Composition teachers should recognize that all errors in student writing are not the same. The author distinguishes between handbook rules, spoken language, and ambiguity. (MM)

Study arose out of the need for a functional analysis of the language of young children which might lead to an understanding of how language and context interact to produce differentiated speech, and what interpersonal situations were most fruitful in eliciting good communication. (Authors/CB)

Outlines the influence of American English on British English, especially as it applies to the forming and usage of word compounds. (DS)

A multidimensional scaling procedure was used to explore the role of cultural background, language and geographic regions in the process of ethnic identity. (JB)

In distinguishing the characteristics of message systems, it was found that middle-class messages were generally more difficult to predict while working-class systems were more predictable and stereotyped. (Author/MB)

Special issue devoted to the topic of standard spoken usage. (VM)

Discusses what grammar is, what language is, recent studies in language research, and relates these to classroom teaching. (MB)

Expanded version of an address presented at a conference in Regensburg and at the Universities of Erlangen and Marburg. (WB)

Explains the need for a well structured unit on dialectology in high school English classes; a paper presented at annual convention of National Council of Teachers on English (59th, Washington, D.C., November 28, 1969). (SW)

An essay exploring the application of moral criticism to rhetorical discourse; based upon two lectures given at the State University of New York at Binghamton, November 1968. (Editor/RD)

Reviews and evaluates documents processed prior to Fall 1969 by the Educational Resources Information Center pertinent to "the manner in which nonstandard dialects differ from standard English"; a preprint from a forthcoming pamphlet of the National Conference on Research in English. (Author/SW)