Explores findings from research on the psychology of reading that may confirm and enlarge upon both the importance of planning and the perceptions of plans in writing and reading. (RL)

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)

Discusses the collected research on free modifiers and "minor sentences," or "formal fragments." Asks English teachers for less concentration on initial placement of modifiers, less rigidity concerning fragments, and more practice with punctuating final free modifiers. (RL)

Reports of research on using different patterns for connecting sentences. Shows the importance of applying insights from text linguistics to writing instruction. (RL)