This paper attempts to define meta-rhetoric. Meta-rhetoric is a collection of micro-rhetoric taken together to suggest a larger image in the mind's eye of the reader. An analogy is suggested between a large graphic image comprised of numerous individual mini-images. It is asserted that, in an analogous manner, readers of a text organized around a…

This historical review of the literature addresses the relationship between spoken and written language with respect to: (1) comparison and contrast of features; (2) the instructional program; and (3) the contributions of research. The review includes direct quotations of researchers in describing the studies to preserve each researcher's personal…

Noting an emerging consensus of opinion on the need for balance in early literacy instruction, this paper examines three overlapping phases of early literacy: novice (ages 5-7; prekindergarten, kindergarten, and grade 1); beginning (ages 6-8, kindergarten-grade 2); and advanced beginning (ages 7-9, grades 1-3). The first section describes young…

This article looks at issues affecting Robert Garioch's translation into Scots of a sonnet from Giuseppe Gioachino Belli's Romaneschi collection. It begins with the discussion of a problem involved in writing in dialects with no settled written standard. This 'standardizing' poetry is then looked at in terms of translation and theories of the…

Special issue on orthography. (DD)

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

Examines Canadian language usage of both the written and spoken word as revealed in a recent national survey and addresses the implications for language arts teachers. (RB)

Analyzes the differences in selection of verbs between spoken and written English by public servants in Canada, a country which recognizes both French and English as official languages. (RB)

Offers suggestions for news reporting, specifically on the interviewing and writing processes. (RB)

Analyzes the relationship of phonology and orthography to the different systems involved in writing and reading. (Author)

Examines the present state of the relationship between linguistics and reading, proposes how reading instruction could be improved using currently know linguistic information, and discusses one type of linguistic finding useful to reading specialists. (Author)