The story about the Semi-Colon

Have you ever been stumped by the different purposes that the comma, semi-colon and the full-stop, or period, serve in expressing a writer's intent? Read the following short dialogue that these three cousins had and you will find out more about their close relationship. 

(Big Cousin Brother, Full-Stop, chanced upon Semi-Colon and her young sibling, Comma having an interesting conversation at the coffee-shop, just down the street from the block of flats they lived in.  He decided to join in.)

Comma: Hey, Col, I never said you are not important!
Semi-Colon: Oh yeah?! Then, what does it mean when you accuse me of confusing people... that, that, people don't like to use me. That they rather use you than...
Comma: Oh, come on, Col. I am just stating a fact. People find me less confusing, but that doesn't mean you are not important. Both of us are!

(Just then, Full-Stop drew out a chair at their table and plopped down with a heavy sigh.)

Full-Stop: Really?! You gals are at it again? Look, I am going to do what I was born to do - put a full-stop to all this nonsense right here and now! So, listen carefully because this is the last time I am going to do it, period! Col, my Semi-Colon dude, you've got the best of both worlds since you've both me and Comma in you. Just take a look below:

.  +  ,  =  ;  

I am the one that completes the sentences and allows the reader or speaker to pause a bit longer than when Comma comes in. Humans can't go on and on; they need time to take a breather, short and long, and to process multiple ideas. Take for instance the following:

I went to the Gardens by the Bay. 

The full-stop here indicates that one piece of information is given for you to process at one go. The sentence, or one complete thought, has ended here.

I went to the Gardens by the Bay (1), and, while visiting the conservatories (2), saw many species of plant-life (3). 

Here, our dear Comma plays the important role of separating the added information found in (2)  from the two main ideas, which are found in (1) and (3)

Now, let's come to you, Semi-Colon. 

I went to the Gardens by the Bay (1); I consider it a learning adventure during which I came across so many different kinds of plants and trees (2). 

You, my cousin, in reality helps to make a sentence clear and you also show how two sentences, or complete thoughts, are actually related to each other. (1) is a complete thought. (2) is another complete thought but it is related to (1); hence, it shows that while the earlier idea in (1) can stand on its own, the writer is not done with the idea. He or she wants to continue by adding another, related, idea to it.


Just go over the last explanation more carefully and try to figure out why the commas, semi-colon and full-stops, or periods, were used. We will provide an explanation in the next post.

Answers (Reading Comprehension and Critical Thinking)

Below is a photo of the bird that inspired me to pen the poem, that I had included in the earlier post, and which I am reproducing below.

My Feathered Friend

I spied thee, my feathered friend,

Pecking furiously at thy perceived foe,

Thy hard beak pounding at thy reflected self;

It too had its head thrust to the mirrored pane

With its chocolate-hued wings spread from its dark body

And red-rimmed eyes staring, unblinking, unyielding;

Aye, thy foe, postured much like thyself, was ready for battle,

Returning peck for peck with like ferocity, like enmity.

Words, if used appropriately, have the power to create pictures in your mind. Words such as `saw', `hitting', `bent forward' and `standing' only convey a general idea. There is very little that one can draw from such words; there is a lack of symbolism, emotions and/or characteristics of the protagonist.

o   The word `spied' gives one the idea that the one being viewed is unaware of being watched.

o   `Pounding' displays a greater force being exerted than a mere `hitting'. Here, one may view the action as aggressive and hence, the bird could be seen as being angry or upset.

o   `Thrust' is a beautiful word that indicates a deliberate, intentioned, attempt to push the head forward. This action allows the reader to appreciate the fact that the bird is purposely looking closely at the window pane, observing closely something that has caught its attention. It gives the bird `life' and it becomes an entity that can think, that can feel.

o    `Postured' gives one an idea that the bird has a certain attitude, a certain bearing that indicates a specific emotion. In this case, based on context, we know that the posture is aggressive, that the bird is positioning itself in a way that shows it is ready to fight.

•  What is the feeling that the bird is experiencing? Why is it feeling that way?

The bird sees another bird in the `mirrored pane' and thinks it is a foe, and hence, it feels hatred, leading to its rage against the supposed foe. It is hostile toward the bird and hence, is ready to fight it

• Is the feeling justified?

No, it is not, since what it sees in the `mirrored pane' is a reflection of itself. There is no other bird there; it is actually seeing itself on the other side.

• Can the bird's reaction be extended to the human experience?

Yes, very often, we project our feelings of animosity toward non-existing entities. We create these entities in our mind, imagining a foe where there is none. We work ourselves up in a fury when there is no reason to be furious. These entities, if we look closely, are really very much like ourselves.

• What lesson may we, as humans, derive from the bird's reaction?

The reflection of the bird in the mirror need not be an image of a foe, but it could be a reflection of the negative feelings a person may have, stemming from prejudice, arrogance or a sense of insecurity. These feelings are meaningless and unproductive. We end up harming ourselves ultimately and all for nothing, since there is no real threat.