The necessity for stylistic appropriateness in translation as well as correct content is discussed. To acquire this skill, translators must be trained in stylistics through close examination of their own language and must have practice in translating for different audiences at different levels. (PMJ)

A study of seventh-, ninth-, and eleventh-grade students' ability to apply letter-sound correspondence to synthetic words indicates that, although by seventh grade, students have largely mastered letter-sound correspondences, low ability students do not approach the same mastery as average and high ability students until the eleventh grade. (JMF)

Included among the 10 commandments for good writing are: (1) Write with verbs and nouns; (2) Write for yourself and other people; (3) Do not write in jargon; (4) Read aloud your writing; (5) Do not write cluttered sentences; and (6) Use concrete words and phrases. (JN)

Research studies underline the differences in backgrounds for proficient writers and for nonproficient writers. Proficient writers tend to have had role models in family members whom they had observed engaging in composition. In addition, "good writers" tend to receive more encouragement in their efforts at composition from parents and teachers.…

The experiment explored the effect of oral instructions and training on the expansion of written language using a reversal design with a 12 year old boy who attended a tutorial clinic. When a simple training session was provided prior to the writing of a composition, the S wrote more adjectives. (Author)

Teacher designed instructional materials for teaching written language to deaf children are described and the importance of visual aids in their presentation is emphasized. (CL)

Presents acronyms and initial-words current in British and American English, explaining their meanings and their underlying unabbreviated versions. (IFS/WGA)

Argues that both oral and visual language acquisition may be innate human functions and calls for the examination of current reading programs in this light. (FL)

Describes three areas in which speech and writing diverge sharply and urges teachers to free remedial students from the constraints of their spoken language. (DD)

This article reviews the various neurolinguistic explanations and models put forth for alexia. (Text is in French.) (CLK)

Investigates business students' attitudes toward written versus oral communication methods for assignments and their attitudes toward e-mail messaging. Finds that they viewed oral communication less positively than either written or e-mail communication and that students with prior e-mail experience gave it and oral communication significantly…

Examines the relationship between form and use of the reformulation sequence signalled by "c'est-a-dire" in written French and describes this sequence's various functions. The article attempts to show how a modular approach consisting of structural, semantic, pragmatic, and textual components contributes to a new and accurate description of…

Investigates ways students engage in scientific reasoning practices through the formulation of written argument. Through textual analyses of university students' scientific writing, examined how general theoretical claims are tied to specific data in constructing evidence. (Author/VWL)

Examines the structures present in the writing samples of bilingual respondents to written questions in Spanish in order to determine which forms represent a departure from standard Spanish; discusses the patterns that develop; and offers insights into the factors underlying this systemic departure from standard written Spanish. (26 references)…

Examines how medical writers discuss matters they believe to be true, possible, and untrue, drawing on research papers from medical journals. To conclude, a discussion of teaching difficult concepts in medical reading and writing is presented. (80 references) (Author/CK)