Presents a biographical sketch of S. I. Hayakawa and the results of a recent interview with him over the impact of his writing. (KEH)

Explains how puns work and how they are formed. (RL)

Explains why people say "for she and I"--and argues that such usage is correct. (RS)

Encourages professionals in education to cease coining and misusing educational jargon. (DD)

Author explains the significance of a survey of student language, and gives a sample Checklist of School Language". (SP)

Traces the history of the speech of New Yorkers, compares the speech of New Yorkers with the speech of those living elsewhere in America, and discusses the low prestige of New York City pronunciation. (DD)

Schools should provide opportunities for students, especially Black students, to become knowledgeable about their language system and culture. (JH)

Comments on the effects technology and industrialization have on language change. (MM)

Illustrates how a linguistic analysis of Hemingway's prose style can be appealing to a student by being precise instead of vague and being a procedure. (MM)

Phonological rules based on "stress-terminal pattern" (the principle that a phonological phrase has one primary stress and one terminal juncture requiring a mark of punctuation) can be used to improve punctuation in composition. These rules require that the writer be able to speak sentences at a normal pace with intonation appropriate to the…

Discusses syntactic and stylistic errors in the language of advertising and the reason for these linguistic irregularities. Suggests ways of dealing with the problem. (EL)

Presents several high school teachers' suggestions on how to encourage variety in students' sentence patterns. (MM)