Pictorial humorous illustrations were found to have (1) no effects on information acquisition and on motivation, (2) positive effects on appeal, and (3) negative effects on persuasiveness. (PD)

Analysis reveals that the four labels do not denote four discrete problems; rather, the constructs overlap to a great extent. Author recommends systematic interviews with individuals to identify their problems and then a treatment dependent on the exact nature of the problem. (PD)

Offers advice on how to incorporate assignments in formal and semiformal oral communication into the technical writing course. (RL)

Discusses the development of the Great Society idea, its central themes, the rhetorical problem of its presentation and resolution. Obstacles to adopting the programs were overcome by employing conservative themes, claiming a moral imperative to act, and distinguishing the Great Society from older programs. (JMF)

Identifies the competencies of effective speech communication/drama teachers through two written contacts with in-service teachers. Compares these results with the recommended competencies of the Speech Communication Association/American Theatre Association Joint Task Force. Explores the implications of these statements for competency-based…

Argues that the assumptions and methods of hard sciences do not fit the study of human communication behavior. The result is subversion of human dignity through method-oriented findings that do not produce useful generalizations. The path to scientific respectability lies in the traditional study of oratory. (PD)

Describes a program of advanced instruction which attempts to merge the theory of speech communication and the practice of oral history. Is concerned with how meaning is constructed through conversation between interviewer and interviewee. Includes theoretical and methodological problems inherent in producing oral histories, field research, and…

Survey results indicated strong support for requiring the basic speech course; favored a hybrid course of public speaking and interpersonal communication; preferred more practice than theory, autonomous classes, classes of 20 to 25 students or less; etc. (PD)

Reports on a study ranking the prestige of 26 journals in the field of mass communication. Reveals a wide range in the perceived prestige of these periodicals. (RL)

Presents the major assumptions of cognitive-developmental theory on social reasoning processes. Provides a selective review of research on social reasoning in various domains and discusses implications of the cognitive-developmental analysis of social reasoning for argumentation theory. (JMF)

Argues that several areas of rhetorical criticism on political speeches need reassessment. These include rhetorical biography, the speaker's purpose, issue analysis, organization or identifying patterns of construction within a speech, and style. (JMF)

Proposes a number of activities designed to acquaint students with the notions, vocabulary, and formulas connected with the use of the telephone. Describes oral and written exercises based on a telephone book and its informational contents, as a preparation for simulated phone conversations. (MES)

Outlines the criteria which integrated strategies of reticence management must satisfy to be effective and to justify inclusion in a communication curriculum. Describes specific activities aimed at different categories of reticent students. (JMF)

Reminds speech teachers that characteristics of voice and articulation are important only to the extent that they impede accomplishment of communication goals. Students' problems in articulation, voice, and rate of utterance should be considered in this context. (JMF)

Examines children's compliance to directives given by their peers, with particular interest in children's success with directives. Examines the roles of status, directive form, and politeness cues. Outlines four instructional objectives for teaching children to develop effective controlling strategies. (JMF)