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

A system called Text-ray has been successfully employed to improve students' writing skills. (Author/MLF)

Discusses the principles of linguistic deviance in terms of five sets of rules and their corresponding linguistic or para-linguistic parameters. This theoretical framework relates assimilation, grammatical, lexical, referential, and reality rules to the parameters of acceptability, grammaticality, factuality, validity, and truth respectively. (EJS)

Describes transformational grammar and contends that it is more efficient for teaching rhetoric than traditional grammar. (DD)

English grammar is a sexist tool used by men to oppress women. (DD)

Describes some rules which might form the six-part framework for the grammar component of a composition course. (DD)

Argues that the nonfuture use of "will" has exactly the same semantic structure as the future "will," and that the basic meaning of "will" is potential rather than future. (Author/HP)

An examination of the predicates "optional" and "obligatory" is made that suggests that they are far more appropriately viewed as derived rather than primitive notions, whose appropriate attributions follow in all cases from independent linguistic facts and principles of a much more general and more generally significant character. (Author/HP)

Suggests that college remedial English courses should deal with grammar, spelling, punctuation, and coherence by means of reading aloud, dictation, and imitation. (DD)

Shows that a phonological description that recognizes the functional variety of phonological rules is more illuminating than one in which data are handled merely as the output of a set of completely undifferentiated processes. Emphasizes the value of distinguishing motivated and unmotivated processes in phonology. (Author/RM)

Adjunct study guide contains five components: purpose and significance, objectives, objective-questions, summary, and cumulative problem. (DAG)

Summarizes the usefulness and the disadvantage of error analysis, and discusses a reorientation of error analysis, specifically regarding grammar instruction and the significance of errors. (Text is in French.) (AM)

A hypothesis for the aphasic syndrome of aggramatism--the omission of function words and inflectional morphemes--is presented. The author tests and illustrates the efficacy of closely observing substantive universals of grammatical structure in proposing accounts of linguistic defects. (Author/MV)

Recommends that teachers concentrate on explaining explicit procedures for revising style, because many novice writers interpret revision as only proofreading for typing or spelling errors. Provides a set of guidelines for stylistic revision that help students identify problems with passive verbs, nominalizations, wordiness and imprecise language.…

Discusses the relationship between the pragmatic and the syntactic aspects of a message or, more specifically, the relationship between the status of the information in the message (that is, whether the information is shared or not shared by speaker and listener) and the grammatical structures used to reproduce the message. (CFM)