This article proposes that resonances exist between the curriculum vision advanced by the Panel for Education for Sustainable Development (1998) and key Bakhtinian motifs, such as dialogism, polyphony, and heteroglossia. The Panel's support for postmodern perspectives, however, makes the conjunction with Bakhtin problematic, due to anxieties that…

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…

Suggests that understanding your semantic environment begins with recognizing you have no choice about being the center of your universe, that the feelings you have are the single most important part of your life, and that it is about your feelings that you speak, despite whatever else you may think you speak about. (TO)

This paper examines Saint Augustine's obscurantist preferences in popular preaching (as distinguished from his episcopal instructions to other clergy) as a way of identifying one of the classical influences on Christian rhetorical strategy. The first section of the paper offers a comparison of Augustine's theoretical approval of homiletic…

This paper describes two types of teacher educators, discusses "in" and "out"phrases of educational jargon, and concludes with six proposals. The author criticizes teachers who teach six months in a ghetto school and then write a book about the terrible teaching of their colleagues; and he criticizes teacher educators in large…

This volume defines, explains, and traces the origins of figures of speech and style in poetry. Using examples from the works of Shakespeare, Goldsmith, Byron, Emerson, and countless other poets--well known or obscure, such forms as similies, analogies, prosopopeia, metonomy, and many others are described. (Author/KS)

Contends that is sometimes rhetorical genres and not rhetorical situations that are decisively formative, and cites the papal encyclical, early state of the union addresses and their replies as supporting evidence. (MH)

Presents an "expose" of academic jargon that often confuses educators and other readers. The terms are humorously defined to reveal the money and status struggles that protect academics from "unhealthy preoccupation" with teaching and scholarship. (CJH)

Argues that Lincoln modeled certain major speeches on a chiasmus, and that this stylistic device governs the integration of form and function in Lincoln's presidential rhetoric. Argues that the chiasmus reveals that Lincoln saw himself as called by God to fulfill a special messianic mission. (MS)

Reports on four Australian experiments using Lambert's Matched Guise Technique for obtaining sociolinguistic attitudes. The accents studied include Australian; Received Pronunciation English, Liverpool, Glasgow Scots, East Coast U.S.A., French, German, and Italian. (EKN)

Research results show that (1) poems possess certain, mainly linguistic, properties, i.e., there is a poetic language, and (2) that readers respond to poems by means of their knowledge of poetic language, i.e., they possess a poetic competence. (RM)

While some clarity might be obtained from pursuing the meaning of facts if there were no language or in terms of their positiveness or negativeness, the author decided to look at some ordinary-language uses of the word "fact" in three different constructions to see if some insight might be gained. (Author/RK)

Uses some hypothetical correspondence to illustrate how professional jargonese may sound impressive while clouding communication. (DE)

The stylistic effects which may be achieved by a judicious use of the tenses" are seen to be the following: vividness, point of view, prominence, variety, and euphony. (FB)