Suggests that work with the cumulative sentence can have an immediate and profound impact on student writing in the areas of grammar, organization, and specificity. Finds the use of the cumulative sentence helpful as a sentence-combining technique and for several other aspects of composition and grammar. (MS)

In order to ascertain if providing verb pattern information permits learners to use verbs correctly, 24 verbs that share the same semantic feature (give) but that fall into different structural patterns were presented to two groups of advanced learners of English, only one of which was given information about verb patterns. (SED)

A broader view of grammar looks at text rather than the sentence as the framework for communication from thematic, semantic, and pragmatic points of view. (MSE)

Appropriate uses of "des" and "les" in the description of individuals' physical attributes are outlined according to a grammatical model of sentence structure. Several examples of each usage are provided. (MSE)

Compares two analyses of a verb phrase deletion in a particular English sentence with a third analysis and shows that the analysis that takes the word "would" in the sentence as a proform has significant advantages over the analysis that posits a deletion site after "would." (SED)

Describes a study that compared the language abilities of first and third grade children. The children's narratives were analyzed for differences in T-units and the use of reference and conjoining. Results indicate that the older children used longer T-units and generally had more cohesive ties within their narratives. (Author/SED)

Describes an experiment to test two assumptions concerning what is stored in the memory with regard to sentence structure: (1) that the linear effect observed is based on a tally model rather than on an integrationist mechanism; (2) that this linear effect is not uniquely the result of a mechanism operating at comprehension. (CLK)

Reports on an experiment in which performance on abstract and concrete sentences was compared in a sentence meaning classification task and in a free recall task. Results show that concrete sentences were classified significantly faster than abstract ones. (CLK)

Proposes that while teachers are teaching students how to write more complex sentences, they provide students with the techniques to read increasingly more complex sentences as well. (DD)

Elementary Russian textbooks are criticized generally as failing to supply sufficient specific syntactical information. A method for teaching sentence subordination is described. (RM)

Observing that foreign learners of English rarely use question tags in normal conversation, whereas native speakers of English make great use of them, the article recommends greater attention to question tags in teaching English as a foreign language. (IFS/WGA)

Discusses breakdowns and complications in communication due to faulty use or over-use of words, with specific reference to Spanish. (Text is in Spanish.) (CLK)

(Text is in Russian.)

The mission of this review is to appraise the new draft NAEP science framework and to determine whether it is up to snuff. This is an evaluation of the September 30, 2005, draft document, Science Framework for the 2009 National Assessment of Educational Progress (Framework), developed for the National Assessment Governing Board. The criteria is…

Written for the third- and fourth-grade levels, this workbook gives students practice in using context clues and reading comprehension to apply punctuation rules, as well as in carefully reading and following directions. Noting that the activities are based on the idea that punctuation is necessary to make written communication clear, the…