The purpose of this study was to analyze differences in children's written questions by means of the theoretical model of transformational-Generative grammar. Eight questions written by children in grades 4, 5, 6, 7, and 9 comprised the nucleus of this study. The eight questions were chosen from a larger group of questions and separated into syntactic, phonological, and semantic components. Twenty-five different types of linguistic comparisons were made within each of the three components, and comparisons were made of different surface and deep structure rewriting rules, lexicon features rules, and transformation rules. (Author/RB)