braille module 8 punctuation continued loc lesson...

Braille Module 8 Punctuation Continued LOC Lesson 2, Sections 2.5-2.6

PROFITT Curriculum Module # 8 – Punctuation Continued

Braille Module 8-1

Module 8 Punctuation Continued

LOC Lesson 2.5-2.6

Summary

Goals: One goal is for the students to gain an understanding of the dash and numbers with punctuation. Another goal is for the students to obtain a visual process of the braille alphabets and numbers.

SMART Objectives: Specific, Measurable, Achievable, Realistic, and Time-sensitive

By the end of this module, students should

be able to:

BS8.1: Know the dot formations and

understand the braille rules for the dash.

BS8.2: Understand the braille rules for numbers with punctuation.

BS8.3: Review and test on the dash and

number with punctuation.

BS8.4: Learn how to build words and

sentences.

Instructor: Braille instructor

Delivery Method(s): Flash cards

Lecture Classroom reading Discussion One-on-one reading Hands on

Length: 5 hours Four topics

Any Applicable Business and/or Soft Skills:

Corresponding LOC Manual: Lesson 2.5 with EBAE I.6 Lesson 2.6 with EBAEVII.28

Take Away Messages: You are doing a good job at the work site of building your braille skills. Always remember the help you learned by using “to” or “through” for distinguishing the hyphen from the dash. It is imperative to give the blind reader correct information and by following the rules of the LOC Manual so you will not fail in accomplishing this goal. Build on what you have learned as you team up with other students to gain knowledge in a fun atmosphere. Communicate with each other as you learn to spell words and make sentences using the braille characters.


Braille Module 8-2

Instructor Preparation

Title of Module: Punctuation Continued

The purpose of this module is for the students to know the dot formation and understand the rules for the dash. The students will be able to identify the difference between a hyphen and a dash. They will understand the code that pertains to using numbers with punctuation pertaining to braille.

Agenda –topics to be covered in the module and length of each item

Topic: Punctuation Continued Time Allotted: 5 hours

A. Learn the Dash (1 hour)

B. Numbers with Punctuation (2 hours)

C. Review and Test (1 hour)

D. Visual Processing of Letters and Numbers (1 hour)

Materials and Supplies – items needed in order to carry out the agenda and classroom activities

1. LOC Manual: Lesson 2.5 with EBAE I.6 and Lesson 2.6 with EBAE V.28

2. Drill book (embossed copy)

3. Handouts and Answer Sheets: Lesson 2.5-2.6 Worksheet 1 (8.B.1), Answers to Lesson 2.5-2.6 Worksheet 1 (8.B.2) (one copy), Lesson 2.5-2.6 Worksheet 2 (8.B.3), Answers to Lesson 2.5-2.6 Worksheet 2 (8.B.4) (one copy), Lesson 2.5-2.6: Test (8.C.1), and

Answers to Lesson 2.5-2.6: Test (8.C.2) (one copy)

4. 3 or 4 sets of uncontracted alphabet letters and 1 or 2 numerical indicator cards.

Classroom Preparation

1. Have the classroom flashcards prepared for Lesson 2 and have materials for the

students to make their own.

2. Prepare the classroom with the chalk and erasure boards to explain the different uses of the dash and numbers with punctuation.

3. Have the flashcards ready to play the game: Name That Word!

4. Each workstation should have a computer, a braille writer, a slate and stylus, an LOC Manual, EBAE, a means of communicating with the embosser (network or thumb drive), braille paper (not-tractor feed), a braille eraser, pen/pencil, notebook, and

highlighter.


Braille Module 8-3

Curriculum Content

A. Learn the Dash (1 hour)

Objective BS8.1: Know the dot formations and understand the braille rules for the dash.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with LOC Manual: Lesson 2.5 and EBAE I.6 which covers the

dash including, spacing, with composition signs and division between lines.

The instructor will also be familiar with Drill 8.

CONTENT PRESENTATION AND LEARNER PARTICIPATION

As the instructor gathers the students together, the instructor should observe their attitude towards the course and how the students are feeling about their progress. The instructor will lead a short discussion about the content of Lesson 2 and encourage the

students to keep working and stay focused. The instructor will tell the students:

“The dash is represented by dots 36, 36. Note that this is a two-cell sign. You need to learn the rules of the hyphen and dash, because you cannot always distinguish them by the length of the line shown in print. Refer to this rule anytime you need

to until you are able to distinguish the difference at a glance.”

The activities will help the students to learn the use of the dash with the rules of the LOC

Manual.

As a class the students will read and discuss LOC Manual: Lesson 2.5 and EBAE I.6about the dash.

Take turns as a class to read braille answers to Drill 8 from the Drill book. This will help

the students to get a visual idea of reading the embossed copy.

Next the students will complete Drill 8 on Page 2-8 using Perky Duck.

When the students have completed this activity, which includes proofreading their own work, they can exchange drills and proofread each other’s work using the “How to

Successfully Proofread” steps.

B. Numbers and Punctuation (2 hours)

Objective BS8.2: Understand the braille rules for numbers with punctuation.


Braille Module 8-4


The instructor will be familiar with LOC Manual: Lesson2.6 and EBAE V.28 which covers numbers with punctuation, including the effect of the number indicator, dividing

hyphenated and long numbers between lines, and inclusive connecting numbers.

The instructor will also be familiar with Drill 9.

The worksheets needed for this section are: Lesson 2.5-2.6 Worksheet 1 (8.B.1), one copy of Answers to Lesson 2.5-2.6 Worksheet 1 (8.B.2), Lesson 2.5-2.6 Worksheet 2 (8.B.3), and one copy of Answers to Lesson 2.5-2.6 Worksheet 2

(8.B.4).


It is very important that the students learn the difference between a hyphen and a dash.

The instructor will tell the students:

“Although a dash is usually longer than a hyphen in print, this is not always the case. We will learn a good rule of thumb using the words ‘to’ and ‘through’ to

determine the difference in this section.”

As a class, the students will read and discuss LOC Manual: Lesson 2.6 with EBAE VII.28

about numbers with punctuation. Leave time for questions and answers.

One question that students may ask is:

“If print leaves spaces around a hyphen or a dash, should I do the same in braille?”

One appropriate answer is:

“The spacing depends on the various rules applicable to a hyphen or a dash.

Therefore, it is important to follow the rule pertaining to the surrounding text.

Remember to always look up the rules concerning a hyphen and a dash. Eventually

you will memorize them, but until then don’t hesitate to refresh your memory.”

Take turns as a class to read braille answers to Drill 9 from the Drill book. This will help

the students to get a visual idea of reading the embossed copy.

Next the students will braille Drill 9 on Page 2-10 using Perky Duck.

When the students have completed this activity, which includes proofreading their own work, they can exchange drills and proofread each other’s work using the “How to Successfully Proofread” steps.

Pass out the handout Lesson 2.5-2.6 Worksheet 1 (8.B.1).This handout was created

for the students to practice their knowledge of reading simulated braille words.


Braille Module 8-5

Each student will be paired up with another student to practice reading braille out loud.

This practice helps the students to realize the importance of sight to speech aids which

are very significant in the braille learning process.

After the students have read the worksheet out loud to each other they are to go back

and write the letters and punctuation in longhand over the braille. This activity also helps

the students to learn some valuable proofreading and teamwork skills.

It is expected that the students will successfully learn to read braille out loud and to

understand what they are reading.

Pass out the handout Lesson 2.5-2.6 Worksheet 2 (8.B.3).This worksheet has 12 sentences for the students to find and circle all the mistakes that are incorrect. There is an

answer key included.

When the students are completed with their activity they should have a grasp on what

errors to look for when proofreading.

C. Review and Test (1 hour)

Objective BS8.3: Review and test on the dash and number with punctuation.


The instructor will be familiar with LOC Manual: Lesson 2.5-2.6.

The handouts needed for this section is: Lesson 2.5-2.6: Test (8.C.1) and Answers

to Lesson 2.5-2.6: Test (8.C.2).


Review Lesson 2.5-2.6 of the LOC Manual. The review is designed to prepare the students

for the test. The instructor is to go over each section with emphases on areas that will be

on the test. Allow the students to ask any questions pertaining to the context of LOC

Manual: Lesson 2.5-2.6.

Pass out Lesson 2.5-2.6: Test (8.C.1). This test is 23 true or false questions and

requires the students to list the LOC Manual rule to support their answer. An answer key is

included.

The expected outcome of the test will help both the instructor and the students to

understand the students’ strengths and weaknesses. This will allow them to work together

to strengthen the students weaknesses in any area.


Braille Module 8-6

ASSESSMENT

This test is necessary for the students and the instructor to determine the knowledge

acquired over Lesson: 2.5-2.6 of the Instruction Manual for Braille Transcribing Fifth

Edition, 2009. It is expected that the students will fully grasp the braille rules for the dash

and numbers with punctuation so as to continue with the lessons. This test will help both

the teacher and the students to understand the students’ strengths and weaknesses. The

outcome will allow the instructor and the student to work together to strengthen the

students weaknesses in any area.

D. Visual Processing of Letters and Numbers (1 hour)

Objective BS8.4: Learn how to build words and sentences.


The class will continue to build a fun environment in which to learn with the game Name That Word! This game is a fun way for the students to forget about the processes of

braille and to learn by grouping together.

The instructor will be familiar with the dot formation for the 26 letters of the alphabet and

the braille numbers.

For this game you will need: 3 or 4 sets of uncontracted alphabet letters, 1 or 2

numerical indicator cards.


The instructor will tell the students:

“Remember how important it is to create first-rate teams. This game is competitive,

but our first goal is to learn to cooperate together. Keep in mind to show kindness

and help one another.

There is significance in building words using the flashcards. This will help you to

think quickly about putting the braille characters together to form words, phrases,

and complete sentences. Remember to use the number indicator. Start small and

build up your vocabulary.”

Separate the class into teams, preferably three to four students in each group. Each team will use the flashcards to make words. The team will take the stack of flashcards containing 3 or 4 sets of the simulated braille alphabet and 1 or 2 numerical indicators. The first team will start by making a4 letter word or number. All members on the team will help build a word. Once the team has a word or number they will hold it up for the class


Braille Module 8-7

to “read.” The remaining teams will try to guess the word within 1 minute. If someone answers correctly the team that person is on will earn one point. If no one guesses then the team that built the word will earn one point. Each team will take a turn. When every team has had a chance to build a word or number the next turn will be increased by one letter/number. So, the second time the team will use 5 letter/numbers to build a word. Some may even start to make two and three word incomplete sentences or combine words with the numbers by the end of the game. An example:

Team A builds the word: work

A person from Team C guesses: work. This is a correct answer so Team C earns 1 point.

Now it is Team B’s turn to build a word.

Team B builds the word: have

No one guesses this word so Team B earns 1 point.

The instructor should be the scorekeeper so every student can participate. The

scorekeeper will time. Timing the game sets the flow so there will be minimal distractions.

Remember you may adjust the time to keep their attention. If this is too much time you

can always decrease it.

The outcome of this game is to solidify the building of braille words in a visual sense for the students and to stress the importance of teamwork.


Braille Module 8-8

Braille Module 8 Punctuation Continued LOC Lesson 2, Sections 2.5-2.6 Handouts and Answer Sheets


Braille Module 8-9

Lesson 2.5-2.6: Worksheet 1 (8.B.1)

First take turns reading this exercise with another student. Then write the

words out in longhand over the simulated braille.

1.01 °°#A4°,SHE°LIKES°THE°FOOTBALL°PLAYER--HE

1.02 IS°SIX°FEET1°SEVEN°INCHES°TALL4°°°°°°°°°

1.03 °°#B4°,OH1°MY--°,JOSEPH°CRIED4°°°°°°°°°°

1.04 °°#C4°,HE°HAD°LOTS°OF°TEARS4°--TOO°SAD6°

1.05 °°#D4°,THE°NAME°OF°THE°BOOK°IS°,,HAPPY°°

1.06 ,,TRAILS--,,THE°,,SAGA°,,OF°,,JOHN°°°°°°

1.07 ,,POTTS4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.08 °°#E4°,THE°GIRLS°CLUB°TEAM°PLAYS°BASE-°°

1.09 BALL--OR VOLLEYBALL4°°°°°°°°°°°°°°°°°°°°

1.10 °°#F4°,THE°,CHINESE°CENSUS°FOR°#AIIJ°WAS

1.11 #A1FDE1DGB4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.12 °°#G4°,I°WILL°BE°BRAILLING°AT°HOME°THE°°

1.13 END°OF°#BJAA4°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.14 °°#H4°,SHELLEY'S°PRIVATE°HOME°PHONE°NUM-

1.15 BER°IS°#A°#EJI°#EEJ-IEBJ4°°°°°°°°°°°°°°°

1.16 °°#I4°,AIKEN1°,CONRAD°,POTTER°°°°°°°°°°°

1.17 7#AHHI-AIGC71°WAS°AN°,AMERICAN°POET4°°°°

1.18 °°#AJ4°,FOR°THE°RULES°TO°THE°GAME°SEE°°°

1.19 PAGES°#BA-BC4°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.20 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.21 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.22 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.23 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.24 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.25 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

8.B.1


Braille Module 8-10

Answers to Lesson 2.5-2.6: Worksheet 1 (8.B.2)

First take turns reading this exercise with another student. Then write the

words out in longhand over the simulated braille.

1. She likes the football player—he is six feet, seven inches tall.

2. Oh, my-- Joseph cried.

3. He had lots of tears. --too sad!

4. The name of the book is HAPPY TRAILS--THE SAGA OF JOHN POTTS.

5. The girls club team plays baseball--or volleyball.

6. The Chinese census for 1990 was 1,645,472.

7. I will be brailling at home the end of 2011.

8. Shelley's private home phone number is 1 509 550-9520.

9. Aiken, Conrad Potter (1889-1973), was an American poet.

10. For the rules to the game see pages 21-23.

8.B.2


Braille Module 8-11

Lesson 2.5-2.6 Worksheet 2 (8.B.3)

Proofread each sentence in simulated braille on the following page and highlight each braille cell that is incorrect. Remember to look in the rule book. 1 She is tall, fair and lovely--six feet!

2. Monica is sweet. My friend--Monica is a joy.

3. Oh, my-- Henry wept.

4. DO NOT ENTER--only AMBULANCES!

5. 13,000,010,002

6. We will go there in 2012?-2013.

7. The Mountain View Braille Facility is victor: 88,960-76,220.

8. Please call this number: 1 228 339-9087 immediately!

9. Tony visited the fair in 2023-24.

10. The team won 22-21.

11. We will go to school at 10:45.

12. The Census population for Asian-Pacific Islanders 7,273,662.

48.B.3


Braille Module 8-12

1.01 °°#A4°,SHE°IS°TALL1°FAIR°AND°LOVELY--°°°

1.02 SIX°FEET6°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.03 °°#B4°,MONICA°IS°SWEET4°,MY°FRIEND°°°°°°

1.04 --,MONICA°IS°A°JOY4°°°°°°°°°°°°°°°°°°°°°

1.05 °°#C4°,OH1°MY°--°,HENRY°WEPT4°°°°°°°°°°°

1.06 °°#D4°,,DO°,,NOT°,,ENTER--ONLY°,,AMBU-°°

1.07 LANCES6°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.08 °°#E4°#AC"JJJ"JAJ"JJB°°°°°°°°°°°°°°°°°°°

1.09 °°#F4°,WE°WILL°GO°THERE°IN°#BJAB8-BJAC4°

1.10 °°#G4°,THE°,MOUNTAIN°,VIEW°,BRAILLE°,FA-

1.11 CILITY°IS°VICTOR3°#HH1IFJ-#GF1BBJ4°°°°°°

1.12 °°#H4°,PLEASE°CALL°THIS°NUMBER3°#A#BBH°°

1.13 #CCI-IJHG°IMMEDIATELY6°°°°°°°°°°°°°°°°°°

1.14 °°#I4°,TONY°VISITED°THE°FAIR°IN°#BJBC-°°

1.15 #BD4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.16 °°#AJ4°,the°TEAM°WON°#BB-#BA4°°°°°°°°°°°

1.17 °°#AA4°,WE°WILL°GO°TO°SCHOOL°AT°#AJ3#DE4

1.18 °°#AB4°,THE°,CENSUS°POPULATION°FOR°°°°°°

1.19 ,ASIAN-,PACIFIC°,ISLANDERS°G1BGC1FFB4°°°

1.20 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.21 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.22 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.23 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.24 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.25 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

8.B.3


Braille Module 8-13

Answers to Lesson 2.5-2.6 Worksheet 2 (8.B.4)

Proofread each sentence in simulated braille on the following page and highlight each braille cell that is incorrect. Remember to look in the rule book.

1. She is tall, fair and lovely--six feet!

2. Monica is sweet. My friend--Monica is a joy.

3. Oh, my-- Henry wept.

4. DO NOT ENTER--only AMBULANCES!

5. 13,000,010,002

6. We will go there in 2012?-2013.

7. The Mountain View Braille Facility is victor: 88,960-76,220.

8. Please call this number: 1 228 339-9087 immediately!

9. Tony visited the fair in 2023-24.

10. The team won 22-21.

11. We will go to school at 10:45.

12. The Census population for Asian-Pacific Islanders 7,273,662.

1. The “six” will fit on the 1st line. 2.5a

2. Split sentence after the dash. 2.5c

3. No blank before dash. 2.5a.

4. Double cap needs to be reinstated after dash. 2.5b

5. A comma is a dot 2. 2.3

6. Due to the question mark, you would repeat the number sign after the hyphen. 2.6a

7. No # sign after the hyphen. 2.6b

8. Space between numbers. 2.6a

9. Need a number sign after the hyphen. 2.6b

10. Do not repeat the number sign after the hyphen. 2.6a

11. Do not repeat the number sign after the colon.

Need a number sign before number. 2.6a

8.B.4


Braille Module 8-14

1.01 °°#A4°,SHE°IS°TALL1°FAIR°AND°LOVELY--°°°

1.02 SIX°FEET6°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.03 °°#B4°,MONICA°IS°SWEET4°,MY°FRIEND°°°°°°

1.04 --,MONICA°IS°A°JOY4°°°°°°°°°°°°°°°°°°°°°

1.05 °°#C4°,OH1°MY°--°,HENRY WEPT4°°°°°°°°°°°

1.06 °°#D4°,,DO°,,NOT°,,ENTER--ONLY°,,AMBU-°°

1.07 LANCES6°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.08 °°#E4°#AC"JJJ"JAJ"JJB°°°°°°°°°°°°°°°°°°°

1.09 °°#F4°,WE°WILL°GO°THERE°IN°#BJAB8-BJAC4°

1.10 °°#G4°,THE°,MOUNTAIN°,VIEW°,BRAILLE°,FA-

1.11 CILITY°IS°VICTOR3°#HH1IFJ-#GF1BBJ4°°°°°°

1.12 °°#H4°,PLEASE°CALL°THIS°NUMBER3°#A#BBH°°

1.13 #CCI-IJHG°IMMEDIATELY6°°°°°°°°°°°°°°°°°°

1.14 °°#I4°,TONY°VISITED°THE°FAIR°IN°#BJBC-°°

1.15 #BD4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.16 °°#AJ4°,the°TEAM°WON°#BB-#BA4°°°°°°°°°°°

1.17 °°#AA4°,WE°WILL°GO°TO°SCHOOL°AT°#AJ3#DE4

1.18 °°#AB4°,THE°,CENSUS°POPULATION°FOR°°°°°°

1.19 ,ASIAN-,PACIFIC°,ISLANDERS°G1BGC1FFB4°°°

1.20 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.21 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.22 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.23 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.24 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.25 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

8.B.4


Braille Module 8-15

Lesson 2.5-2.6: Test (8.C.1)

Answer the questions by highlighting or circling true or false.

1. A dash is represented in braille by dots 25, 25. True False

2. A dash is used to separate segments of a sentence, and sometimes to begin or end

an incomplete paragraph. True False

3. A hyphen is used to join together compound words or expressions. True False

4. When a mid-sentence dash falls at the end of a print line but occurs in the middle of a braille line, the same rule applies—do not leave a space before or after the braille

dash. True False

5. Print is often inconsistent in the spacing before and after a hyphen. In braille, no space is left between a dash and the words that immediately precede and follow it,

regardless of print spacing. True False

6. A dash is a two-cell sign. True False

7. Braille signs that are formed in the lower part of the cell (dots 1, 2, 4, 5) are called

lower signs. True False

8. Unlike a hyphen, a braille dash terminates the effect of a capital indicator. Even though a space is not left before or after a dash, if the words on both sides of the dash are fully capitalized, the double capital indicator is not repeated following the

dash. True False

9. When a dash is preceded and followed by a word, it can either end or begin a braille

line—but a braille dash can be divided between lines. True False

10. Unless a lower sign is in contact with another configuration that has a dot in the upper part of the cell (dots 1 or 4), the braille reader has difficulty determining

upper dots from lower dots. True False

11. If there is not room at the end of the braille line for the dash and the following punctuation, the last syllable of the preceding word must be carried to the next line.

True False

12. A space or a mark of punctuation other than a comma, colon, or hyphen will terminate the effect of the number indicator. Therefore, if a space or such punctuation falls in the middle of a number, the number indicator must be repeated.

True False

8.C.1


Braille Module 8-16

13. Numbers that are joined by a hyphen and appear together on one line do not

require a second number indicator before the second number. True False

14. When a dash is followed by punctuation and a space, it can start a new braille line—for to do so would violate the rule mentioned above. True False

15. Because number-word combinations are common in print (6-pack, 7-up), repeating the number indicator in a hyphenated number that is divided between lines makes it clear to the reader that it is a number that continues and not a word. If the number indicator had not been repeated at the beginning of the next line, 1990-96 could be confused with 1990-fi.True False

16. The effect of the number indicator is not terminated by intervening commas, colons, or hyphens (or slashes, fraction lines, or decimal points, which will be studied later).

True False

17. Numbers of seven digits or fewer and numbers without commas should not be divided between lines. True False

18. If a dash comes between numbers but its purpose is to separate independent clauses, as in We eat at 8:00—8:30 is too late, in braille the dash must be retained

and the number sign repeated before the second number. True False

19. Sports scores and voting results should not be divided between lines. True False

20. If the hyphen joining two numbers falls at the end of the braille line, the number

indicator must not be repeated at the beginning of the following line. True False

21. Longer numbers may be divided between lines only following a comma. True False

22. In braille an un-spaced hyphen is substituted for a dash or a hyphen when print uses such punctuation to connect continuing or inclusive numbers. True False

23. It is sometimes difficult to tell the difference between a print short dash (an en dash), a regular dash (an em dash), and a hyphen. A good rule of thumb is, if the words “to” or “through” can be substituted for the punctuation used between print

numbers, scores, votes, etc., then a hyphen should be used in braille. True False

8.C.1


Braille Module 8-17

Answers to Lesson 2.5-2.6: Test (8.C.2)

Answer the questions by highlighting or circling true or false.

1. A dash is represented in braille by dots 25, 25. True False Rule: 2.5

2. A dash is used to separate segments of a sentence, and sometimes to begin or end

an incomplete paragraph. True False Rule: 2.5

3. A hyphen is used to join together compound words or expressions. True False

Rule: 2.5

4. When a mid-sentence dash falls at the end of a print line but occurs in the middle of a braille line, the same rule applies—do not leave a space before or after the braille dash. True False Rule: 2.5a

5. Print is often inconsistent in the spacing before and after a hyphen. In braille, no space is left between a dash and the words that immediately precede and follow it,

regardless of print spacing. True False Rule: 2.5a

6. A dash is a two-cell sign. True False Rule: 2.5

7. Braille signs that are formed in the lower part of the cell (dots 1, 2, 4, 5) are called

lower signs. True False Rule: 2.5c

8. Unlike a hyphen, a braille dash terminates the effect of a capital indicator. Even though a space is not left before or after a dash, if the words on both sides of the dash are fully capitalized, the double capital indicator is not repeated following the

dash. True False Rule: 2.5b

9. When a dash is preceded and followed by a word, it can either end or begin a braille line—but a braille dash can (never) be divided between lines. True False Rule: 2.5c

10. Unless a lower sign is in contact with another configuration that has a dot in the upper part of the cell (dots 1 or 4), the braille reader has difficulty determining

upper dots from lower dots. True False Rule: 2.5c

If there is not room at the end of the braille line for the dash and the following punctuation, the last syllable of the preceding word must be carried to the next line. True False Rule: 2.5c

12. A space or a mark of punctuation other than a comma, colon, or hyphen will terminate the effect of the number indicator. Therefore, if a space or such punctuation falls in the middle of a number, the number indicator must be repeated. True False Rule: 2.6a

8.C.2


Braille Module 8-18

13. Numbers that are joined by a hyphen and appear together on one line do not require a second number indicator before the second number. True False Rule: 2.6b

14. When a dash is followed by punctuation and a space, it can start a new braille

line—for to do so would violate the rule mentioned above. True False Rule: 2.5c

15. Because number-word combinations are common in print (6-pack, 7-Up), repeating the number indicator in a hyphenated number that is divided between lines makes it clear to the reader that it is a number that continues and not a word. If the number indicator had not been repeated at the beginning of the next line, 1990-96 could be

confused with 1990-fi. True False Rule: 2.6b Note

16. The effect of the number indicator is not terminated by intervening commas, colons, or hyphens (or slashes, fraction lines, or decimal points, which will be studied later). True False Rule: 2.6a

17. Numbers of seven digits or fewer and numbers without commas should not be

divided between lines. True False Rule: 2.6b Note

18. If a dash comes between numbers but its purpose is to separate independent clauses, as in We eat at 8:00—8:30 is too late, in braille the dash must be retained

and the number sign repeated before the second number. True False Rule: 2.6c

19. Sports scores and voting results should not be divided between lines. True False Rule: 2.6c

20. If the hyphen joining two numbers falls at the end of the braille line, the number indicator must not be repeated at the beginning of the following line. True False

Rule: 2.6b

21. Longer numbers may be divided between lines only following a comma. True False

Rule: 2.6b Note

22. In braille an un-spaced hyphen is substituted for a dash or a hyphen when print uses such punctuation to connect continuing or inclusive numbers. True False

Rule: 2.6c

23. It is sometimes difficult to tell the difference between a print short dash (an en dash), a regular dash (an em dash), and a hyphen. A good rule of thumb is, if the words "to" or "through" can be substituted for the punctuation used between print numbers, scores, votes, etc., then a hyphen should be used in braille. True False

Rule: 2.6c

8.C.2

braille module 8 punctuation continued loc lesson...

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