Language development has been insufficiently considered as a whole. This article surveys linguistic measures of which there are many; stylish measures that have not on the whole been seen developmentally; cognitive measures of which there are few; and affective measures particularly in relation to "maturity" of which there are scarcely any. As an…

The author argues that communication is not only a means of informing but also a means of creating. He gives some examples of this. These include transmission, reciprocity, intersubjectivity, and internal dialogue. The educational implications of each are touched on briefly. (Author/CT)

The experiment described examines the strategies adopted by a small number of adolescents in writing, first with a pen, and later with a word processor. The writings of individual children, of male, of female, and of mixed groups, are considered. The word processor is not found to be an essential prerequisite for revisions, but a facilitating…

Described is an attempt to devise a model which will enable us to describe development in style in children's writing, together with a theoretical justification of such a model. Its effect is to suggest that perhaps more objectivity is possible in the discussion of style than was previously believed. (Author/KC)

Investigated the utility of a hierarchical moral development model, derived from Piaget and Kohlberg, for analyzing moral attitudes expressed in the persuasive writing of 30 children, ages 7-13. Concluded that a cumulative stage theory of moral development is more appropriate than a discrete stage theory for analyzing children's writing.…

Conversations of British 7-year olds and Canadian 11-year olds were analyzed to establish 3 criteria for assessing oracy in classroom situations: ideation (quality of information and its validation); interpersonal (sensitivity of relationships with listeners); and textual (choice and organization of words). Differences between the two groups point…