Presents a theory and model of the paragraph which is useful in teaching students to make generalizations about paragraph structure. (DD)

Author extends Christensen's theories on paragraph development to formulate a sequence of development for longer compositions, and includes diagrams of sample sequences. (SP)

Today's paragraph is not a logical unity, and we should stop telling our students that it is. (DD)

Examines prevailing definitions of coherence in text. Cites writing samples from the National Assessment of Educational Progress to illustrate how coherence at the paragraph level must supersede coherence between sentences. (HTH)

Suggests that teaching students to achieve coherence involves teaching them what it means to plan and to move up and down a hierarchy of abstraction as well as teaching them to build cohesive links into their writing. Describes a program for teaching coherence. (RL)

Supports a reader oriented theory of paragraph writing. Discusses the readers' expectations of paragraphs and supporting research, demonstrates the strengths and weaknesses of the most popular current model of paragraph structure, demonstrates the power of rhetorical paragraph writing, and details the pedagogical implications of the…

A discussion of how one perceive YsI form versus formlessness in discourse." (Author/RD)

Examines coherence between sentences in a paragraph, arguing that readers require coherence at this level as well as between paragraphs. Discusses continuative and discontinuative relationships between sentences, including (1) sequence, (2) exemplification, (3) addition, (4) replacement, (5) contrast, and (6) alternation. (HTH)

Three authors comment upon each other's views as expressed in previous articles on the paragraph. Francis Christensen discusses the "sentence-based" theory and compares it to other descriptions of the paragraph. A.L. Becker compares Christensen's and Paul Rodgers' views and discusses their major differences in (1) identity and variation in…

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)

One teaching approach for basic writing students is to have them transcribe their inner speech--of matching their oral language to written language. (HOD)

Describes how behavioral and cognitive psychologies regarding language learning can be synthesized in the teaching of written composition to students learning English as a second language. (MM)

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