Compares two methods for evaluating syntactic complexity and maturity: (1) the T-unit method of W. K. Hunt and (2) the sentence weight method of P. DiStephano and S. Howie. Concludes that sentence weight is no more accurate than T-units, and more difficult to compute. (JG)

Suggests that distinguishing between a second-order reflective mentality and a first-order factive mentality is central to the perception of voice. Shows that the particular language interests of compositionists can lead to new understandings about grammar and the relationship between language form and language use. (MG)

Investigates the question of T-unit length stability in informative discourse written by freshmen near the end of an intensive course in college writing. (HOD)

An analysis of descriptive and narrative passages written by 45 first-semester college freshmen early in the semester suggests that mean T-unit length is not a stable individual trait either within the descriptive mode or across description and narration. (GT)

To determine the relationship between handwriting speed and syntactic complexity, a study examined the syntactic features of 60 students enrolled in either a basic writing course or a traditional college composition course. Fast and slow handwriting were identified from highest scores on any one of four writing "tests." The writing…

A study examined the semantic modifications students made to their texts in a structured revision task. Nineteen grade 6 students revised a book report they had previously written in class. Students: (1) added or deleted information from their texts in specific places identified by the experimenters through semantic frame analyses; (2) judged…

Discusses ways to define, describe and evaluate plain style. Provides results of T-unit and stylistic analysis of several authors, including Orwell and Swift. Distinguishes between scientific ideals of plain style as depersonalized clarity and plain style essayists' cultivation of personal voice. Applies theories of F. Christensen and J. Williams…

Compares Spanish and English essays written by bilingual writers. Describes each writer's discourse-organizational and clausal-combining strategies. Suggests that organization on the discourse level is reflected in the type of clausal combinations chosen by the writers at the sentence level. (TB)

A study examined sentence production errors and syntactic complexity in students' writing in two modes of discourse and at three grade levels. Subjects, average and high developmental students enrolled in seventh, ninth, and eleventh grade classes, each wrote two compositions, one in the descriptive the other in the persuasive mode. Data analysis…

The sentence structure in 64 academic journals representing the humanities, social sciences, natural sciences, and engineering was examined to determine (1) what structures are common to all academic writing, (2) the range of variation within academic writing, and (3) the extent to which sentence structure differs in the academic areas. (HOD)

Examines the relationship between syntactic complexity and quality ratings of narrative and argumentative writing of students in grades 6, 10, and 12. (HOD)

In comparing 50 English as a second language (ESL) compositions written in class to 50 ESL compositions written at home, accuracy on the syntactic level and fluency on the discourse or rhetorical level for the home and class conditions were examined. The subjects, twenty-five undergraduate foreign students enrolled in special sections of freshman…

Good and poor explanatory essays of 40 college freshmen were analyzed for 18 cohesive ties and chains to determine the appropriateness of the cohesion system for teaching and evaluating writing. The questions that were specifically addressed were, (1) How do writers use the cohesive resources of the language? and (2) How is cohesion related to…

A study examined student writing from the point of view of each of three language functions: the expressive function (the evidence of the individual writer), the appeal function (evidence of a particular listener or audience), and the representative function (attention to the topic). While speaking, students have a clear sense of the three…

Explores (l) the role of pre-text in translating ideas into linguistic forms, and (2) the relationship of translating and pre-text in the planning and reviewing process. Suggests four observations worthy of further study concerning the nature and function of pre-text. (NH)