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)

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

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)

Discusses the learning process and language usage in the English classroom, building on a theory of language originated by Alfred Korzybski. (RB)

Considers an alternative interpretation of the effect of so-called women's language and its appropriateness in society. (CRH)

Examines the fifth edition of S. I. Hayakawa's "Language in Action" in terms of original strengths and major content still intact, reorganization of chapters with updated application sections, and new chapters on television advertisement and use of deceptive language. (KEH)

The identification and study of 20 syntactical patterns responsible for much of the structural ambiguity found in literary composition can develop in students an audience awareness. When they realize that such constructions as "a dull boy's knife" and "the club will be open to members from Monday to Thursday" can be misinterpreted, they take more…

Describes two writing activities (based on S. I. Hayakawa's discussion of biased thinking in his book "Language in Thought and Action") that are designed to enable students to recognize and become sensitive to closemindedness. (KEH)