Correct spelling, punctuation marks, and spelling accents must be taught in the beginning Spanish course. Accent marks make a difference in the interpretation of the written word. Rules govern the placing of exclamation and question marks and make up an integral part of written Spanish. Teachers have a duty and a responsibility to teach these…

The dynamics of Mexican American nationalism reflected in the publications of the Academia de la Nueva Raza and in a 1971 work by Ricardo Sanchez are examined in this article. The connection between language and ideology is discussed in the context of Chicano nationalist writing. (GC)

In Taiwanese, approximately 5 percent of the morphemes--many of them high-frequency function words--have no appropriate, established Chinese characters to represent them. This article concerns the way in which new characters are invented or existing characters are adopted to represent Taiwanese morphemes. (Author/KM)

Describes various distinctively shaped clay tokens used in western Asia centuries before the Sumerians invented writing. These tokens appear to have served as a basis for Sumerian ideographs. ( MA)

Discusses an experiment in progress to prove that irony in written texts is discernible to the non-native speaker through logical or linguistic cues. (Text is in French.) (AM)

Evaluates various explanations for the fact that Chinese writing has remained at the ideographic stage for several thousand years. Reasons include dialect differences, social and political unrest, and attempts by the ruling class and men of letters to preserve complex character writing as an indication of class superiority. (Author/DB)

Discusses various aspects of language--written and spoken--and concludes that departments of English have not yet met their responsibilities concerning the teaching of writing. (JM)

This paper describes four writing systems and discusses research on phonetic coding, eye movements, and cortical processing in English, Chinese, Japanese, and Korean scripts. Research on word recognition in English, Japanese Kanji and Kana, and Korean Hangul are presented. (Author/MT)

Partially hearing (N=16), deaf (N=20), and normal hearing (N=10) children's ability to say, write, and comprehend the same sentences were compared. Among results were that the partially hearing made more errors in both the spoken and written conditions than hearing subjects who were two years younger. (Author/DB)

Differences and similarities between oral and written communication as applied to writing instruction are discussed with examples of divergent oral and written styles among speakers of nonstandard dialects, code switching between speech and writing, convergence and divergence in the development of writing skills, and the role of talking in writing…

Reports on a preliterate child's retelling of a story which she heard in an initial session and retold each week for eight weeks. Results suggest a child who is read to can use repeated retelling activity and eventually render the story so close to actual text that advances into reading may occur. (Author/BB)

Discusses conceptions of writing that have developed since the nineteenth century and identifies five elements of written expression. Describes how behavioral techniques can be applied to various aspects of written expression, such as handwriting and grammatical skills, and examines the effects of negative criticism and forms of positive…

A five-year-old hearing impaired girl who arrives at a residential school for the deaf without having had the opportunity to learn to communicate goes through the early stages of writing development. Similarities between the developmental stages of oral and written language and the importance of providing behavior models are discussed. (VW)

A model for studying written language is described and illustrated in a written language sample of a 12-year-old with profound hearing impairment. Approaches are noted for analyzing semantic components, coherence, and causality. Implications for remediation are offered. (CL)