Analyzes several texts of Italian poetry to show that signs in poetic language are visual and that they may function independently of their relationship with spoken language. Maintains that poetic language is motivated in its visuality and that it is iconic in a fundamental way. (FL)

Explores the use of metaphor and personification in the "classics" of scientific and technical writing, and the current resistance to creativity in scientific writing. Suggests familiarizing students with the role of metaphor in scientific creativity. (HTH)

Offers a montage of the most important revisions of the four master tropes--metaphor, metonymy, synecdoche, and irony--for the composing process itself. Discusses the capacity of tropes to prefigure ideological stances toward language and writing. (EL)

Offers a stimulating discussion of fancy and reality in "Alice's Adventures in Wonderland." (HOD)

Concludes that linguistic complexity affects viewer comprehension and recall of newscasts, but type of story structure does not. (FL)

Examined 55 speech communication textbooks published since 1980 and found few that consider the issue of sexism in language. Explores reasons for this neglect, focusing on one area of change: masculine generics. (PD)

Discusses the problems presented by the plain language bill proposed for use in Pennsylvania. (FL)

Argues that the formalistic study of poetry is the best preparation for the study of law because no other discipline (1) communicates so well that words are not often interchangeable, (2) concentrates as much on the effects of ambiguity in words and phrases, and (3) focuses as much on the concept of contextuality. (MM)

Discusses a program in which high school students with inferior spelling skills received help through a system that taught them to spell by syllables. (FL)

Suggests that the works of Ernest Hemingway can introduce young readers to (1) an intense expression of the joy of life, (2) heroic models, (3) original use of language, (4) a sharp sense of time and place, and (5) literature that can be understood at many levels. (MM)

Uses the works of J. Piaget and N. Chomsky to develop a holistic theory of reading. (FL)

Describes the related processes of metaphoric production and comprehension as they are represented by students in the five-to-eleven year age range. Offers guidelines for incorporating the exploration of metaphor in elementary school language programs. (HTH)

Recommends instruction at the undergraduate level in the history of language usage in order to place linguistic rules in the proper perspective of developmental change. (KS)

Two frequent criticisms, that they are "merely verbal," and inimical to "higher" functions, notably creativity, are argued as not intrinsic to "objective" type tests. (Editor)

Discusses some of the unique situational characteristics of contemporary criminal proceedings which influence the rhetorical options of the trial judge. Available from: Speaker and Gavel, Allen Press, P.O. Box 368, Lawrence, KS 66044. Subscription Rate: $5.00 per year. (MH)