Discusses and illustrates three rule sets suitable for presenting generative grammar to beginners; and appendix to the author's article with the same title in the February 1970 (No. 13) issue, pp. 39-53; see TE 200 767. (Editor/SW)

Argues that one's cognitive patterns "force" the nature of the subject matter one generates and imitation facilitiates the internalization of these patterns. (RD)

Continuing series featuring points of grammar. (DS)

Containing series featuring points of grammar. (DS)

An attempt to define "unless" by reference to the various contexts in which it can occur rather than by the usual equation with "if...not." (FWB)

Adults and children three, four, five, and six years of age were asked to complete statements by choosing a word from the following word pair alternatives: metaphorical/literal, literal/anomalous, and metaphorical/anomalous. A categorization task was used to determine how subjects viewed relationships among items. (Author/RH)

Results of syntactic and semantic comparisons of 10 retarded children (mean age nine years), 10 normal, and 10 language impaired children matched for MA indicated that retarded children's language abilities were essentially comparable to the normal children without the same linguistic deficiencies as the language impaired children. (Author/CL)

Interactions between phonology and syntax were inspected in continuous speech samples, from 30 speech-delayed children. Results indicated that two-thirds of the Ss displayed evidence of overall syntactic delay, whereas half showed some limitations in use of phonetically complex morphophonemes, their performance in that area being below the level…

Gives an elementary description of German syntax which is coherent and provides students with finite, countable categories: (1) the predicate, (2) its nominal complements, and (3) modifiers. Analyzes each category and gives examples with teaching suggestions. (EKN)

German offers a good example of how syntax meets the discursive needs of speakers/hearers and writers/readers. A pedagogic grammar should put the emphasis on the ways the foreign language conceptualizes reality and on the syntactic realization of those concepts for construction of discourse. (Author/MSE)

Laments the unnecessarily ponderous and difficult language and syntax that characterizes much technical writing. (HTH)

Concludes that children were better able to comprehend sentences containing pronouns that functioned as objects in relative clauses, but that in clauses where the pronoun functioned as subject, its presence or absence was not important. (FL)

Describes and explains interrelationship among nouns, adjectives, pronouns, and determiners making up the Spanish determiner and adjective phrase. (BK)