Distinguishes among three different adverbial modifiers--those of purpose, of antipurpose, and of subsequent events. Suggests this delineation leads to a better understanding of English texts. (Author/BK)

This article discusses the problem that arises in forming tag questions when the subject of the sentence contains "every,""none,""some," or "any." (CFM)

It is proposed that speech rhythm, adapted to needs of written language, should constitute the basis of sound punctuation. It is the failure to recognize this principle that has led some writers to recommend a punctuation system that is mechanical rather than natural and meaningful. (CHK)

Attempts to show that conditional sentences are based on two separate binary choices: the choice between "open" and "theoretical" and the choice between "event condition" and "truth condition." Truth conditions, unlike event conditions, are concerned not with what might or might not happen but with what…

Discusses the didactic implications of the object + infinitive pattern for English as a foreign language. The pattern is divided into several subgroups, the object taking different types of infinitives. The significance of the first and second objects, of objects as antecedents, and of the second object being a clause is detailed. (PJM)

Tense-subordination in English, as distinct from clause-subordination, is examined. The concept means that the viewpoint of one tense-form (the subordinate tense) is based on the viewpoint of another (the governing tense). (SW)

The behavior of the "It's...who..." type of construction and its relation to defining and non-defining relative clauses is examined. Reference is made particularly to suprasegmental features. Parallels are drawn to French relative constructions. (SCC)

Teaching of modal auxiliaries without developing in students an understanding of the concepts and unity underlying their use may undermine the original objective of communication in language. The use of a classification matrix with a set of sample sentences is suggested as an effective method of presentation. (MSE)

Instead of teaching three divisions (when-type clauses, conditional clauses, and wish-clauses), two units may be used (possible situations and contrary-to-fact situations). Suggestions are made for interesting class practice. (MSE)

Explains how grammars and textbooks can present the formal tense relations of English in a concise, uncomplicated way. (PM)

In English there seems to be a large group of so-called reflexive verbs that do not possess any definable reflexive meaning. Grammatical reflexives are distinguishable from semantic reflexives and display considerable variation from one another also. Eight patterns or groupings of verbs are considered. (Author/SW)

The differences in the meanings of "shall" and "will" are presented, along with examples from various grammars, beginning with the sixteenth century and including contemporary ESL (English as a second language) textbooks. (HP)

Verb patterns are arranged into the five following groups: Intransitive, intensive, monotransitive, ditransitive, and complex transitive. Each type is explained and illustrated. (CHK)

The need for students of English to learn the question pattern "What is X like?" is described, and techniques for teaching this pattern are discussed. (RM)