Offers examples of sexist language that often appear in school publications and suggests ways of avoiding such language. (FL)

Invites a different look at metaphorical abstraction in hopes of raising realizations about language processes, writing processes, and the mental activities involved in both. (RL)

Examines sexism in written and oral language and recommends twelve steps to avoid sexist attitudes in the use of both kinds of communication. (DA)

An English teacher describes her feelings, experiences, and attitudes about keeping humor in the classroom. (RL)

Notes the unintentional humor so often found in directions. Describes an assignment on writing directions carefully--and the humorous results. (RL)

Discusses the process of understanding of intent by which participants, through the comparative interpretation of a series of cues and symbols as they are revealed in speech, develop categories for a contextual model of communication. Argues that discourse is essentially dialogic and phenomenologically realizable. (FL)

Examines three broad functions that underlie all use of language--language for learning (language as a representation of the world), language for living, and language for linking (connected discourse in context). Considers teacher knowledge of these language functions essential if the teachers are to guide student language acquisition. (RL)

Explores the gap between adult writers and children readers and examines some misconceptions about writing for children. (HTH)

Three educators--F. C. Stork, Peter Doughty, and Tony Burgess--continue the debate begun in a previous issue of this journal (see EJ 221 441 and EJ 221 442) regarding the place of language study in the secondary English curriculum. (GT)

Common language usage is considered from four perspectives: "situational" linguistics and language, "natural language," linguistic interdisciplinarity with the social sciences, and common language as a "social technology," or subject of pedagogy. (MSE)

Describes a business English hotline, staffed by faculty members, which serves to augment the instructional aims of Los Angeles Pierce College, and keeps faculty members in touch with the office world and its problems. (JOW)

The author uses introspection to consider the critical aspects of the writing process. (RL)

Provides examples from two classroom exercises: an exercise in which the opening verses of the King James Bible are rewritten in various modern styles, and an exercise in which words in well-known book titles are changed to show the power of the original titles. (GT)

Examines the verbal and nonverbal language characteristics of several renowned television preachers. Points out that they have identified and segmented their market to more fully exploit the television market and that they have mastered promotional and advertising skills. Proposes governmental controls of some aspects of religious broadcasting.…

This section consists of reprints on the following topics: (1) the misuse of "en"; (2) anglicisms; (3) widespread use of vulgar language; (4) an interview with Emilio Criado on Spanish language variation; (5) use of the feminine in professional titles; and (6) Spanish, the national language of Latin American countries. (AMH)