easily generalize these results to other speech activities or genres. In fact, in other of our research ( Corsaro, 1985) it was clear that American middle class nursery school children frequently relied on format tying to produce highly complex fantasy play. In short, there is always a need for more comparative work for needed theory building on children's language. Appreciating the value of such comparative work and knowing the best directions from which to pursue it owes much to the legacy of Sue Ervin-Tripp.
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