Presents a biographical sketch of S. I. Hayakawa and the results of a recent interview with him over the impact of his writing. (KEH)

Explains how puns work and how they are formed. (RL)

Explains why people say "for she and I"--and argues that such usage is correct. (RS)

Traces the history of the speech of New Yorkers, compares the speech of New Yorkers with the speech of those living elsewhere in America, and discusses the low prestige of New York City pronunciation. (DD)

Discusses syntactic and stylistic errors in the language of advertising and the reason for these linguistic irregularities. Suggests ways of dealing with the problem. (EL)

Presents several high school teachers' suggestions on how to encourage variety in students' sentence patterns. (MM)

Proposes making minimal translations of Shakespeare's works to restore his literature to modern readers' attention. Considers four types of passages requiring such translations: complicated exposition, thick stylization, the high dramatic moment, and the passing trifle. Presents guidelines for further translations. (RL)

Considers an alternative interpretation of the effect of so-called women's language and its appropriateness in society. (CRH)

Offers an appreciation of the work of Ring Lardner, and especially of his humorous use of the vernacular. Laments that so much of Lardner's writing is no longer in print. (RBW)

Examines the fifth edition of S. I. Hayakawa's "Language in Action" in terms of original strengths and major content still intact, reorganization of chapters with updated application sections, and new chapters on television advertisement and use of deceptive language. (KEH)

Describes the use of language analysis and speech-act categories (declarations, assertives, directives, commissives, and expressives) to deal with meaningful classroom concerns, thereby enabling the teacher and students to work more effectively together. (KEH)

Describes a successful unit on language that involved having students describe a specialized use of language they had personally experienced. (DD)

Describes two writing activities (based on S. I. Hayakawa's discussion of biased thinking in his book "Language in Thought and Action") that are designed to enable students to recognize and become sensitive to closemindedness. (KEH)