Reviews literature on relationship between syntactic complexity (especially as measured by T-unit and clause length) and quality of written composition. Concludes that neither T-unit length nor clause length is a good predictor of writing quality. Lists implications for teachers in the field. (BRR)

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)

Provides only slender support for the idea that there are age-related or ability-related differences in the revisions made by fifth-, seventh-, and eleventh-grade writers. (FL)

Considers the use of syntactic complexity data as norms of syntactic development and notes misinterpretations that have resulted from the use of the term "syntactic maturity" for "syntactic complexity." (DD)

A study examined the attitudes of pre-service secondary teachers toward "writing-to-learn" before and after a compulsory course on language across the curriculum. Subjects, 90 graduates of arts, sciences, social studies, music, business, and physical education programs, recorded their attitudes and understanding of writing to learn at…

In order to determine the effects of writing for different audiences and in different modes of discourse on the syntactic complexity of compositions written by sixth and tenth grade students, 240 students were asked to write in three different modes (argumentive, descriptive, and narrative) to be read by a teacher and a best friend. There was a…

The taxonomy of cohesion devised by M. A. K. Halliday and R. Hasen was used to examine the kinds of cohesive ties used in argumentative prose written by 105 sixth, tenth, and twelfth grade students. In this way, the study sought to determine whether there were differences between grade levels in the kinds of ties used and in the numbers of…

Study examined the effect of mode of discourse (narration and argument) on the syntactic complexity of compositions written by sixth, tenth, and twelfth graders. At each level, syntactic complexity was greater in argument. Findings suggested that while syntactic complexity increases with age, increases tend to level off earlier in narrative…

Students in two Canadian sixth grade classes (n=104) were assigned to four groups: persuasion instruction with writing practice; persuasion instruction with reading practice; practice in reading; and group discussions (controls). The performance of those given instruction in persuasive writing with reading or writing practice improved…

This study was conducted to determine some of the effects of dyadic writing interactions on the writing of sixth graders, and specifically, to describe the effects of corresponding with pen pals who were students in a language arts methods course during their professional teacher education year. Twenty-seven sixth-grade students attended a school…

Research on the relationship between syntactic complexity and quality of written composition was reviewed to test the assumption that these two concepts are positively related. The studies reviewed, which have appeared during the past 15 years, fall into two broad categories: (1) intervention studies designed to increase syntactic complexity and…

To explore student facility with argumentative writing, 40 persuasive essays of 5th, 7th, and 11th grade students were analyzed for their relative percentage of reporting (narrating), interpreting, generalizing, and speculative sentences. Fifth and seventh graders were found to use significantly more narrative and fewer generalizations than older…

Focusing on the effects of three interventions on students' reading and writing of persuasive discourse, a study investigated (1) whether the writing of persuasive discourse can be improved by instruction, and (2) the effect of reading on writing and of writing on reading within the persuasive mode. Subjects, 100 Canadian sixth graders stratified…