Examines the meaning of "Jack and Jill" according to different semantic theories. (MKM)

Reports on a study that investigated ninth-grade students' use of a reading strategy that focused on following the organizational structure of text to determine what is important to remember. Texts were organized with problem/solution or comparison structures and the structure strategy appeared to be effective for retrieval. (MKM)

The author uses introspection to consider the critical aspects of the writing process. (RL)

Surveys the long-standing, diversified tradition of European research on text and discourse and cites the main sources and overview works in the field. (FL)

Details a study designed to determine whether different titles caused different structures to be set up for the same text material. (FL)

Contends that the organization of comments made by one discourse participant on the contributions of another reveals a hierarchy of relevance and informativity. Illustrates this with discourse samples subjected to a particular method of analysis. (FL)

Uses techniques from analytic philosophy of education to clarify key concepts in library education, such as "training,""education,""knowing," and "teaching." Implications of the viewing of professional programs in library science as training programs rather than education are discussed, and references are provided. (Author/BK)

Describes a story grammar, summarizes some results of story grammar research, and suggests instructional procedures for developing children's concept of story and story components. (FL)

Studies the extent to which preschool children use pronoun ambiguity in a naturalistic setting, the circumstances in which ambiguity arises, and how the preschool children respond to such ambiguity. Results show that ambiguity of reference frequently occurs, especially when verbal disambiguation only is possible. Ambiguity did not influence…

Reports on a study of how people create names for individuals characterized by role descriptions. Concludes that context scenarios that involved the individual denoted by a role description elicited names less literally based on the actual role description than did less involving scenarios, and that less literal names appeared to directly…

Paragraphs which contain a topic sentence and other highly related supportive information lead to better comprehension and recall than paragraphs constructed in a less organized fashion. (MKM)

Composition instructors can use examples of how written discourse relies on fundamental linguistic principles of consciousness, stress, and word order to aid students in making their own writing coherent. (MKM)

Examines the use of the word "but" in oral French tape recordings. (AM)

Argues that in an unmarked sentence the verbs will be stressed, and that in determining patterns of sentence stress the vital consideration should be the speaker's point of view. (AM)

The aim of this article is to show the interaction between syntax and semantics. A question-answer environment, where the answer is composed of an adverbial, is used to demonstrate the interaction. (Text is in French.) (TL)