Defines "Slurish" as the dialect which results from North American English-speakers'"tendency to eliminate less emphatic syllables and run together the sounds which are left, frequently omitting consonants"; includes a brief glossary of such terms. (Author/SW)

The author gives some impressions of the directions explored in the "Programme in Linguistics," and conclusions reached in the teaching of the mother language, as a result of study groups, teachers' conferences, in-service courses, writing materials, initiated programs, reading, thinking and talking. (Author/RR)

A review of and commentary on papers by Milton E. Rosenbaum, Jose Barchilon, Leon Jakobovits, and Frank Barron presented at Conference on the Creative Process and Composition (Colorado Springs, Colorado, November 3-6, 1968) sponsored by the National Council of Teachers of English. (Editor/RD)

Discusses the differences between literary analysis and linguistics and between the structures of language and literature. (SW)

Usage patterns of the three most common Russian equivalents of the verb "use" are outlined with three types of criteria for judging usage: definitional, contextual, and stylistic considerations. Typical usage is discussed, and the issue of questionable acceptability is touched upon. (MSE)

Explores the possibility that the characterization of native speaker-nonnative speaker speech (NS-NNS) is too broadly conceived. Confirms earlier claims about NS-NNS interaction, but also offers evidence that the frequency of use of discourse modifications by NSs in conversation with NNSs is variable. (EKN)

Examines several areas where traditional work in dialectology has proven inadequate. Outlines specific areas where sociolinguistics can make a substantial contribution. Discusses (1) the bias in dialectology toward the historical; (2) the relative lack of attention paid to the heterogeneity of the speech community and the variability of speech;…

Laments the unnecessarily ponderous and difficult language and syntax that characterizes much technical writing. (HTH)

Discusses the nature and usefulness of talking to ourselves, silently or aloud. Poses questions for research and for education concerning this universal habit. (HTH)

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)