Photocopy of typescript. / Digitized by Kansas Correctional Industries

Thesis. 1976. Ph.D.--Massachusetts Institute of Technology. Dept. of Foreign Literatures and Linguistics. / Microfiche copy available in Archives and Humanities. / Vita. / Bibliography: leaves 286-288. / Ph.D.

by Gu Gang. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 135-142). / Abstract also in Chinese. / ABSTRACT --- p.v / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter CHAPTER 2 --- THE THEORETICAL FRAMEWORK --- p.7 / Chapter 2.1 --- Grammaticality and Acceptability --- p.7 / Chapter 2.2 --- The X-bar Theory --- p.9 / Chapter 2.3 --- C-command --- p.10 / Chapter 2.4 --- Barrier --- p.11 / Chapter 2.5 --- Government --- p.12 / Chapter 2.6 --- The Binding Theory --- p.13 / Chapter 2.7 --- Indexation --- p.16 / Chapter 2.7.1 --- Lexical Words --- p.17 / Chapter 2.7.2 --- Trace --- p.19 / Chapter 2.7.2.1 --- The ECP --- p.21 / Chapter 2.7.2.2 --- The Overt Trace --- p.23 / Chapter 2.7.3 --- PRO --- p.25 / Chapter 2.7.4 --- pro --- p.28 / Chapter 2.7.5 --- Summary --- p.29 / Chapter 2.8 --- The General Control --- p.30 / Chapter 2.9 --- Summary --- p.33 / Chapter CHAPTER 3 --- THE CLASSIFICATION OF TOPIC STRUCTURES --- p.35 / Chapter 3.1 --- The Definition --- p.35 / Chapter 3.2 --- Topicalized Topics and Left-Dislocalized Topics --- p.40 / Chapter 3.3 --- Pure Topics and Contrastive Topics --- p.42 / Chapter 3.4 --- The Topic PP --- p.47 / Chapter 3.5 --- Covert Passive Structures --- p.50 / Chapter 3.6 --- Summary --- p.54 / Chapter CHAPTER 4 --- SOME APPROACHES ON THE GENERATION OF THE TOPIC STRUCTURE --- p.56 / Chapter 4.1 --- Ross (1967) --- p.56 / Chapter 4.2 --- Chomsky (1977) --- p.59 / Chapter 4.3 --- Brunson (1992) --- p.60 / Chapter 4.4 --- "Huang (1984, 1987，1989, 1991)" --- p.61 / Chapter 4.5 --- "Xu (1985,1986, 1994)" --- p.64 / Chapter 4.6 --- Summary --- p.65 / Chapter CHAPTER 5 --- The BASE-GENERATION APPROACH --- p.67 / Chapter 5.1 --- The Identification of the Gap in the Comment --- p.67 / Chapter 5.2 --- Subjacency Effect or Control Failure? --- p.70 / Chapter 5.3 --- Free Empty Categories --- p.76 / Chapter 5.4 --- The Base-Generated Variable --- p.82 / Chapter 5.5 --- Summary --- p.84 / Chapter CHAPTER 6 --- THE TOPIC PP --- p.85 / Chapter 6.1 --- Disconstituents --- p.85 / Chapter 6.2 --- The Order Among PPs --- p.87 / Chapter 6.2.1 --- English --- p.87 / Chapter 6.2.2 --- Chinese --- p.88 / Chapter 6.2.2.1 --- Temporal Adjuncts --- p.88 / Chapter 6.2.2.2 --- Locative Adjuncts --- p.94 / Chapter 6.2.2.3 --- Relative Position of the Parallel Adjuncts --- p.96 / Chapter 6.3 --- Topic PPs and Disconstituents --- p.98 / Chapter 6.3.1 --- Topic PPs and V-bar Disconstituents --- p.98 / Chapter 6.3.2 --- Topic PPs and Subject --- p.102 / Chapter 6.3.3 --- AS for Topics and Disconstituents --- p.105 / Chapter 6.4 --- Summary --- p.107 / Chapter CHAPTER 7 --- THE RESUMPTIVE PRONOUN IN THE COMMENT --- p.109 / Chapter 7.1 --- A Controversy --- p.109 / Chapter 7.2 --- Traces and Resumptive Pronouns --- p.111 / Chapter 7.3 --- The Binding Constraint --- p.115 / Chapter 7.4 --- The Complex NP --- p.117 / Chapter 7.5 --- Why Overt? --- p.119 / Chapter 7.6 --- Summary --- p.129 / Chapter CHAPTER 8 --- CONCLUSIONS --- p.130 / BIBLIOGRAPHY --- p.135

The purpose of this study was to determine what effects The Christensen Rhetoric Program, a method of teaching sentence and paragraph development, (1) had upon the attitudes of college freshmen toward written composition and (2) had upon their persistence in using free modifiers after a lapse of time and instruction.

Typescript (photocopy) / Thesis (Ph. D.)--University of Hawaii at Manoa, 1980. / Bibliography: leaves 150-154. / Microfiche. / vi, 154 leaves, bound 29 cm

Thesis. 1976. Ph.D.--Massachusetts Institute of Technology. Dept. of Foreign Literatures and Linguistics. / Microfiche copy available in Archives and Humanities. / Bibliography: leaves 211-218. / Ph.D.

Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1980. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND HUMANITIES. / Bibliography: leaves 251-255. / Ph.D.

This dissertation reports research into the problem of how to teach mastery of the English writing system (MEWS) to students of English as a second language (ESL). The problem involves the relatedness of English orthography and phonology. The research had two purposes. First was development of classroom instructional materials for improving reading proficiency in ESL students by application of generative phonological principles. Second was use of the instructional materials in a pilot study of fifty-three ESL college freshmen. A major finding was that subjects' reading proficiency was far below that of native speakers at the college level. Another was that the subjects had more difficulty with English vowels than with consonants. The subjects' scores on nonsense-word tests correlated significantly with five other criteria, including measures of ability to use ESL. A uniform disparity between ESL-student and native-speaker scores on tests of nonsense words was identified. Native-speakers generally had perfect scores, and ESL students had low scores. A chief implication is the importance of understanding orthography in reading English. Recommendations are that ESL proficiency be determined by nonsense-word tests and that the MEWS program be used by students of English as a second dialect.