Looks at the changing language of adult education and argues that the social practice of adult education needs to be extracted from the middle of lifelong learning and imbued with the language of social purpose and the common good. (JOW)

This study focuses on the English demonstratives "this (these)" and "that (those)." It is shown that the uses of these demonstratives are related to their semantics, and an explanation is provided for why the many functions assigned to demonstratives are a result of a failure to distinguish their meanings from the senses…

Provides commentary on an article concerning transcriptions and the denoting of silence, contrasting it with a similar article concerning transcriptions and real time as it effects research analysis of spoken discourse. Contains 22 references. (GLR)

Analyzes several examples of metalanguage from current literature on professional writing, applying three principles for evaluating metalanguage in industry and academe. Considers a potentially effective metalanguage based on simple grammatical expressions. (MM)

Examines "delayed completion," a procedure speakers use to finish an incomplete turn after an intervening utterance by another speaker. Describes delayed completion as a device for resolving overlap. Examines relationship to interruption and to sequences of actions in conversation. (MS)

Analyzes a fable current in the discourse of the nuclear freeze movement in the 1980s, that of the "Hundredth Monkey." Shows that Aristotle's classification of the fable as a type of exemplary proof is inadequate to an understanding of its persuasive force. (MS)

Describes a turn-taking system, using examples from British television and radio networks. The turn-taking system of news interviews is compared to ordinary conversation and to two other types of broadcast interviews to reveal the institutionalized footings that interviewers are conventionally required to maintain within the interviews.…

Replies to Rowland's article (same issue) on Fisher's views of the narrative paradigm. Clarifies the narrative paradigm by discussing three senses in which "narration" can be understood, and by indicating what the narrative paradigm is not. (SR)

Sets forth a theoretical rationale for a critical rhetoric (encompassing two forms of critique--critique of domination and critique of freedom) and presents eight "principles" which orient the critic toward the act of criticism. (SR)

Argues for a revised perspective on presidential crisis rhetoric informed by an understanding of differing exigencies and functions. Uses speeches by Ronald Reagan to examine two types of crisis rhetoric. Concludes that crisis rhetoric can not be viewed as a homogeneous type of discourse. (MM)

The use of "intelligence" in ordinary discourse is analyzed to glean hypotheses that may resolve the debate among psychologists regarding the nature of intelligence. Intelligence is conceived as an innate intellectual capacity, and a sharp conceptual distinction is made between intelligence and intelligent behavior. (Author/TJH)

Provides an analysis of the hurtful power of words, the history of marginalized and oppressed peoples finding their voice, and the origins and current social contexts surrounding the words "harlot,""patterns," and a vocabulary that suggests all things "other." (PA)

Examines the seven basic propaganda techniques (name calling, glittering generalities, transfer, testimonials, plain folks, card stacking, and bandwagon) in terms of the principles of general semantics. (SR)

Proposes a taxonomy that classifies coherence relations in discourse in terms of four cognitively salient primitives, such as the polarity of the relationship and the pragmatic or semantic character of the link between the units. Finds experimental support for the relevance and psychological salience of the taxonomic primitives. (SR)

Investigates whether children's representations of the linguistic description of a goal-directed event was similar to their representation of the same event observed visually. Finds that mode of presentation did not affect the recall of most important actions, but that verbal description led to recall characterized by greater cohesion than visual…