Examines tense, aspect, and voice choices in the reporting verbs in a corpus of research articles from the "Journal of Psychosomatic Medicine." Investigates how such choices correlate with other syntactic elements in the citations, as well as with the discourse functions of the citations in their contexts. (TB)

Concludes that syntax as an isolated factor carries no special effects on the two factors comprising ethos--authoritativeness and character. (FL)

Sought to discover to what extent perceived quality differences in freshman expository writing could be measured quantitatively in terms of choice or method of utilization of syntactic structures. (DD)

A study of the interrelationships of teacher assessment values, student syntactic maturity and student cognition. (DD)

Data in this study showed significant linguistic differences between six- and seven-year-olds and a leveling-off between the seven- and eight-year-olds. (DD)

Found that older students speak in a more mature manner than younger ones when presented with paraphrasing tasks. (DD)

Studied how college students altered their syntax when they received direct instruction in sentence combining. (DD)

A study to determine the degrees of mastery by middle-class second grade children of seventeen syntactic competencies and to compare their oral and written syntactic attainment. (DD)

Both in standard factors of syntactic maturity and in measures of overall writing quality, first year college students trained in sentence combining achieved significantly higher scores than students following a conventional curriculum. (DD)

The treatment group of college freshmen, which worked with the Strong-Christensen sentence-combining materials during an intensive six-week period, scored significantly higher on two factors of syntactic maturity than the control group. (DD)

Suggests some ways to overcome the problems connected with the use of the Syntactic Density Score. (DD)

Reports on a study that examined the effect of intended audience and mode of discourse on the syntactic complexity of compositions written by sixth- and tenth-graders, and that attempted to determine whether there were increases in syntactic complexity from grade 6 to grade 10 for each audience and in each mode. (DD)

Compares cohesive ties and chains in the good and poor essays of college freshmen. Results indicate that longer chains, greater variety of words, and greater maturity or word choice characterize good writing. (SRT)