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Punctuation makes your writing easier to read and understand, but it can be tricky to master. As an editor and proofreader, I often notice people confusing semi-colons and colons, so we'll explore the difference between them. And because both are often used in lists, we'll also look at the humble comma – and its sometimes-controversional cousin, the Oxford comma.��

Semi-colons and colons both connect phrases in a sentence but are used in different situations.��

Understanding colons

Colons introduce important information and explanations. They're often used before lists as a replacement for phrases like "they are" and "which is":

• He offered me a choice of drinks: tea, coffee or hot chocolate.��
• I packed the essentials in my bag: water, pens and a magazine.��
• She speaks three languages: English, French and Portuguese.��

You can also think of a colon as a spotlight, with the phrase that comes after the colon explaining or expanding what came before it.��

• In 1903, travel was changed forever by an important event: Orville and Wilbur Wright's first successful flight.
• He loves visiting the animals at the farm: cows are his favourite.��
• There is one rule I live by: I treat others as I wish to be treated.

The secrets of semi-colons

A semi-colon links two ideas that are closely related and that would be two complete sentences if you used a period instead. They give a softer transition than a period would, and they're often used instead of conjunctions like "and", "but" and "because":

• I love eating pizza; my sister loves eating burgers.
• I wanted to go for a swim; I couldn't find my goggles.��
• It was the best of times; it was the worst of times.

Semi-colons also seperate items in long lists to make life easier for the reader and stop a sentence becoming a sea of apostrophes. For example:

• I've got my shopping list ready: peppers, carrots and oranges from the market; toothpaste, shampoo and pain relief from the drugstore; and a newspaper, snack and drink from the newsstand. ��

Standard comma or Oxford comma?

An Oxford comma goes before "and" or "or" at the end of a list. The first example has an Oxford comma, the second doesn't.��

• Please bring me a sandwich made with cheese, lettuce, and tomato.��
• Please bring me a sandwich made with cheese, lettuce and tomato.��

American English generally favors the Oxford comma, British English typically omits it, unless needed for clarity. Compare:

• I love my parents, Taylor Swift and Keanu Reeves.
• I love my parents, Taylor Swift, and Keanu Reeves.��
  

As with many areas of punctuation, whether you choose to use the Oxford comma is a matter of personal preference. However, the most important thing is to be consistent in your usage.��

At the beginning of every school year, we welcome new learners into our classrooms with the same core question: Where are our students now, and how far can we take them?

For English teachers, this reveals a huge challenge. In a single class, we might have one student at an A2 level, while others are solidly B1 or just entering A2+. Navigating such a wide range of abilities can feel overwhelming.

We’ve all seen it: students can spend months (or even years) studying English and still feel like they haven’t moved up a level. Teachers work incredibly hard, and students put in the effort, but progress feels intangible. Why is that? And more importantly, how can schools make it easier to see and support that progress?

In recent years, I have found a powerful ally in answering that question: the Global Scale of English (GSE). Backed by ɫèAV and aligned with the CEFR, the GSE offers more than just levels, it provides a clear, data-informed path to language growth. Most importantly, it gives teachers and school leaders the ability to set meaningful goals and measure real progress.

But, how is this useful at the beginning of the school year?

Starting with assessment

To get a clear picture from the start, assessment is essential; there’s no doubt about it. However, it can't just be a punctuation mark at the end of a term or a requirement from administration. Used strategically, this first assessment can be the compass that guides instruction and curriculum decisions, empowering both teachers and students from day one. This is why choosing the correct assessment tools becomes fundamental.

The GSE difference: Precision, clarity, confidence

Unlike the broad bands of the CEFR, the GSE provides a granular scale from 10 to 90, breaking down each skill into precise learning objectives. This allows educators to monitor progress at a much closer level, often identifying improvements that would otherwise go unnoticed.

When learners see that their score has moved from 36 to 42, even if their overall CEFR level hasn’t changed, they gain confidence. They recognize that learning is a continuous process rather than a series of steps. Teachers, in turn, are able to validate growth, provide clear evidence of learning and tailor instruction to the learner’s current needs, not just their general level.

For example, two students might both be classified as "A2", but the GSE gives us a much clearer picture: a student with a GSE score of 35 is likely mastering simple sentences, while another student scoring 40 might already be comfortable writing simple stories and is ready to tackle B1-level tasks.

This isn't just data: it's a roadmap. It tells us exactly what to teach next, allowing us to differentiate with confidence instead of relying solely on gut feeling.

GSE tools that make it happen

ɫèAV offers a comprehensive range of GSE-aligned assessment tools that support different stages of the learning journey. Each tool plays a distinct role in placement, diagnosis, benchmarking or certification.

Whether you’re picking up Spanish for travel, Mandarin for business or French just for fun, you’re not only expanding your communication skills, you’re also giving your brain a powerful workout. But what actually happens inside your brain when you learn a language?��

The brain’s language centers

Your brain is made up of many parts and two areas are significant for language:

• : Located in the frontal lobe, this region helps you produce speech and form sentences.
• : Found in the temporal lobe, this area helps you understand spoken and written language.

When you start learning a new language, these areas get busy. They work together to help you listen, speak, read and write in your new language (Friederici, 2011).