In this interview Dr. Bruce Ballenger and I discuss his career, his many textbooks on writing, his recent collaboration on an extensive study of the revision processes of advanced writers, and the challenges of balancing a career with a foot in multiple academic fields (i.e. composition and rhetoric and creative writing). Dr. Ballenger retired…

In this essay, Mordechai Gordon interprets Martin Buber's ideas on dialogue, presence, and especially his notion of embracing in an attempt to shed some light on Buber's understanding of listening. Gordon argues that in order to understand Buber's conception of listening, one needs to examine this concept in the context of his philosophy of…

It's obvious that technology is reshaping students' reading and writing practices, with or without educators' intervention. The challenge is to teach students to be truly literate in two languages--those of the pre- and post-digital worlds. So how can teachers teach to two literacies at once? They must approach this task with three mind-sets.…

This paper explores Stanley Cavell's notion of "passionate utterance", which acts as an extension of/departure from (we might read it as both) J. L. Austin's theory of the performative. Cavell argues that Austin having made the revolutionary discovery that truth claims in language are bound up with how words perform, then gets bogged by convention…

A theory of neurolinguistic function is proposed to explain fluency and the production of stuttered speech disruptions. Stuttering results when the speaker is under time pressure and is unaware of the cause of dyssynchrony between the linguistic and paralinguistic components of speech which are processed by different neural systems but converge on…

Analyses the advertising slogan and its relationship to the various functions of language: expressive, incitative, referential, phatic, metalinguistic, and poetic. (AM)

Examines the development and usage of abbreviations in modern French. (AM)

Demonstrates that philosophies about the teaching of composition may be either expressive, mimetic, rhetorical, or formalist, but cautions teachers against teaching on the basis of one of these and evaluating on the basis of another. (DD)

Discusses the importance of the following factors in translation: (1) embedded communication events; (2) the circumstances of the production of a text; (3) the response of receptors to a text; (4) the translator's role in producing a translation; and (5) the response of receptors to a translation. (AM)

Discusses the primacy of thought over speech, and "semantic translation" vs "communicative translation," relating the former to thought, and the latter to speech. (AM)

Makes a case for dialogic translation, a process in which the translator anticipates the response of the child reader, listens to the reader, and reaches out to the child. This process contrasts with the view that the only way to translate well is to reproduce the original text as faithfully as possible. (NH)

Explores the difficulty in defining cliche and distinguishing it from other idiomatic and indelible expressions in the English language. (HTH)

Advances the idea of using the workshop format for basic writers' development as writers. Finds that workshops generate conversations and discussions that encourage social, political, and economic awareness to help basic writers discover who and where they are in society. (PA)

Touches on central arguments surrounding the debate over the expressive essay for composition instruction. Notes that a primary assumption about the expressive essay--that it is honest and truthful--remains unchallenged. Suggests that students themselves offer ways to address concerns of social constructivists while acknowledging what is valuable…

In this article the linguistic features of three Italian Sign Language (Lingua Italiana dei Segni, or LIS) registers are analyzed focusing on iconic phenomena. Previous treatments of iconicity and motivation in spoken and signed language are discussed. Iconicity is defined as a regular mapping between expressive form and meaning that can be active…