0,0 +1,5 @@ + lots of tabs + s o m e b l a n k spa ces +n\ow f\\or so\me b\a\c\kslashes +Delete this word using backspaces. + blob - /dev/null blob + ffe9e5b7bc4c8b85e0389e9080f3abc0eeed7671 (mode 644) --- /dev/null +++ 1-11-text @@ -0,0 +1,345 @@ + +*** START OF THE PROJECT GUTENBERG EBOOK HAND-BOOK OF PUNCTUATION *** + + + + + + + HAND-BOOK + OF + PUNCTUATION, + + WITH INSTRUCTIONS FOR + + CAPITALIZATION, LETTER-WRITING, + AND + PROOF-READING, + + BY + W. J. COCKER, A. M. + + [Illustration] + + A. S. BARNES & CO., + NEW YORK, CHICAGO, AND NEW ORLEANS. + 1878. + + Copyright, 1878, by W. J. Cocker. + + + + +PREFACE. + + +As the pronunciation of words is determined by the usage of the best +speakers, so, in a great measure, the punctuation of sentences is based +on the usage of the best writers. Recognizing this fact, the author has +aimed,— + +1. To state such general rules as are recognized by most writers of good +English. + +2. To illustrate these rules by examples taken from many of our best +English classics. + +3. To give some of the differences in usage that exist even among the +best of writers. + +It is frequently asserted that even good writers differ so much in +their use of punctuation marks that it is impossible to lay down any +general rules, and that it is better for each one to consult his own +taste and judgment. With equal reason it might be said that inasmuch as +good speakers, and even lexicographers, differ in the pronunciation of +words, therefore each speaker should make his own taste and judgment the +standard for correct pronunciation. A writer’s mode of expressing his +thoughts will determine the character and number of the punctuation marks +that he uses, and it is chiefly owing to this that even good writers +differ somewhat in punctuating what they have written. There are some +rules that are invariable under all circumstances; the use of others +depends on the mental characteristics of the writer; and there are still +other rules, the application of which is determined by the writer’s taste +alone. + +By gestures, tones of voice, oratorical pauses, emphasis, and in various +ways, a speaker can make his meaning clear to his listeners; and so a +writer should certainly use all the aids which punctuation, capitals, +and italics afford, in presenting clearly what he has written for the +perusal of others. Business men, however, seem to think that they are not +amenable to the rules that govern good writers. They affirm that they +have no time to punctuate their letters, and yet they subject others to +the necessity of expending time and patience in trying to make out their +meaning. Serious misunderstandings have arisen between business men, in +consequence of the omission or incorrect use of punctuation marks, and +expensive lawsuits have originated in the careless punctuation of legal +instruments. + +Very little attention is paid in our public schools to punctuation, and +the rules usually given in English Composition are either disregarded +or not properly understood. This may, perhaps, be accounted for by the +fact that the rules are wanting in clearness, and are not sufficiently +illustrated by examples. The aim of this volume is to remedy, in some +measure, these evils, and to secure more attention to what ought to be a +prominent part of school instruction. The evils of bad punctuation are +really more serious than the evils of bad spelling, and no student can be +said to have learned to read well, much less to write well, who has not +studied punctuation intelligently. + +We would suggest that this hand-book be used at Rhetorical Exercises, +and that when essays, orations, criticisms, &c., are handed to the +teacher for correction, he should use a red or a blue pencil, so that +corrections may be the more readily recognized. Besides the corrections +in grammar, spelling, &c., he should be careful to supply punctuation +marks when needed, cross out needless ones, and, of course, make such +other corrections as may be necessary. When the productions are returned +to the pupils, the teacher should first point out the necessity of using +certain marks, in order to define and bring out the meaning, and to show +the relation between the different members of a sentence. Having thus +shown the need of punctuation marks, then reference should be made to +some of the simpler rules, to impress this need on the mind. Great care +should be taken not to perplex the mind with too many rules before the +necessity is created for their use. The great difficulty in the study +of punctuation has been that many rules are committed to memory before +the need of their use has arisen, so that the mind is perplexed and +bewildered instead of enlightened. The rule, it must be remembered, does +not create the necessity; the necessity creates the rule. Then, again, +we think a great mistake is made by having the beginner punctuate what +some one else has written. The better plan is for the pupil, at the very +outset, to punctuate what he himself has composed, and in his effort to +bring out his own meaning clearly, he will, with the aid of a few rules, +almost intuitively fall into the habit of punctuating correctly. + +The following suggestions may be of service:— + +1. Do not give a pupil a rule to learn, unless it is clearly founded upon +examples taken from what he himself has written. + +2. Take, at first, the simplest, most frequently used, and most readily +understood rules. + +3. Advance slowly, remembering that a few simple principles clearly +understood, are of much more practical benefit than a number of misty +rules hastily committed to memory. + +In the preparation of this hand-book, the author is under obligations +to various authorities, but he is more especially indebted to Wilson’s +“Treatise on Punctuation.” + + W. J. COCKER. + +ADRIAN, Mich., Dec. 26, 1877. + + + + +[Illustration] + +Table of Contents. + + + I. PUNCTUATION pp. 1-53 + + II. CAPITALS ” 54-70 + + III. LETTER-FORMS ” 71-100 + + IV. PROOF-READING ” 101-114 + +[Illustration] + + + + +[Illustration: Punctuation.] + + +Introduction. + +The principal punctuation marks are,— + + 1. The Comma , + 2. The Semicolon ; + 3. The Colon : + 4. The Period . + +The comma indicates a somewhat close relationship between the parts of a +sentence; the semicolon, a more distant relationship; the colon indicates +that the parts are almost independent of each other; the period marks the +close of a sentence, and indicates that a thought is complete. + +In simple sentences, when the words are closely united together, and +the relationship of the words to each other is readily perceived, there +is usually no need of any punctuation marks, except a period at the +close. It should always be borne in mind that punctuation marks are +used primarily to assist in bringing out the meaning of the writer, and +not to embellish a written or a printed page. In sentences made up of +parts that are closely related to each other, but, at the same time, +distinct in character, commas should be used. They are way-marks for the +accommodation of the reader. A production unpunctuated presents as dreary +a prospect to the reader, as the level plain of Chaldæa presents to the +perplexed traveler who has lost himself among the sandy mounds on the +banks of the Euphrates, and has nothing by which to direct his course. + +When the different parts of a sentence are somewhat disconnected, and +not closely related to each other, a semicolon or colon should be used. +Sentences are sometimes very long and complicated. It is then necessary +to separate the main divisions by semicolons, and the smaller by commas. +Sometimes the smaller parts of a sentence are separated by commas and +semicolons, and the main divisions by colons. + +The other marks in use are,— + + 1. The Interrogation Point ? + 2. The Exclamation Point ! + 3. The Dash — + 4. Marks of Parenthesis ( ) + 5. Brackets [ ] + 6. Quotation Marks “ ‘ ’ ” + 7. The Apostrophe ’ + 8. The Hyphen - + 9. Miscellaneous marks. + + +THE COMMA. + + +INTRODUCTORY REMARKS. + +In order to properly understand some of the rules that are given in the +following pages, it is absolutely necessary to have a clear understanding +of the difference between a sentence and a clause. A sentence is a +combination of words expressing a complete thought, and usually followed +by a period; a clause is a distinct part of a sentence. Some sentences +are simple in form, and have but one subject and one finite verb; as, +“Language is part of a man’s character.”—_Coleridge._ Other sentences +are made up of clauses, each clause having a subject and a verb; in +other words, several clauses are sometimes joined together to form one +sentence; as, “New forms of beauty start at once into existence, and all +the burial places of the memory give up their dead.”—_Macaulay._ It will +be easily seen that clauses will be more readily recognized with the eye, +and more easily comprehended, if they are separated from each other by +punctuation marks. This will be especially so, if the clauses are long. + +In preparing this hand-book, the aim has been to avoid, as much as +possible, the use of technical terms. Whenever such terms are used, +explanations will usually be found under the head of _Remarks_. + + +RULE I. _Independent Clauses._—Independent clauses should be separated +from each other by commas. + + +EXAMPLES. + +“Savage was discomposed by the intrusion or omission of a comma, and +he would lament an error of a single letter as a great calamity.”—_Dr. +Johnson._ + + “Man wants but little here below, + Nor wants that little long.”—_Goldsmith._ + +“Take short views, hope for the best, and trust in God.”—_Sydney Smith._ + + +REMARKS. + +1. An independent clause is one that is not dependent on any other clause +for the completion of its meaning; as, Take short views | hope for the +best | and trust in God. Independent clauses are frequently connected by +_and_, _or_, _nor_, _but_. + +2. When the clauses are short and closely united, the comma may be +omitted; as, “Death had lost its terrors and pleasure its charms.” + +3. When the clauses are long and divided into smaller portions by commas, +they should be separated from each other by semicolons. See Rule I. p. 23. + + +RULE II. _Dependent Clauses._—Dependent clauses should be separated from +each other by commas. + + +EXAMPLES. + +“If a man does not make new acquaintances as he advances through life, he +will soon find himself left alone. A man, Sir, should keep his friendship +in constant repair.”—_Dr. Johnson._ + +“When Dr. Franklin wished to gain his enemy, he asked him to do him a +favor.” + +“Clap an extinguisher upon your irony, if you are unhappily blest with a +vein of it.”—_Lamb._ + +“Although we seldom followed advice, we were all ready enough to ask +it.”—_Goldsmith._ + + +REMARKS. + +1. A clause is said to be dependent, when it depends on some other clause +to complete its meaning; as, When Dr. Johnson wished to gain his enemy | +he asked him to do him a favor. The first clause of this sentence would +not be complete in meaning without the second. Dependent clauses usually +commence with _if_, _when_, _since_, _because_, _until_, &c. + +2. When clauses are closely connected, the comma may be omitted; as, +Mozart published some music when seven years of age. + + +RULE III. _Relative Clauses._—1. A relative clause should be separated +from the rest of the sentence by a comma. + +2. But the comma should be omitted, when the relative clause is so +closely connected with what precedes that it cannot be dropped without +destroying the sense. + + +EXAMPLES. + +1. “Men in a corner, who have the unhappiness of conversing too little +with present things.”—_Swift._ + +“The waters are nature’s storehouse, in which she locks up her +wonders.”—_Izaak Walton._ + +“He had on a coat made of that cloth called thunder-and-lightning, which, +though grown too short, was much too good to be thrown away.”—_Goldsmith._ + +2. “Althworthy here betook himself to those pleasing slumbers which +a heart that hungers after goodness is apt to enjoy when thoroughly +satisfied.”—_Fielding._ + +“A man who is good for making excuses is good for nothing else.”—_Dr. +Franklin._ + +“Like Cæsar, Cortes wrote his own commentaries in the heart of the +stirring scenes which form the subject of them.”—_Prescott._ + + +REMARKS. + +1. Relative clauses are generally introduced by the relative pronouns +_who_, _which_, _that_, or _what_. + +2. A comma should be placed before the relative clause, even when it is +necessary to complete the meaning of the antecedent,— + + _a._ When the relative is immediately followed by a word or an + expression inclosed in commas; as, “As a man, he may not have + deserved the admiration which he received from those, who, + bewitched by his fascinating society, worshiped him nightly in + his favorite temple at Button’s.”—_Macaulay._ + + _b._ When the relative has several antecedents that are + separated from each other by commas; as, “All those arts, + rarities, and inventions, which vulgar minds gaze at, the + ingenious pursue, and all admire, are but the relics of an + intellect defaced with sin and time.”—_South._ + +3. The words _of which_ are sometimes preceded by a comma, even when they +are necessary to complete the meaning of the antecedent: as, “His mind +was formed of those firm materials, of which nature formerly hammered +out the Stoic, and upon which the sorrows of no man living could make an +impression.”—_Fielding._ blob - /dev/null blob + 1bee9ddac33d26872bdedd95c3f6b907e80c7492 (mode 644) --- /dev/null +++ 1-11.c @@ -0,0 +1,39 @@ +/* 1-11 How would you test the word count program? What kinds of input are most + * likely to uncover bugs if there are any? + * + * Test the word count program by comparing with the utility wc(1) + * + * Use input that involves lots of non-alphanumeric characters. See 1-11-text + * + * $ wc 1-11-text + * 345 2161 14187 1-11-text + * $ ./a.out < 1-11-text + * 345 2265 14187 + * + * The book provides a simplistic definition of a word. + */ + +#include + +#define IN 1 +#define OUT 0 + +/* count lines, words, and characters in input */ +int main() { + int c, nl, nw, nc, state; + + state = OUT; + nl = nw = nc = 0; + while ((c = getchar()) != EOF) { + ++nc; + if (c == '\n') + ++nl; + if (c == ' ' || c == '\n' || c == '\t') + state = OUT; + else if (state == OUT) { + state = IN; + ++nw; + } + } + printf("%d %d %d\n", nl, nw, nc); +} blob - /dev/null blob + 0754739561d8485022537978a767fb69dc7aa946 (mode 644) --- /dev/null +++ 1-12-text @@ -0,0 +1,5 @@ + "He was therefore, feasted and invited to all the court parties. At these he +sometimes met the old Duchess of Bourbon, who, being a chess player of about +his force, they very generally played together. Happening once to put her king +into prize, the Doctor took it. 'Ah,' says she, 'we do not take kings so.' 'We +do in America,' said the Doctor."--Thomas Jefferson. blob - /dev/null blob + 1aa1bb279997d14ffde30a11b1302c8c614a7310 (mode 644) --- /dev/null +++ 1-12.c @@ -0,0 +1,19 @@ +/* 1-12 Write a program that prints its input one word per line. */ + +#include + +int main() { + int c; + enum { out, in } state = out; + while ((c = getchar()) != EOF) { + if (c == ' ' || c == '\t' || c == '\n') { + if (state == in) + putchar('\n'); + state = out; + } else { + putchar(c); + state = in; + } + + } +}