Contends that confused language reflects the confused state of the field of developmental education. Provides examples of the imprecise vocabulary used in the literature and coursework of developmental education. Suggests that concepts be clarified and jargon be eliminated. (CAM)

Offers a writing exercise, based on a comic-strip theme, that teachers can use to relieve tensions between them and their students while developing students' expressive writing skills. (RL)

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

Presents a case for eliminating "whom" from standard English usage, with examples of why the use of "whom" brings not only needless worry but overzealousness in its applications. (RL)

Considers the difficulties in creating a definition of metaphor. Distinguishes metaphors from statements of literal similarity and nonsense. (JT)

Discusses factors that make the language spoken in San Francisco's Chinatown so dynamic and, at times, inconsistent. Provides a glossary that includes transliterated and partially transliterated terms, translated terms, new terms, and special San Francisco terms. (Author/GC)

Introduces a theoretical framework applicable to the political and social uses made of humor. Focuses on the uses individuals make of jokes and joking in relation to the constant interchange involved between institutional stability and social change. (FL)

Describes the use of a modified maze approach to teach why some words are more appropriate than others in a poem. (MKM)

Demonstrates why English teachers need to be fully aware of the utilitarian context and the useful content of the language course--so that they can teach accordingly, improve language usage and communication, and improve their public image. (RL)

Concludes that Jewish culture in the Soviet Union is almost extinct--in spite of the fact that approximately two million Jews still live there. (FL)

Discusses future-tense form possibilities in English and their pedagogical implications. Six possibilities are discussed: (1) the future tense proper, signalled by "if" + present or mental state verbs; (2) declaration of intent, with "I'll" or "we'll"; (3) "Shall I/we" questions; (4) "will you"…

Argues that most occupational titles are gender-marked, that such sexist language produces harmful stereotyped perceptions, and that the curriculum must include verbal exploration of the issue of sexism. (DD)

The phenomenon of linguistic racism is explored through the application of the psychoanalytic theory of Joel Kovel's "White Racism: A Psychohistory" and through the data of other related research. It is argued that the persistencies of derogatory names directed at Blacks indicate a deeper acculturated prejudice. (Author/EB)

Argues that most social science does not take into account the way in which the master tropes (metaphor, synecdoche, metonymy, and irony) shape the writing as well as the gathering of qualitative data. (Author/IRT)

Elaborates on an earlier work that shows how the relaxation of certain grammatical constraints provides clues to variation in language usage. Demonstrates how style shifting may contribute to variation. (NCR)