Research supported by a United States Office of Education grant. (DS)

Relates the variations in scribal spacings found in hand-produced Old English manuscripts to linguistic features of the text, including the syntactic structures as identified by immediate constituent analysis. (VJ)

This monograph is based on a doctoral thesis submitted to the faculty of the Graduate School of the University of Minnesota in August 1969. (MG)

Summarizes the most basic rules for indirect speech in English but claims that they are useless if taught strictly as rules; also insists on the necessity for contextualization in drills on indirect speech. (FB)

Experiments using memory paradigms have shown that general terms receive context-dependent encodings. This experiment investigates the encoding of category and instance nouns. The results indicate that representations set up during reading are the product of both the linguistic input and of general knowledge. (Author/KC)

Finds that the proportion of sentence fragments remained fairly consistent across grade levels, with older students making more errors with more complex syntactic structures as they began to elaborate on ideas and use more subordinate elements. (RL)

Describes a technique for introducing the basics of grammar into a college freshman composition course, in which the instructor correlated grammatical structures with students' personality types. (HTH)