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Peer reviewedNalibow, Kenneth L. – Russian Language Journal, 1983
Current popular texts are reviewed to suggest which are most useful in teaching word order in introductory Russian. Recommendations are also made about how and when to introduce word order, intonation, and sentence stress within the course. (MSE)
Descriptors: Course Organization, Instructional Materials, Intonation, Introductory Courses
Peer reviewedBarnitz, John G. – Language Arts, 1979
Reviews several syntactic studies of children's reading comprehension and suggests teaching methods for promoting sentence comprehension in context. (DD)
Descriptors: Elementary Education, Language Arts, Literature Reviews, Reading Comprehension
PDF pending restorationBeauvais, Paul J.; Parker, Frank – 1983
Interest in the application of modern linguistic theory in composition research has faded, possibly because some of the basic principles that inform linguistic study have been misunderstood. For example, a common misconception is that linguists use the term "generate" to mean "produce." However, the purpose of a generative…
Descriptors: Applied Linguistics, Educational Researchers, Generative Grammar, Linguistic Theory
Peer reviewedScott, Cheryl M. – Topics in Language Disorders, 1988
The article examines the child's ability to produce complex sentences with sections on a structural framework for complex language (clausal and nonclausal complexity), a developmental perspective (coordination of clauses, subordination of nominal, adverbial, and relative clauses), and applied considerations (evaluating and teaching complex…
Descriptors: Child Development, Difficulty Level, Evaluation Methods, Expressive Language
Peer reviewedIrwin, Judith Westphal – Reading Teacher, 1980
Points out that if relationships between sentences are made implicit (for the sake of simplicity or readability), comprehension may suffer and explains three teaching strategies for improving students' comprehension of implicit connectives. (RL)
Descriptors: Association (Psychology), Connected Discourse, Deep Structure, Elementary Secondary Education
Peer reviewedHolloway, Dale W. – College Composition and Communication, 1981
Describes three semantic theories for teaching the writing process (case grammars, the "given-new" contract, and cohesion), with their implications for helping students communicate more effectively with their audiences. (RL)
Descriptors: Classroom Techniques, Cohesion (Written Composition), Grammar, Higher Education
Peer reviewedVande Kopple, William J. – College Composition and Communication, 1982
Reports of research on using different patterns for connecting sentences. Shows the importance of applying insights from text linguistics to writing instruction. (RL)
Descriptors: Classroom Techniques, Coherence, Cohesion (Written Composition), High School Students
Graves, Richard L., Ed. – 1984
Intended for teachers at all levels involved in composition instruction, this revised edition reflects the dynamic growth occurring in the discipline of writing, and consolidates advances made in teaching methodology. The 38 articles, written by such researchers and theorists in the field as James Moffett, Maxine Hairston, Janet Emig, Donald…
Descriptors: Creativity, Elementary Secondary Education, Higher Education, Problem Solving
