Describes the rationale for teaching the cognitive context of argument and argumentation, presents an example of an approach to value argument, and discusses the role of the unconscious in argument. (PD)

Describes how the talk of legislative policy makers in public forums builds a system of justification for their actions. Uses observations from a case study of the Utah State Legislature and develops a sociopragmatic perspective of argument fields. (PD)

Because any way of reporting research on teaching involves rhetoric, the question is not whether it is defensible to use rhetoric but what uses of rhetoric are defensible in trying to persuade teachers to accept research conclusions. Literature on the question of whether researchers should draw implications is discussed. (Author/MT)

Points out that the revolt by Wordsworth and Coleridge against neoclassic literary convention gave context to many of their ideas about discourse. Shows how their shift in attitude toward language may be the source of their greatest contribution to discourse theory. (EL)

Advocates that rhetoricians pay attention to one of the most important factors affecting the overall structure of any composition--the outside limits--and that they practice what they preach. (EL)

Reviews the case against and for verbal self-reports, then attempts a balanced assessment. Also critiques recent argumentation studies. (Examples of self-reports include disclosures under psychoanalysis, thinking aloud protocols of undergraduates reading a message, oral choices made in perceptual judgment tasks, marks on a Likert scale.) (PD)

Examines the promulgation of authors' ideologies in children's literature through the politics of advocacy, attack, and assent. (HOD)

In an era when students are supposed to be turning their backs on traditional liberal arts education in favor of a more career-oriented approach, debate is holding its own. Debate, perhaps more than any other extracurricular activity, successfully bridges the gap between academics and careers. (MLW)

Results of the testing of Hample's cognitive model of argument suggest that the model's validity is greater than previously indicated. (PD)

Humorously discusses the problem of discerning when students are being honest in their writing and how to deal with the problems their honesty sometimes presents. (DF)

Investigated the reasons children (ages three through eight) give in supplication situations. Findings clearly demonstrate the development of reason-giving strategies in children. (PD)

Urges that the English teacher learn and use in class the formal outline to help students learn thinking skills that will help in composition and in computer programing. (CRH)

Demonstrates that business writers rely far more heavily than expected on classical figures of speech. Uses Aristotle's "Rhetoric" to show that figures of speech offer a powerful tool for the persuasive function of modern business communication. (PD)

Analyzes changes in content and shifts in emphasis in rhetoric texts from the beginning of the nineteenth century to the present. Suggests that the current-traditional approach to the teaching of rhetoric used in most college classrooms has a strong similarity to that advocated by early rhetoricians. (RBW)

Offers a technique designed to help business communication students write sales letters and letters of application. (FL)