Developing Noun Phrase Complexity at School Age: A Text-Embedded Cross-Linguistic Analysis

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Writing development in four genres from grades three to seven: syntactic complexity and genre differentiation (2011, background): “Compared to narratives, expository texts composed by student writers have been reported to have longer clauses (Malvern, Richards, Chipere, & Duran, 2004), more complex noun phrases ( Ravid & Berman, 2010 ), more nominalized forms (Schleppegrell, 2004), more relative and adverbial clauses (Scott & W”
Different topics, different discourse: Relationships among writing topic, measures of syntactic complexity, and judgments of writing quality (2015, background): “Syntactic complexity as a multi-dimensional construct In linguistic theories, syntactic complexity traditionally refers to compound and complex sentences, i.e., clausal complexity (see Diessel, 2004; Ravid & Berman, 2010).”
Phrasal complexity in academic writing: A comparison of abstracts written by graduate students and expert writers in applied linguistics (2018, background): “Ravid and Berman (2010) and Staples, Egbert, Biber, and Gray (2016) have also found that phrasal features develop during university years in thewriting of L1 English students.”