Describes a simple structuring device for teaching paragraphing skills which focuses the student's attention on the subject of the paragraph and a specific interest in the subject. Outlines how to use the method for showing basic writers how to proceed to longer compositions. (HB)

Background: In reading research, children with specific language impairment (SLI) have tended to be included in groups of children expected to have difficulties with both decoding and reading comprehension (generally poor readers). This is because generally children with specific language impairment display difficulties with phonology as well as…

Thirteen projects encourage thinking and composing at the typewriter. (AG)

This practicum addressed the problem of Chapter 1 fourth grade students not being able to compose a paragraph using correct spelling and language arts skills. The subjects were 16 predominantly Black and Hispanic students in a school in an old small southern city. The students had paragraph composition assignments weekly. The goals were: (1) to…

Twelve fifth and sixth grade students were located who had much greater difficulty understanding "inductively structured" paragraphs (with the main idea near the end) than understanding "deductively structured" paragraphs (with the main idea near the beginning). Compared to other students of equal overall reading ability, these…

AN EXPERIMENTAL PILOT PROJECT WAS ESTABLISHED DURING THE 1962-63 SCHOOL YEAR IN VARIOUS ISRAELI SECONDARY SCHOOLS TO EXAMINE PROBLEMS IN TEACHING WRITTEN COMPOSITION. THE PROJECT USED EXPERIMENTAL AND CONTROL GROUPS COMPARING TWO SYSTEMS OF INSTRUCTION--(1) THE ASSIGNMENT AND CORRECTION OF COMPOSITIONS, AND (2) A STRUCTURED SYSTEM OF…

Describes a method of writing about literature in which "major detail sentences" (sentences which make generalizations about the point of the paragraph) help students combine their observations and the facts of the story into an analytical form. (MM)

Describes the results of three experiments designed to identify cues people use to paragraph text and to determine whether those cues are semantic, formal, or both. (HOD)

Paper written at a linguistic workshop at Ukarumpa, E.H.D., Territory of New Guinea; research conducted under the auspices of the Summer Institute of Linguistics, July 1968-January 1971, and supported in part by National Science Foundation grants. (DD)

Some suggestions as to how to transfer training from narration and description to exposition, and how to extend Christensen principles to deal with the whole composition. (Author)

Results of experiments (1) to assess the degree of agreement with which subjects identify paragraph boundaries in unindented prose passages, (2) to determine whether a significant proportion of the cues to paragraph structure are formal in nature, (3) to ascertain whether the identification of paragraphs in different kinds of prose differentially…

Reviews research which indicates that children should be taught to consider their purpose for reading and should receive feedback on whether they have achieved their purpose. (MKM)

This article presents and illustrates a formal model of linguistic analysis in order to explain a phenomenon that is fundamental to translators in their practice: the construction of coherence. First, the role of paragraphs in the construction of coherence is explained with the application of the model to a newspaper editorial. It is shown, in…

Describes a method for teaching students in college composition courses how to construct a paragraph. (RB)