In this paper, the author explains the simplification of a theory of punctuation for college-level instruction. He describes a systematization of the punctuation marks that has pedagogical possibilities. He concludes by stressing that the notion of a hierarchy of punctuation marks is not a difficult one for college students; after all, the contrasts between degrees of marking are readily evident in everyone's reading and speaking experience. This is not to say that it will be learned in a lesson or two; the systematic nature of the contrasts will be appreciated only after practice as students become aware of the difference between period and comma functions, comma and zero functions, period and semicolon functions, comma and semicolon functions, comma and dash functions--leaving the colon for its special purpose. These concepts--especially with their more rhetorical functions--require practice for anyone learning to write. But they have to be learned--as good writers surely have learned them--in terms of one's semantic intent. Acceptability is of course in terms of meaning--clarity and effectiveness of meaning are the main goals of teachers of writing. (Contains 5 notes.)