Syntactic complexity in written expression of LD college writers

1985 ◽  
Vol 35 (1) ◽  
pp. 137-157 ◽  
Author(s):  
Susan A. Vogel
Keyword(s):  
Written Expression ◽  
Syntactic Complexity ◽  
College Writers

scholarly journals The development of written expression in immigrant children from 6 to 9 years old

2020 ◽  
Vol 6 (1) ◽  
pp. 109-131
Author(s):  
Elisa de las Fuentes Gutiérrez
Keyword(s):  
School Context ◽  
Immigrant Children ◽  
Early Years ◽  
Written Expression ◽  
Lexical Retrieval ◽  
Syntactic Complexity ◽  
Communicative Skills ◽  
Positive Attitudes ◽  
La Mancha ◽  
Positive Feelings

AbstractThis article presents the results of a pilot study carried out based on texts from 15 immigrant children aged 6 to 9 years, who are learning Spanish in situations of immersion in the Communities of Madrid and Castilla-La Mancha. The aim is to understand how these students try to integrate into the school context and especially to determine whether the development of written expression during the early years of primary education allows them to carry out more complex linguistic actions aimed at communication, such as expressing positive attitudes towards the recipient. These actions may reveal the need to communicate and, therefore, the need to learn the language in order to integrate. The texts were taken from the ESCONES Corpus and were collected in a prior study on lexical retrieval and auditory perception in the development of communicative skills in children aged 6 to 9. The analysis carried out considered the vocabulary used, syntactic complexity and the use of linguistic actions in the different grades and found that the development of written expression may allow students to better express actions related to manifesting positive feelings and attitudes towards their interlocutor.

Writing an Independently Composed Sentence by Spanish-Speaking Children With and Without Poor Transcription Skills: A Writing-Level Match Design

2016 ◽  
Vol 50 (5) ◽  
pp. 511-521 ◽  
Author(s):  
Eduardo García ◽  
Patricia Crespo ◽  
Ivana Bermúdez
Keyword(s):  
Writing Assessment ◽  
Normal Development ◽  
Written Expression ◽  
Syntactic Complexity ◽  
Spanish Speaking ◽  
Group Members ◽  
Early Grade ◽  
The Impact ◽  
Accuracy Speed ◽  
Transcription Skills

The main objective of this research was to analyze the impact of transcription skills of Spanish writers when writing an independently composed sentence within a writing-level design. The free-writing sentence task from the Early Grade Writing Assessment (Jiménez, in press) was used to examine the production, accuracy, speed, syntactic complexity, quality, and fluency of children with poor transcription skills (PTS). The results showed that there were significant differences between children with PTS and peers who had good transcription skills. The PTS group members were less accurate, slower, and less fluent or even dysfluent. Furthermore, their sentences were less complex and contained lower quality content. These results suggest that transcription skills play a crucial role in early written expression in Spanish, and poor transcription abilities hamper the acquisition and normal development of sentence composition.

Effects of Discourse Mode on the Syntactic Complexity of Learning Disabled Students' Written Expression

1984 ◽  
Vol 7 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Teresa K. Blair ◽  
W. Donald Crump
Keyword(s):  
Average Length ◽  
Learning Disabled ◽  
Written Language ◽  
Written Expression ◽  
Syntactic Complexity ◽  
Disabled Students ◽  
Grade Levels ◽  
Density Score ◽  
Complexity Results ◽  
Two Measures

The purpose of this study was to investigate the effect of discourse mode on the syntactic complexity of the written expression of learning disabled students at three grade levels. A film without narration was used to elicit written language samples in each of the two discourse modes, description and argumentation. Two measures of syntactic complexity — average length of T-unit and Syntactic Density Score — were employed to determine differences between the two modes. In addition, sentence types and syntactic patterns were examined as indices of syntactic complexity. Results of the investigation and implications of these results are discussed.

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

The Treaty of Northampton (1290): A Scottish Charter of Liberties?

2007 ◽  
Vol 86 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Wendy B. Stevenson
Keyword(s):  
Sense Of Community ◽  
Written Expression ◽  
Traditional Practice ◽  
Detailed Consideration ◽  
Constituent Part ◽  
Community Or ◽  
Per Se ◽  
Edward I

Although little detailed consideration has been given to the Treaty of Northampton of 1290 by Scottish historians, it seems to have been implicitly accepted as the sort of treaty which might have been expected in connection with the marriage of two independent rulers at that time. This is in spite of the fact that throughout the twelfth, thirteenth and fourteenth centuries the traditional practice of the rulers of the Angevin and Plantagenet dominions was to rule each constituent part according to its own law and customs. This article examines the reasons why the Scots were not prepared to rely on tradition but insisted on a written promise from Edward I that Scotland would remain independent of England. It also suggests that the treaty is more than a written expression of traditional practice. It has a number of specific clauses which, it is argued, give the treaty the character of a charter of liberties. These were intended to prevent the imposition on the Scots of particular aspects of Plantagenet rule in England which burdened its subjects much more severely than the rule of Scottish kings had burdened the Scots. The Scots' wish to remain independent after the proposed union of the crowns and their struggle to maintain that independence after the death of the Maid are generally seen as manifestations of a sense of community or regnal solidarity. The terms of the Treaty of 1290 suggest that it was not just from a desire to be a separate political entity per se that the Scots fought during the so-called Wars of Independence but also because the Scots were anxious to avoid the more oppressive aspects of Plantagenet rule even before they had experience of this after Edward I's conquest of 1296.

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