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Primary English · Year 6Chapter 9 · Brackets, dashes, commas and speech
Year 6 · Chapter 9

Brackets, dashes, commas and speech

By the end of this chapter you will be able to

  • Mark extra information with brackets, a pair of dashes or a pair of commas
  • Choose the device that suits the sentence, and check that the sentence still makes sense without the extra part
  • Add a comma so that a sentence cannot be misread
  • Set out a dialogue with a new line for each speaker, and the correct speech marks
  • Change direct speech into reported speech, changing the pronouns and tenses

You should already know

  • Direct speech and its punctuation (Year 4 Chapter 5)
  • Commas after fronted adverbials and in lists (Year 4 punctuation)

Where this leads

  • Writing for purpose, and writing dialogue in stories (Chapter 12 of this book)

National Curriculum for England, Key Stage 2 English, Year 6. Content: Use brackets, dashes or commas to indicate a parenthesis, which is extra information that can be removed (Y5-6 punctuation), Use commas to clarify meaning and avoid ambiguity (Y5-6 punctuation), Punctuate direct speech in longer dialogue: a new line for each speaker, and the end mark inside the speech marks (Y5-6 punctuation), Compare direct speech with reported speech, and change one into the other (Y5-6 grammar and punctuation).

Exercise P  Do you remember?

1
FWrite the word that begins a new line in a dialogue when a new person speaks. Write the word only: line or paragraph.
2
FWhich word is the subject in The cat sat on the mat.? Write the word only.
3
FWrite the end punctuation for this question: Are you coming. Write the mark only.
4
FWrite the word that means the extra part of a sentence that can be removed. Write the word only.
5
FWrite the past tense of say. Write the word only.
9.1

Brackets to mark extra information

Year 6
Use brackets to indicate a parenthesis, which is extra information that can be removed (Y5-6 punctuation)
Video lesson: Brackets to mark extra informationComing soon
Story. Ruby is writing a guide to the village. She describes the castle (built in 1400) and the bridge, which she calls a useful way to reach the river.

A parenthesis is extra information in a sentence. It can be removed, and the sentence still makes sense. Use round brackets to mark it: The castle (built in 1400) is open today.

Brackets around extra information

Sentence without the extra informationWith brackets
The castle is open to visitors today.The castle (built in 1400) is open to visitors today.
My sister is visiting us next week.My sister (who lives in Leeds) is visiting us next week.
The bridge crosses the river.The bridge (which was painted last spring) crosses the river.

Key ideas

  • Brackets mark extra information that can be removed.
  • The sentence must still make sense without the brackets and the words inside them.
  • Put a space before the opening bracket, and none after it.
Worked example 9.1.1
Mark the extra information with brackets: The castle built in 1400 is open today.

Method. Find the extra information, then put a bracket before and after it.

  1. Find the extra information. Built in 1400 gives extra detail about the castle.
    built in 1400
  2. Put the brackets around it. Round brackets go before and after the extra information.
    (built in 1400)
  3. Check the sentence. The sentence still makes sense without the brackets.
    The castle (built in 1400) is open today.
  4. Write the answer.
    The castle (built in 1400) is open today.

Check. The castle is open without the extra detail. ✓

Worked example 9.1.2
Add brackets around the extra detail: My grandad a keen gardener grew tomatoes.

Method. Find the detail that can be removed, and bracket it.

  1. Find the detail. A keen gardener describes the grandad.
    a keen gardener
  2. Bracket it. The brackets enclose the extra detail.
    (a keen gardener)
  3. Check. Without the detail, my grandad grew tomatoes still makes sense.
    My grandad grew tomatoes.
  4. Write the answer.
    My grandad (a keen gardener) grew tomatoes.

Check. The sentence makes sense without the brackets. ✓

Worked example 9.1.3
Which sentence uses brackets correctly? The bridge (which is old crosses the river. or The bridge (which is old) crosses the river.

Method. The brackets must close around the extra information.

  1. Check the first. The first sentence has no closing bracket.
    no closing bracket
  2. Check the second. The second sentence has an opening and a closing bracket.
    (which is old)
  3. Write the answer.
    The bridge (which is old) crosses the river.

Check. The second sentence is bracketed correctly. ✓

Watch out

Watch out: always close a bracket. An opening bracket with no closing bracket is a common mistake.

Exam tip

Grown-up tip. Ask your child to read a sentence with brackets aloud, and to say whether the sentence still works without the words in brackets.

Exercise 9A  Practice: brackets for parenthesis

1
FMark the extra information with round brackets: The castle built in 1400 is open to visitors today.
2
FMark the extra information with round brackets: My sister who lives in Leeds is visiting us next week.
3
FMark the extra information with round brackets: The bridge which was painted last spring crosses the river.
4
FMark the extra information with round brackets: The farmer a tall man in a green coat waved from the gate.
5
PSWhich sentence uses brackets correctly? Choose one: The farmer (a tall man waved from the gate. or The farmer (a tall man) waved from the gate..
6
RExplain in one sentence what the brackets in The castle (built in 1400) is open do.
7
PSAdd brackets to the extra information in this sentence: Mrs Patel our teacher organised the trip. Write the sentence.
8
FWrite the extra information that is in brackets: The river (swollen by the rain) rose over the path.
9
RExplain why the sentence The river rose over the path still makes sense without the brackets.
10
PSMark the extra information with round brackets: Our teacher Mrs Patel organised the trip.
11
FWhich bracket is missing from The bridge (which is old crosses the river.? Choose the mark. Choose one: ) or ].
12
PSWrite a sentence about a school, with extra information in round brackets.
13
FWrite the sentence without the brackets and the extra information: The castle (built in 1400) is open today.
14
PSWrite one sentence about a pet, with extra information in brackets that can be removed.
15
RExplain in one sentence why a writer might use brackets instead of a sentence of their own.
9.2

Dashes and commas to mark extra information

Year 6
Use a pair of dashes or a pair of commas to indicate a parenthesis (Y5-6 punctuation)
Video lesson: Dashes and commas to mark extra informationComing soon
Story. Dev is writing about the school trip. He says the farmer, a tall man in a green coat, waved from the gate, and that the bus – swollen by the rain – was late.

A parenthesis can also be marked with a pair of dashes or a pair of commas. Each device says the same thing, but a dash is more informal and a comma is more neutral. The sentence must still make sense without the extra information.

Three ways to mark the same extra information

BracketsDashesCommas
The bridge (which was painted last spring) crosses the river.The bridge – which was painted last spring – crosses the river.The bridge, which was painted last spring, crosses the river.
The farmer (a tall man in a green coat) waved from the gate.The farmer – a tall man in a green coat – waved from the gate.The farmer, a tall man in a green coat, waved from the gate.

Key ideas

  • A pair of dashes marks extra information, with a space either side.
  • A pair of commas marks extra information in a neutral way.
  • Use one device for a sentence, and keep to it.
Worked example 9.2.1
Mark the extra information with a pair of dashes: The river swollen by the rain rose over the path.

Method. Find the extra information, then put a dash before and after it.

  1. Find the extra information. Swollen by the rain gives extra detail about the river.
    swollen by the rain
  2. Use the dashes. A dash goes before and after it, with a space either side.
    – swollen by the rain –
  3. Check. The sentence still makes sense without the dashes.
    The river rose over the path.
  4. Write the answer.
    The river – swollen by the rain – rose over the path.

Check. The dashes mark the extra information. ✓

Worked example 9.2.2
Mark the extra information with a pair of commas: The bridge which was painted last spring crosses the river.

Method. Find the extra information, then put a comma before and after it.

  1. Find the extra information. Which was painted last spring is extra detail.
    which was painted last spring
  2. Use the commas. A comma goes before and after it.
    , which was painted last spring,
  3. Check. The bridge crosses the river still makes sense.
    The bridge, which was painted last spring, crosses the river.
  4. Write the answer.
    The bridge, which was painted last spring, crosses the river.

Check. The commas mark the extra information. ✓

Worked example 9.2.3
Which device is more informal: dashes or commas? Write the device only.

Method. Think about how formal each device is.

  1. Compare. Commas are neutral; dashes are more informal, and they draw attention.
    neutral, informal
  2. Decide. Dashes are the more informal device.
    dashes
  3. Write the answer.
    dashes

Check. Dashes are more informal. ✓

Watch out

Watch out: a pair of dashes or a pair of commas must come in a pair. Do not use one dash, or only one comma, to mark extra information.

Exam tip

Grown-up tip. Ask your child to read the same sentence with brackets, then with dashes, then with commas. Ask which one sounds most natural to them.

Exercise 9B  Practice: dashes and commas for extra information

1
FMark the extra information with a pair of dashes: The castle built in 1400 is open to visitors today.
2
FMark the extra information with a pair of dashes: My sister who lives in Leeds is visiting us next week.
3
FMark the extra information with a pair of dashes: The bridge which was painted last spring crosses the river.
4
FMark the extra information with a pair of commas: The farmer a tall man in a green coat waved from the gate.
5
FMark the extra information with a pair of commas: Our teacher Mrs Patel organised the trip.
6
FMark the extra information with a pair of commas: The river swollen by the rain rose over the path.
7
PSWhich sentence marks the extra information correctly? Choose one: My sister, who lives in Leeds is visiting us. or My sister, who lives in Leeds, is visiting us..
8
FWrite the extra information in the dashes: The farmer – a tall man in a green coat – waved from the gate.
9
RExplain in one sentence why a pair of commas must be used in a parenthesis, not one comma.
10
PSMark the extra information with a pair of dashes: My sister who lives in Leeds is visiting us next week.
11
PSWrite the sentence with the extra information in a pair of commas: The village is quiet in winter. Add the extra information which has few visitors after village.
12
FWhich device, dashes or brackets, is used in The castle (built in 1400) is open? Write the device only.
13
PSWrite one sentence with a pair of dashes around extra information about a dog.
14
RExplain in one sentence which device is more neutral: dashes or commas.
15
FMark the extra information with a pair of commas: The river swollen by the rain rose over the path.
9.3

Commas that make the meaning clear

Year 6
Use commas to clarify meaning and avoid ambiguity (Y5-6 punctuation)
Video lesson: Commas that make the meaning clearComing soon
Story. The café sign reads Let's eat Grandma. The customers laugh, because the owner had meant Let's eat, Grandma, and the comma changes everything.

A comma can make the meaning clear, and it can stop a sentence being read in two ways. This is called ambiguity. The comma tells the reader who is being spoken to, or what goes with what.

Ambiguous and clear

AmbiguousClear with a commaWhat the comma shows
Let's eat Grandma.Let's eat, Grandma.Grandma is being spoken to, and the family will eat.

Key ideas

  • A comma can show who is being spoken to.
  • A comma can show what goes with what, and prevent a misreading.
  • Read the sentence both ways, and choose the comma that gives the meaning you want.
Worked example 9.3.1
Add a comma so that the meaning is clear: Lets eat Grandma. Write the corrected sentence, with the comma.

Method. Decide whether Grandma is the person being spoken to.

  1. Read it both ways. Without the comma, Grandma could be eaten, which is not meant.
    Let's eat Grandma.
  2. Decide the meaning. Grandma is the person being spoken to, so a comma goes after eat.
    eat,
  3. Write the sentence. The comma shows that Grandma is spoken to.
    Let's eat, Grandma.
  4. Write the answer.
    Let's eat, Grandma.

Check. The comma shows who is being addressed. ✓

Worked example 9.3.2
Add a comma so that the meaning is clear: Thank you Mum and Dad. Write the sentence with the comma.

Method. Decide who is being thanked, and where the comma helps.

  1. Read it. The sentence thanks Mum and Dad, who are addressed directly.
    Mum and Dad
  2. Add the comma. A comma after thank you shows that Mum and Dad are spoken to.
    you,
  3. Write the sentence. The comma makes the meaning clear.
    Thank you, Mum and Dad.
  4. Write the answer.
    Thank you, Mum and Dad.

Check. The comma shows who is spoken to. ✓

Worked example 9.3.3
Which comma is needed? Let's eat Grandma or Let's eat, Grandma? Write the sentence with the comma in the right place.

Method. Look at the name of the person.

  1. Find the name. Grandma is a name for the person addressed.
    Grandma
  2. Choose the comma. The comma goes between eat and Grandma, to address her.
    Let's eat, Grandma
  3. Write the answer.
    Let's eat, Grandma

Check. The comma goes before the name. ✓

Watch out

Watch out: a comma that is missing can change the meaning. Read the sentence aloud in your head, and check whether the reader might misread it.

Exam tip

Grown-up tip. Ask your child to read Let's eat Grandma and Let's eat, Grandma aloud, and to say which one a family would mean.

Exercise 9C  Practice: commas that make the meaning clear

1
FAdd a comma so that the meaning is clear: Let's eat Grandma.
2
PSAdd a comma so that the meaning is clear: Thank you Mum and Dad.
3
PSWhich sentence is clear? Choose one: Let us eat Grandma. or Let us eat, Grandma..
4
FAdd a comma so that the reader knows who is being addressed: Come here Sam. Write the sentence.
5
FAdd a comma so that the reader knows who is addressed: Thank you Mum. Write the sentence.
6
RExplain in one sentence why a comma can change the meaning of a sentence.
7
PSAdd a comma to show that the family is eating, not the person named: Lets eat Grandma. Write the sentence.
8
RExplain why Let's eat, Grandma. is different from Let's eat Grandma. in one sentence.
9
PSWrite one sentence where a comma shows who is being spoken to.
10
FWhich word in Let's eat Grandma might be misread? Write the word only.
11
FAdd a comma so that the meaning is clear: Thank you Mum and Dad.
9.4

Direct speech in a longer dialogue

Year 6
Punctuate direct speech in longer dialogue: a new line for each speaker, and the end mark inside the speech marks (Y5-6 punctuation)
Video lesson: Direct speech in a longer dialogueComing soon
Story. Ali and Ella are planning a trip to the river. Ali asks if she is ready, and Ella answers that she has packed everything, then Ali shouts that the bus is leaving.

In a longer dialogue, each time a new person speaks, start a new line. Put the spoken words in speech marks. The end mark of the words goes inside the speech marks, and a comma goes inside before a reporting clause such as said Ali.

Punctuating speech

PatternExample
Question: the question mark goes inside"Are you ready?" asked Ali.
Exclamation: the mark goes inside"Hurry!" shouted Mum.
Statement: a comma goes inside"I am ready," said Ella.

Key ideas

  • A new speaker starts a new line.
  • Put the spoken words in speech marks.
  • The end mark of the spoken words goes inside the speech marks.
Worked example 9.4.1
Punctuate this speech: Are you ready asked Ali.

Method. Put the speech in marks, with the question mark inside.

  1. Find the speech. The spoken words are Are you ready.
    Are you ready
  2. Add the question mark and speech marks. The question mark goes inside the speech marks.
    "Are you ready?"
  3. Add the reporting clause. The reporting clause follows the speech.
    "Are you ready?" asked Ali.
  4. Write the answer.
    "Are you ready?" asked Ali.

Check. The question mark is inside the speech marks. ✓

Worked example 9.4.2
Punctuate this speech: I am ready said Ella.

Method. Put the speech in marks, with a comma inside before the reporting clause.

  1. Find the speech. The spoken words are I am ready.
    I am ready
  2. Add the comma inside. A comma goes inside the speech marks before said Ella.
    "I am ready,"
  3. Write the reporting clause. The reporting clause ends with a full stop.
    "I am ready," said Ella.
  4. Write the answer.
    "I am ready," said Ella.

Check. The comma is inside the speech marks. ✓

Worked example 9.4.3
Which is correct: "Hurry!," shouted Mum. or "Hurry!" shouted Mum.?

Method. An exclamation mark is never followed by a comma.

  1. Check the first. The first has a comma after the exclamation mark.
    !,
  2. Check the second. The second has the exclamation mark, and no comma.
    "Hurry!"
  3. Decide. The second is correct.
    "Hurry!" shouted Mum.
  4. Write the answer.
    "Hurry!" shouted Mum.

Check. No comma follows an exclamation mark. ✓

Watch out

Watch out: start a new line each time a new speaker begins. Do not put two speakers in the same paragraph.

Exam tip

Grown-up tip. Ask your child to read a short dialogue aloud, with a different voice for each speaker. Ask them to point to each new line.

Exercise 9D  Practice: direct speech in longer dialogue

1
FWrite this line of direct speech with its reporting clause, using speech marks: Ali asked: Are you ready?
2
FWrite this line of direct speech with its reporting clause, using speech marks: Mum shouted: Hurry!
3
FWrite this line of direct speech with its reporting clause, using speech marks: Ella said: I am ready.
4
FWrite this line of direct speech with its reporting clause, using speech marks: Sam explained: We have finished the project.
5
FWrite this line of direct speech with its reporting clause, using speech marks: Priya asked: Where is the bus?
6
FWrite this line of direct speech with its reporting clause, using speech marks: Dev said: The match starts at noon.
7
PSWhich line of speech is punctuated correctly? Choose one: "Hurry!," shouted Mum. or "Hurry!" shouted Mum..
8
RExplain in one sentence where the end mark of a speech goes, when the reporting clause follows.
9
PSStart a new line for the reply: Ali asked if she was ready. Ella said she had packed everything. Write Ella's reply as a new line with speech marks, starting from her words I have packed everything.
10
PSWrite Ali's words on a new line: Ali shouts that the bus is leaving. Use speech marks, and the exclamation mark. Write the line.
11
FWrite this line of direct speech with its reporting clause, using speech marks: Priya asked: Where is the bus?
12
PSWrite two lines of dialogue between two friends, each on a new line, with speech marks.
13
PSCorrect this line: "Are you coming," asked Ben. Write the corrected line.
14
FWrite this line of direct speech with its reporting clause, using speech marks: Mum shouted: Hurry!
15
RExplain in one sentence why a new line is used when a new person speaks.
9.5

Direct speech and reported speech compared

Year 6
Compare direct speech with reported speech, and change one into the other (Y5-6 grammar and punctuation)
Video lesson: Direct speech and reported speech comparedComing soon
Story. Ella tells her friend what Sam said. In the direct speech, Sam said, "I am tired." In reported speech, Ella says that Sam was tired.

Direct speech gives the exact words in speech marks. Reported speech gives the meaning, without speech marks, and it usually changes the pronouns and tenses: I becomes he or she, and am becomes was.

Direct and reported speech

Direct speechReported speech
"I am tired," said Ella.Ella said that she was tired.
"We will win," said the captain.The captain said that they would win.
"I have finished," said Sam.Sam said that he had finished.

Key ideas

  • Reported speech has no speech marks.
  • Pronouns change to the third person: I becomes he or she.
  • Tenses often move back: am becomes was, and have finished becomes had finished.
Worked example 9.5.1
Change into reported speech: "I am tired," said Ella.

Method. Change the pronoun and the tense.

  1. Change the pronoun. I becomes she, because Ella is a she.
    she
  2. Change the tense. Am becomes was.
    was
  3. Write the reported speech. Ella said that she was tired.
    Ella said that she was tired.
  4. Write the answer.
    Ella said that she was tired.

Check. I becomes she, and am becomes was. ✓

Worked example 9.5.2
Change into reported speech: "I have finished," said Sam.

Method. Change the pronoun and the tense.

  1. Change the pronoun. I becomes he, because Sam is a he.
    he
  2. Change the tense. Have finished becomes had finished.
    had finished
  3. Write the reported speech. Sam said that he had finished.
    Sam said that he had finished.
  4. Write the answer.
    Sam said that he had finished.

Check. have becomes had, and I becomes he. ✓

Worked example 9.5.3
Which is reported speech: Sam said, "I am tired." or Sam said that he was tired.? Write the reported sentence.

Method. Reported speech has no speech marks, and the verb moves back.

  1. Check the first. The first has speech marks, so it is direct speech.
    speech marks
  2. Check the second. The second has no speech marks, so it is reported speech.
    no speech marks
  3. Decide. The second sentence is reported speech.
    Sam said that he was tired.
  4. Write the answer.
    Sam said that he was tired.

Check. The second sentence has no speech marks. ✓

Watch out

Watch out: reported speech has no speech marks, and no question mark. A reported question is written as a statement: He asked where the bus was.

Exam tip

Grown-up tip. Ask your child to tell you what a friend said at school, first in direct speech, then in reported speech. Ask them which words changed.

Exercise 9E  Practice: direct and reported speech

1
FChange this direct speech into reported speech, without speech marks: "I am tired," said Ella.
2
FChange this direct speech into reported speech, without speech marks: "We will win," said the captain.
3
FChange this direct speech into reported speech, without speech marks: "I have finished," said Sam.
4
FChange this direct speech into reported speech, without speech marks: "The bus is late," said Priya.
5
PSWhich is reported speech? Choose one: "The bus is late," said Priya. or Priya said that the bus was late..
6
PSChange this direct speech into reported speech: "We will win," said the captain. Write the reported sentence.
7
PSWrite the speech marks and the reporting clause for: Priya said that the bus was late. Write it as direct speech.
8
RExplain in one sentence what changes when direct speech becomes reported speech.
9
FChange into reported speech: "I have finished," said Sam. Write the reported sentence.
10
FFind the reporting verb in Ella said that she was tired. Write the word only.
11
PSChange this reported speech into direct speech: Ruby said that she was hungry.
12
PSChange this reported statement into direct speech, and write the sentence: Dev said that the match started at noon.
13
RExplain in one sentence why reported speech has no question mark when a question is reported.
14
FChange into reported speech: "I am cold," said Ella. Write the reported sentence.

Chapter summary

SkillMethod
BracketsRound brackets enclose extra information that can be removed.
Dashes and commasA pair of dashes or a pair of commas can also mark a parenthesis.
Commas for meaningA comma can show who is addressed, or what goes with what, and prevent a misreading.
DialogueA new line for each speaker; speech marks round the words; the end mark inside them.
Reported speechNo speech marks; pronouns change; tenses often move back.

Can you…?

  • I can mark extra information with brackets, a pair of dashes or a pair of commas
  • I can add a comma so that a sentence cannot be misread
  • I can set out a dialogue with a new line for each speaker
  • I can punctuate speech with the end mark inside the speech marks
  • I can change direct speech into reported speech, and back again

Key terms

parenthesis
extra information in a sentence that can be removed without losing the main meaning
ambiguity
when a sentence can be read in more than one way
dialogue
the words spoken between two or more people in a text
reporting clause
the words that say who is speaking, such as said Ella
direct speech
the exact spoken words, in speech marks
reported speech
the meaning of what was said, without speech marks, often with the tense moved back

Exercise 9Z  Check-up

1
Mark the extra information with round brackets: The castle built in 1400 is open today.
2
Mark the extra information with a pair of commas: My sister who lives in Leeds is visiting us next week.
3
Add a comma so that the meaning is clear: Let's eat Grandma.
4
Write this line of direct speech with its reporting clause, using speech marks: Ali asked: Are you ready?
5
Write this line of direct speech with its reporting clause, using speech marks: Ella said: I am ready.
6
Change this direct speech into reported speech, without speech marks: "I have finished," said Sam.
7
Write the sentence with the extra information in brackets: The bridge which was painted last spring crosses the river. Write the sentence.
8
Which sentence is punctuated correctly? Choose one: "Hurry!," shouted Mum. or "Hurry!" shouted Mum..
9
Explain in one sentence the difference between a pair of commas and brackets for extra information.
10
Change into direct speech: Ruby said that she was hungry. Write the direct speech with speech marks.

Total 19 marks. Allow about 19 minutes.

Exercise 9X  Practice test questions

1
PSMark the extra information in this sentence with a pair of commas: The farmer a tall man in a green coat waved from the gate. Write the sentence.[2 marks]
2
RWhich device marks extra information in a neutral way: brackets, dashes or commas? Write the word only.[1 mark]
3
FAdd a comma so that the meaning is clear: Thank you Mum. Write the sentence with the comma.[1 mark]
4
PSPunctuate this speech: Hurry shouted Mum. Write the line with its speech marks and punctuation.[2 marks]
5
PSChange this direct speech into reported speech: "I am cold," said Ella. Write the reported sentence.[2 marks]
6
RExplain in one sentence why a new line is used when a new speaker begins.[2 marks]
7
PSWrite the sentence with brackets around the extra information: The school founded in 1860 has a large garden.[2 marks]
8
RExplain in one sentence why the comma in Let's eat, Grandma changes the meaning of the sentence.[2 marks]
9
PSWrite one line of dialogue for Sam, who is cross about the rain, with speech marks, a reporting clause, and the end mark inside the speech marks.[3 marks]
10
PSChange this reported speech into direct speech: Priya said that the bus was late. Write the direct speech with speech marks.[2 marks]
← Chapter 8: Semi-colons, colons, dashes, bullet points and hyphensChapter 10: Reading fiction and plays →

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