Attempts to disprove the logic of the legal text. (Text is in French.) (CDSH/AM)

Study determined that complex sentences are recalled better if the described events within a sentence are presented in the same sequence as their correct temporal order''; the use of active vs. passive voice was not a factor in remembering the semantic content. (Author/SP)

English teacher describes semantic implications of court litigation from the standpoint of a jury member. (GB)

Argues that a major difficulty in formalizing linguistic dialogue interaction is the uncertainty arising from various factors. Advances proposals for capturing at least some of those factors in logical representations: topic/subtopic arrangement; semantic allocation; participants' competence; discourse goals; semantic, psychological, and pragmatic…

Attacks the notion that a literal meaning can be defined for every sentence, independent of its context. (AM)

Examines the differences between English and Dutch demonstratives and concludes that English proximate demonstratives ("this") are used when the referent is identifiable by the addressee, whereas in Dutch they are used for low-accessibility referents, as opposed to distal demonstratives ("that") that are also used for readily…

Discusses an overlooked example in everyday life of serendipitous parapraxes in the recall of poetry presented by Freud in 1907. Notes that its principles are applicable to clinical and educational research and practice, taking into account contemporary transference-countertransference dynamics. (SR)

Considers the ways in which work is changing in two very different sites; a gaming machine factory and a metropolitan teaching hospital. Explores the implications of these changes for research and discourse analysis. (Author/VWL)

Notes that throughout this century, adult education planning theory has been dominated by technical rationality, which has limited adult education activity to certain areas. Discusses how relational analysis provides alternative examples of what could constitute legitimate planning theory and practice. (SK)

Learning to be literate involves understanding unequal power relations that privilege some literacy practices over others. A deficit model associates literacy with skills and motivation, emphasizes standardized literacy accomplishments, and prescribes outcomes. These practices discount the validity of individuals' definitions of and uses for…

Examines the assumption that instruction in writing centers is what it is because it is different from classroom instruction. Proposes studying the discourse of writing centers as another route to writing center self-definition. (RS)

Describes and compares restrictive and nonrestrictive clauses and shows that, when studying their superficial differences, there is no need for construction-specific stipulations that distinguish between them. All the superficial differences between the two are derived from the single basic difference that one is a modifier and the other is not.…

A discussion of Foucault's formulation of discourse and insights from the works of Dewey, Merleau-Ponty, and Bourdieu are used to analyze the discourses surrounding becoming a parent. (PCB)

Discusses commemoration as a means of closure. Examines the suppression of that impulse through two related events: the establishment of a Tomb of the Unknown for the Vietnam War, and Gerald Ford's abrupt shift of policy concerns as South Vietnam fell. (MS)

Examines contemporary theories of discourse production and analysis, noting that most are based on a classical paradigm of language conventions. Argues that language refutes this type of formalization. Discusses the ramifications of this perception for the discipline of rhetoric. (MM)