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Counterstatement: Response to Dudley Hascall, "Would Of"
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Ferguson, Suzanne – College Composition and Communication, 1976
Contends that "would of" is not a new grammatical marker in English. (DD)
Descriptors: Grammar, Higher Education, Sentence Structure, Writing (Composition)
Why Must the Passive Be Damned?
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Walpole, Jane R. – College Composition and Communication, 1979
A defense of the passive voice against charges that it is wordy, obscure, and ineffective. (DD)
Descriptors: Higher Education, Sentence Structure, Syntax, Verbs
When Is Broad Reference Clear?
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Moskovit, Leonard – College Composition and Communication, 1983
Identifies the characteristics of clear references to explain why certain kinds of broad pronoun reference are clear while others are not. (HTH)
Descriptors: Coherence, Linguistics, Pronouns, Reading Processes
Counterstatement: Response to Martha Solomon, "Teaching the Nominative Absolute"
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Solkov, Arnold – College Composition and Communication, 1976
Descriptors: Generative Grammar, Higher Education, Linguistics, Sentence Structure
New Sentence Tactics Through Predication
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Miller, William – College Composition and Communication, 1971
Author presents a system of grammar similar to generative-transformational grammar, but including structural variations characteristic of other levels of usage (including dialects). Flow charts are used, and implications for computer programs are briefly mentioned. (Author/SP)
Descriptors: Generative Grammar, Language Research, Programed Instructional Materials, Sentence Structure
A Very Brief Theme
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Minot, Walter S. – College Composition and Communication, 1975
An assignment to write a comment in less than fifty words encourages conciseness and precision. (JH)
Descriptors: Discourse Analysis, Evaluation, Literary Styles, Semantics
Composition Teacher as Reading Teacher
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Sternglass, Marilyn S. – College Composition and Communication, 1976
Proposes that while teachers are teaching students how to write more complex sentences, they provide students with the techniques to read increasingly more complex sentences as well. (DD)
Descriptors: Difficulty Level, Reading Skills, Reading Teachers, Sentence Combining
Coherence: "Next to" Is Not "Connected to."
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Brostoff, Anita – College Composition and Communication, 1981
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)
Descriptors: Coherence, College English, Higher Education, Paragraph Composition
The Erasure of the Sentence.
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Connors, Robert J. – College Composition and Communication, 2000
Examines the sentence-based pedagogies that arose in composition during the 1960s and 1970s (the generative rhetoric of Francis Christensen, imitation exercises, and sentence-combining) and attempts to discern why these three pedagogies have been so completely elided within contemporary composition studies. Concludes that this erasure of sentence…
Descriptors: English Instruction, Grammar, Higher Education, Sentence Combining
The Common Writer: A Case for Parallel Structure
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Walker, Robert L. – College Composition and Communication, 1970
Report of an analysis of the prose of five British and five American authors which seems to refute Francis Christensen's contention that the cumulative sentence" is the typical sentence of modern English." (Author/RD)
Descriptors: Authors, English Instruction, Language Patterns, Language Research
Teaching the Nominative Absolute
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Solomon, Martha – College Composition and Communication, 1975
Descriptors: Applied Linguistics, English Instruction, Higher Education, Nouns
The Course in Advanced Composition for Teachers
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Christensen, Francis – College Composition and Communication, 1973
Descriptors: Advanced Programs, College Instruction, English Education, Preservice Teacher Education
Twelve Steps to Using Generative Sentences and Sentence Combining in the Composition Classroom.
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Broadhead, Glenn J.; Berlin, James A. – College Composition and Communication, 1981
Guidelines for connecting the rhetorical principles taught by Francis Christensen with concepts from sentence-combining in a plan to help students learn to invent and develop sentences. (RL)
Descriptors: Classroom Techniques, College English, Generative Grammar, Higher Education
Reading Research and the Composition Teacher: The Importance of Plans.
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Meyer, Bonnie J. F. – College Composition and Communication, 1982
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)
Descriptors: Coherence, Cohesion (Written Composition), Higher Education, Organization
Phenomenal Nominals.
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Freeman, Donald C. – College Composition and Communication, 1981
Considers "unpacking" or "deconstructing" sentences (the reverse of sentence combining) an effective teaching technique that helps students to develop clear predication and eliminate their tendency to use vague, confusing nominalized verbs. (RL)
Descriptors: Classroom Techniques, College Students, Error Analysis (Language), Error Patterns
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