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The article discusses a study which examines the possibility that the use of elaborated code by working-class people was a matter of preference rather than inability. Results of the study revealed that working-class people may already have an elaborated code available and the possibility remains that they are only able to use it in writing. The reason for that possibility was due to the fact that intellectual demands of speaking in the elaborated code are too great. Another possibility is that the problem is of transfer rather than learning, and that the educational problem is to influence working-class people to transfer their linguistic skills shown in writing to oral situations.

The article discusses a study on the effects of referential experience on encoder-decoder agreement by assessing the agreement through the measures of word predictability, the verbatim replacement and the replacement of words of the same grammatical form classes as the deleted items. Results of the study indicated that referential experience enhances verbatim replacement and more for lexical type words than for members of grammatical function classes. However, there were no such effects of referential experience shown on grammatical replacement. The study revealed that there were no differences according to whether the messages had been encoded as objective descriptions or as subjective interpretations of the stimuli.

The article discusses an experiment on the effects of semantics on the production and perception of speech. The hypothesis of this experiment is that both the acoustic realization and auditory perception of a given word in a meaningful sentence may be a function of the speaker's and listener's knowledge of the semantic and grammatical information contained in the entire sentence. At the articulatory level there are obviously rules which govern the configuration of the vocal tract and the excitation sources. The positions of the tongue, lips, jaw, vocal cords, etc., are controlled and an acoustic signal is generated. These rules map the output of the phonological transformations of the distinctive features, which, in this model, specify phonemic elements.

The article examines the relationship between grammatical choice and rhetorical function in the English of Science and Technology (EST). It defines rhetoric in EST in terms of the essential notion conceptual paragraph. In EST, the conceptual paragraph is the basic unit of discourse, and that it can be equivalent to one or more physical paragraphs. The core generalization refers to the central concept of a conceptual paragraph. It relates to the central concept of a physical paragraph when the total concept is developed within one group of sentences marked by spacing or indentation. Thus core generalization is developed wholly within the framework of one physical paragraph. The decision as to which article to put before a noun in a noun phrase in written EST texts often depends on the semantics of generality which is intimately interwoven with tense choice. In tenses, EST tenses are selected most of the time at Level B of the rhetorical hierarchy. The similar notion applies for other types of formal writing.

The article discusses the concept of contextualization in language learning. Previously, the books violated the principle of sentence connectedness, which is to say that there was very little connection between the sentences. According to the author, the most obvious way to avoid a list of random and disconnected sentences is to create a realistic context or situation to which all of the model sentences are related. This method of contextualization was widely used by teachers and textbook writers in the 1960s. There are many problems related to contextualization. The main problem is one of match-up. Most of the current texts are planned around a carefully selected and sequenced set of grammatical structures. There is often a conflict between grammar and situation. The author discusses two grammatical structures, the passive construction and the present perfect construction, and the problems involved in creating useful contexts through which they might be practiced. According to the author, a teacher is ultimately responsible for adapting each lesson to meet the specific needs and interests of his students, therefore, the teacher, as well as the textbook writer, must be a contextualizer.

The article focuses on the importance of teaching English compositions in the progress of grammatical knowledge among students. It discusses several developments in the popular use of English such as the elimination of infallibility rules. Some of the most noticeable imperfections in public speech are stated such as the usage of pronouns and figures of speech.

Discusses the misrelated, dangling or hanging participle and the misrelated, dangling or hanging gerund phrase. Wrong rules on the usage of the English language; Reason for the violation of the rules by the rhetoricians who formulated them; Overview of the book "An Advanced English Syntax," by C. T. Onions.

The article presents a reprint of the article "As the World Wags," which appeared in an issue of "Boston Herald." It evaluates the writing of the different notable people in the U.S., relative to the use of standard English. The article emphasized on the writing of a certain Mayor, which expressed a vague idea. It also found that there are other narrative and descriptive proses that were as good as the prose "In Northern Labrador," which was the best work of W. B. Cabot.

The article presents a justification on the use of the pronouns "his" for males and "her" for females in the schools in the U.S. The expressions were emphasized to have been introduced as common pronouns and must not be confused in usage. Furthermore, the words have been given significant emphasis due to the awkward usage of the pronouns when incorporated to the statement.