Describes a technique for introducing the basics of grammar into a college freshman composition course, in which the instructor correlated grammatical structures with students' personality types. (HTH)

Examines and tests the hypothesis that left-branching (LB) sentences are judged to be more formal than right-branching (RB), and that center-branching (CB) sentences would behave like LB. Two studies involving university students are described in which LB, RB, and CB sentence structure formality were judged. (17 references) (GLR)

Since clauses are the largest functional components of a sentence, their analysis can increase attention to sentence structure and stylistic variation. Students can learn to distinguish main clause types by naming the verb forms used (transitive, intransitive, equational, and passive). Once students have mastered the recognition of main clauses,…

The speed at which sentences with various kinds of violations could be rejected was studied. Compatible with the sequential model was the finding that noun-verb and adjective-noun double violations did not result in shorter reaction times than noun-verb single violations, although double violations were judged less acceptable. (Author/RD)

Indicates that, in relation to oral systems, written systems are more complex in structure, reveal more adjectival but less adverbial elaboration, show more complex verbal structures, and contain fewer indices of personal reference. (RL)

A possible application of generative-transformational (phrase-structure) grammar to the teaching of English composition at the college freshman level is described in this dissertation, which presents a potential textbook for a course on language and its relationship to culture. Topics discussed include traditional grammar, the bases of…

Contends that computer-aided literature studies have failed to impact the field as a whole. Asserts that new databases, such as TLG or ARTFL, allow wide-spectrum analyses that may transform the way in which literature is studied. (CFR)

Compares the quality and syntactic complexity of 2 types of essays written by 44 college freshmen in a basic writing course. Essays dealing with group-phenomenon events (intensification) had more words per clause, but received lower quality scores than essays dealing with individually experienced events (initiation). (PAA)

Asserts that humanities computing techniques and methodologies remain marginal to mainstream literary scholarship. Argues for large scale analyses of text databases that would incorporate a shift in theoretical orientation to include greater stress on intertextuality and sign theory. (CFR)

The serious student of language, English or foreign, and especially the future language teacher must receive a solid training not only in theoretical but also in applied syntax. Such a course should be offered at the advanced level and deal with the syntax of the language involved in a rigorously systematic way. The search for a systematic, yet…