Points out that if relationships between sentences are made implicit (for the sake of simplicity or readability), comprehension may suffer and explains three teaching strategies for improving students' comprehension of implicit connectives. (RL)

Explains how education majors try to learn to recognize thought unit sentences (ThUS's) and to gauge their difficulty. Shows examples of simple writing and discusses the task of writing ThUS's to match style and level of author. Gives a rationale for doing a readability analysis in this way. (FL)