Offers linguistic insights into number acquisition. Argues that the particular rhythmical structure of speech forms for numerical sequence provides children with the raw material to develop a concept "decade word. Children have to learn by rote a second sequence--decade numbers (10, 20, 20, etc). This is an important step in the detection of the…

A famous author, scholar, and folklorist recounts his experience with stories and storytellers. Encourages educators to cultivate for children the world of imagination, thought, and intuition. (AEA)

Presents a description of the syntax of prepositional phrases and adjectives in postnominal position in French sentences. (AM)

Discusses the importance of the spoken word and the tradition of nursery verse and other forms of poetry. Encourages teachers and students to never abandon the rhythm, balance, and pleasurable taste of language as it was first learned through oral chants, jingles, and rhymes of early childhood. (MG)

The concept of clarity in spoken English as presented in the literature of speech education is examined. Two premises form the basis of the argument: (1) that clarity is a norm and (2) that this norm can be derived from the various types of speech education manual. (Contains 47 references.) (LB)

Uses poetry and poetic prose to remind readers of the power of poetic language. Discusses the author's experience as a poet and her work with teachers to bring poetry into children's lives. (SR)

Examines the rhetorical form of Jesse Jackson's speech to the 1988 Democratic National Convention giving particular attention to its musical disposition. Uses the musical form of the sonata and the principles of Baptist black oratory to suggest a method of rhetorical analysis that focuses on rhythm as a key construct. (TB)

Argues that intonation is best analyzed as an overt marking of the focus structure of a sentence. The linguistic level of f-structure in which both topic and focus are identified provides the link between context, interpretation, syntax, and intonation. (Author/VWL)

As someone who writes plays specifically for young people, this author believes she has a responsibility to create texts which are structured to help young performers extend their performance skills. This can and should include effective use of linguistic devices as well as indicating possibilities for physical gesture. The author contends that,…

An alternative scansion of Old English alliterative poetry is proposed. The approach uses a binary branching template and focuses on the importance of secondary stress and unstressed syllables. Examples are drawn from the poem "Beowulf." It is argued that the alternative scansion has two advantages over both traditional and more recent…

Reviews the concept that the melodic features of language play a major role in a child's acquisition of both oral and book language. (FL)

Presents an interview with children's poet J. Patrick Lewis. Discusses works in progress, his writing processes, his views on poetry, and his revision processes. (RS)

Describes how one teacher/poet communicates to students the feeling of spontaneity and ease with language, a similar sense of poetry as activity, gesture, and flight, and the notion that both words and sounds carry poetic meaning while letting students know it is acceptable to explore on paper while creating poetry. (MG)

Dispels teachers' notions that poetry is hard for the young child and suggests practical ways they can capitalize on most children's delight in language and extend that delight into the enjoyment of literature. (FL)

Submits that Martin Luther King's persuasiveness in his writings may be attributed not only to his structure, logic, and ethos, but even more to his creative, eloquent, and commanding use of the English language. Supports this argument with examples from King's "Letter from Birmingham Jail." (RL)