Discusses the benefits of short answers and how they differ in German and English. Provides hints on how to teach students to produce reduced answers that are grammatically acceptable in spoken German. (EKN)

Offers a rebuttal to an earlier article in which the author had argued that language use must not be distorted to serve political purposes. (HOD)

Critically examines some of the assumptions made of linguistics and literature in the book "Literary Text and Language Study." (HOD)

A report of an investigation of conversations involving more than two persons. Two types of illocutionary acts are accounted for: the traditional kind directed at the addressee(s) and another, called an informative, addressed to all participants. Evidence is presented that every illocutionary act is performed by means of an informative. (AMH)

Discusses the vision of harmony in the memory of Laura Ingalls Wilder and argues that her books are more nearly romance than fiction. (HOD)

Seven teachers voice their opinions (mostly negative) about contemporary, self-appointed language critics. (RL)

Illustrates with numerous examples and analyses the various uses of "quien." Discusses alternation between "quien" and the groups "el cual"/"el que," variation in the verb agreement, the function of "quien" as an indefinite pronoun, as well as questions of stylistic preference and correctness. (MES)

Offers examples of sexist language that often appear in school publications and suggests ways of avoiding such language. (FL)

Invites a different look at metaphorical abstraction in hopes of raising realizations about language processes, writing processes, and the mental activities involved in both. (RL)

Examines sexism in written and oral language and recommends twelve steps to avoid sexist attitudes in the use of both kinds of communication. (DA)

An English teacher describes her feelings, experiences, and attitudes about keeping humor in the classroom. (RL)

Notes the unintentional humor so often found in directions. Describes an assignment on writing directions carefully--and the humorous results. (RL)

Discusses the process of understanding of intent by which participants, through the comparative interpretation of a series of cues and symbols as they are revealed in speech, develop categories for a contextual model of communication. Argues that discourse is essentially dialogic and phenomenologically realizable. (FL)

Examines three broad functions that underlie all use of language--language for learning (language as a representation of the world), language for living, and language for linking (connected discourse in context). Considers teacher knowledge of these language functions essential if the teachers are to guide student language acquisition. (RL)

Explores the gap between adult writers and children readers and examines some misconceptions about writing for children. (HTH)