Proposes a model of syntax in which marked structures are conceived as the realization of modes of control that regulate the informational flow of the text at points of threatened discontinuity. Describes two of these modes, found in children's writing, which are concerned with relations of logic and focus. (Author/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)

Investigates the nature of threats and their responses as collaborative units in children's discourse. Research indicates that girls prefer withhold-object or action and harm-threats while boys focus exclusively on harm-threats. Younger children produce more threats than older children, and threats occur more frequently in child-directed settings…