Shakespeare molded language to meet his needs. Can students learn from his example? In this article, the author suggests studying Shakespeare's creative use of functional shift, spelling, and vocabulary to help students develop greater control of their own writing. The author is advocating that teachers approach Shakespeare as descriptive…

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

Argues that students must be attuned to the fact that language serves those who are in power and excludes those who are not. Describes an exercise demonstrating this arrangement that uses a simple "degrees of meaning" list. Notes that students realize that linguistic rules are only as strong as those who impose them. (RS)

English teachers should give most attention to counteracting the tendency for public language to become an unreliable instrument of communication. (JH)

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)

If we can change unconscious imitation of models into conscious decision-making of preferred speech, we will have made a sizeable advance in the whole matter of speech usage. (Author/MB)

Presents examples of unintentional humor from college freshman composition courses. Suggests that by pointing out miscommunications, teachers can persuade students to use standard English more effectively. (MM)

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)

Presents classroom activities (based on "Language in Thought and Action" and intended for use at various grade and ability levels) divided into four areas of general semantics: (1) language as symbolic process; (2) meanings of words in context; (3) referential and emotive language; and (4) relationships between language and thinking.…

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)