Suggests a system for teaching punctuation, in which the independent clause is recognized as the fundamental building block of all language. Maintains that punctuation is not based on rules but on principles governing the relationship between one independent clause and the next. (TB)

Suggests that college remedial English courses should deal with grammar, spelling, punctuation, and coherence by means of reading aloud, dictation, and imitation. (DD)

Argues that the punctuation system does have features that generally make systems learnable, such as binary contrasts, limitation of parallel categories to seven or fewer options, and repeated application of the same criterion to different kinds of entities. Concludes that the simplicity that allows some readers to learn this system unconsciously…

An examination of 2,000 freshman themes, half written from 1950 to 1957 and half from 1973 to 1976, revealed that recent themes had many more deviations from standard usage, mechanics, and punctuation. (DD)

Discusses the collected research on free modifiers and "minor sentences," or "formal fragments." Asks English teachers for less concentration on initial placement of modifiers, less rigidity concerning fragments, and more practice with punctuating final free modifiers. (RL)