Discusses the rhetoric of silence as an alternative to participation in a discussion of social issues, particularly when participation confirms the efforts of those who seek social control. Concludes that Booker T. Washington should have employed the strategy of silence when invited to address an exposition in Atlanta in 1895. (JMF)

Suggests the significant influence that Dallas C. Dickey had on contemporary study of public address, particularly the regional study of southern public address. Discusses major influences upon Dickey, his views of the critical study of public address, and the nature of his professional influence. (JMF)

Discusses reading and teaching Renaissance poetry in terms of the poem's "resonance," its capacity to speak to contemporary readers directly and draw them into its historical world. Advises teachers to expand the resonance to illuminate the poem's background, as exemplified by the poetry of Thomas Wyatt in the court of Henry VIII. (DF)

Presents an interview with literary critic Northrop Frye in which Frye comments on the purposes and importance of literature in education; goals, growth, and development in literary study; the literature curriculum in elementary schools; and strategies for teaching literature. (GT)

Examines Lyndon Johnson's rhetoric in bringing about a shift in the concept of "equal opportunity" from nondiscrimination to affirmative action through the process of dissociation. Defines dissociation as separating a unitary concept into parts, identifying the less valued part, and reformulating the more valued part. (JMF)

Discusses Frederick Wiseman's film "High School" in terms of the audience's perspective of the following themes: power, authority, identity, alienation, sexuality, and boredom. Illustrates how these themes relate to each other to form a structure that invites rhetorical response. (JMF)

Criticizes the variable analytic approach to small group communication currently being used by many social science researchers and suggests some alternative ways of doing research based on a human action perspective. (JMF)

Discusses how the use of writing in the classroom before, during, and after reading of a particular work can help students with critical inquiry, emotional commitment, and reader contribution while studying the work. (HTH)

A multiple choice exercise, in which students choose personality characteristics, brief lines of dialogue, and action is presented as a method for teaching students unfamiliar with literary devices or critical reading. (HTH)

Because of his mixed blood and his war experiences, Tayo feels displaced and estranged. Reoccurring bad memories have impaired his ability to function. He has forgotten the old stories which serve as guides to growth. His eventual recollection of the old stories is instrumental in effecting his healing. (CM)

Mythic (stated in poetic form) and contemporary (stated in prose) narrative shapes the events of "Ceremony." Medicine Man Betonie teaches Tayo to relate cause to effect through story. Tayo must bring the meaning of changed life experiences to the way he feels the story. (CM)

Reviews the central principles of conversational organization and characterizes conversational argument in terms of these general principles. Discusses enthymemes and why they are the substance of persuasion. (JMF)

Points out the sometimes excessive lengths that authors carry the suspension of reality in children's fiction. Advocates a more disciplined imagination, and rejection of untrue or impossible worlds. (HTH)

Examines Chaplin's movement from silent films to sound films and his reluctant use of the spoken word and inclination to link human speech to basically sterile functions. (JMF)

Applies Ferdinand de Saussure's linguistic theories on the construction of a text to the literary analysis of texts. Recounts the use of this derivation in a literature class, showing that sensitivity to student experiences facilitates their understanding and appreciation of literary works. (RL)