Comments on the effects technology and industrialization have on language change. (MM)

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)

Discusses the learning process and language usage in the English classroom, building on a theory of language originated by Alfred Korzybski. (RB)

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)

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)

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)

Encourages professionals in education to cease coining and misusing educational jargon. (DD)