Gorgias' rhetoric can be explained in three parts: his sensory-based but non-empirical epistemology; his definitions of language as inherently deceptive and of "doxa" as the only "knowledge" communicable; and his antithetical style, which reproduces the necessary negotiation of understanding in the world. Gorgias' epistemology…

Provides examples of ways in which the linguistic environment is constantly changing. (DD)

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)

Describes the way one teacher utilizes a variety of activities by which the power of language is analyzed and fostered among students of English. Describes methods for engaging students in language play, specifically through the use of puns. (HB)

In any mouth or pen, grammatical habits, especially those more important to writing than to speech, present a miniature character sketch or autobiography. Good grammar is the law by which meaning is found and made; it is neither an embellishment nor an accessory to anything else. (MLW)

Describes the way one teacher utilizes a variety of language games by which the power of language is analyzed and fostered among students of English. Describes methods for engaging students in language games. Argues that games, to be effective, must give students a chance at success. (HB)

Mittins notes the value of the article by F. C. Stork (CS 715 590), adds observations about the neglect and the difficulty of English language study, and comments on Stork's suggestions for language study in secondary schools. Torbe challenges Stork's premises, raising questions about the content, objectives, value, and difficulty of language…

Details the various questions regarding the teaching of language and parts of language to high school students. Contends that teachers should aim at providing students with a view of the wholeness of language. Gives suggested criteria for classroom language activities. (HB)

Discusses the world of language and its role in the classroom through a series of vignettes experienced by one English teacher. Argues for a revolutionized view of language instruction in American institutions of education. (HB)

Calls for the study of language in secondary schools, discusses components of language study, notes the failure of the Bullock Report to point out the importance of language study, and discusses four characteristics of language that could serve as starting points for the study of language in secondary schools. (GT)

Contains an interview with journalist Edwin Newman in which Newman urges that students be taught to use language with greater precision, and a response to Newman by John S. Mayher and Rita S. Brause. (DD)

Contends that issues that occur at the intersection of culture and interaction with learning and instruction have been too sharply restricted in scholarly studies on the teaching of English language arts. Suggests that the bifurcation of concerns among language educators is in part a reflection of school, not scholarly, issues. (MS)

This paper discusses language in use, focusing on English, including definitions of language as well as how it has been and how it should be taught inside and outside the classroom. Impact of this information on the process of evaluation of hearing-impaired students' language is also considered. (Author/PB)

The major thesis of this paper is that the teaching of English should be interdisciplinary. The paper shows that the works of George Bernard Shaw and William Shakespeare are interdisciplinary and observes that the greatest current educational need is for breadth of education and interdisciplinary linkages rather than for transmission of facts. It…

The objectives of any language awareness course must be to lead students to a greater awareness of what they already know about language. This kind of course is ideal for student-centered activity, with the students exploring language and the teacher only occasionally imparting new facts. It will have more immediacy if it focuses on the students'…