Discusses the vocabulary of English punctuation terms, largely unchanged since the Norman conquest in 1066. Discusses the meaning of the period, colon, comma, question mark, exclamation point, slash, parenthesis, brackets, asterisk, hyphen, and ampersand. (RS)

Points out that formalization of cognitive grammar is difficult to achieve within the present formulation of the grammar. Introduces a modification that will allow modeling the process of similarity. Suggests using analogical modeling. Indicates some consequences of the proposition for the practice of communication. (PA)

Discusses what appear to be deliberate attempts to avoid sexism in the new Collins Cobuild Dictionary, but shows how easily the choice of examples can portray women in a negative light. The question arises whether lexicographers can select more neutral illustrations of women without being untrue to lexographic art. (Author/VWL)

Argues that academia, which should both teach and model the clear, effective use of language, is one of the worst offenders in its pervasive use of doublespeak. Offers numerous examples from campuses across the country. (SR)

Examines "Grammaticalization" (P. J. Hopper and E. C. Traugott), a linguistics textbook that focuses on the establishment of grammaticalization as both a process and a topic. Argues that the significance of the work is that it offers a genuine attempt to explain linguistic change in terms of a realistic conception of what is actually…

Recapitulates questions and reports on the answers raised in a series of articles on language problems. The article concludes by setting some new problems for readers' consideration. (JL)

This paper defines the South-East (SE) region, one of the lexical usage regions of Australian English. This region covers Victoria, part of South Australia, and the Riverina area of New South Wales. Extensive data is provided in maps of the continent. (Contains three references.) (JL)

Discusses three causes of redundancy in writing: lack of revision, attempts at precision, and conceptual confusion. (SR)

Presents an analysis of the verb "get," which is portrayed as having different shades of meaning that stand in a noncomplex, semantically motivated relation to each other. The intended result is an explanation of the various uses of "get." (36 references) (JL)

Reflects on the actual use of the English first-person plural pronoun "we," exploring cultural and social values of such usage and how the pronoun, as currently and frequently used, actually excludes populations and individuals assumed to be included and supports ethnocentric values. (CB)

Reacts to Fischer et al's article concerning reconceptualizing multicultural counseling. Argues that the conditions identified are interesting, but other conditions exist, and that the suggestion of reconceptualization is not valid. Discusses the implications presented by the authors' choice of language. Proposes that knowledge of multicultural…

This article argues that professional discourses align themselves with dominant ideological and social forces by means of language. Examines how professional discourses, which are foundational for library and information science theory and practice, establish themselves in culture and project history, past and future, by means of appropriating…

Contends that critical audience research has resisted "scientific" discourses that appear positivist. States that recent research begins to show the same errors as earlier positivist style--re-emergence of debates on political economy and cultural imperialism are aimed at overturning what are seen as orthodoxies of opposition and…

Critically assesses the merits and limitations of four conceptions of language genesis. Focuses on the conception that language, like the brooding chamber in certain snail species, came about through cooption as a by-product of something else. (Author/VWL)

Claims that everyday discourse is in fact richly metaphorical and that, through the operation of metaphor, people fictionalize as they talk. Argues that because literary writing has been dominated by culture and curriculum, English teachers have not been encouraged to explore aspects of language that are the core of how people think and behave.…