Compares imaginatively written nonfiction children's books with textbook treatments of the same material. Finds that many nonfiction books are informational but also not excitingly written. (NKA)

Describes a college-level course on "Oral and Dramatic Presentation of Hispanic Literature," covering such techniques as dramatization and rehearsal and other ways in which students were encouraged to study and appreciate foreign language literature. (CB)

Reviews network telecasts of the 1984 nominating conventions from the perspective of the narrative paradigm. Indicates that ABC, CBS, and NBC each provided a distinct narrative. (JK)

Examines Monsignor John A. Ryan's advocacy on behalf of social reform between 1892 and 1945. Argues that Ryan took the roles of priest, prophet, and politician, and that each of these roles called forth its own distinctive form of argumentation on behalf of social change. (JK)

Demonstrates, through five literary works published between 1927 and 1952, how the optimistic view of the relation between cultural heritage and social change espoused during the Harlem Renaissance developed into a more pessimistic and paradoxical, but ultimately more aesthetically feasible, vision for Afro-American literature. (DMM)

Examines the inability of the propaganda paradigm to maintain its position as the standard framework for rhetorical inquiry in the sociointellectual atmosphere that surrounded World War II and the Cold War. Discusses the epistemological and ideological roots of the shift from propaganda to statistical/experimental communication research. (JD)

Critiques the "Toughlove" story using perspectives suggested by dramatism and Walter R. Fischer's "narrative paradigm." Finds that the story had a compelling rhetorical impact on a parental support group. Indicates that stories can be created that affirm parents' self-worth and help them deal with their crises without leading…

Describes problem definition in academic writing as existing on a continuum, with literary interpretation near one end and scientific writing near the other. Examines the consequences of this for undergraduate literature and composition assignments. (SRT)

Discusses a case study of the interaction between the New Christian Right, or Moral Majority, and its humanist opponents. Concludes that because the groups argue from incompatible premises, they cannot share a common moral framework within which to agree. Labels the rhetoric of the two groups reciprocated diatribe. (SRT)

Relates the story of Anne Carroll Moore, the influential Supervisor of Work with Children at the New York Public Library during the 1930s, as remembered by a young children's book editor who met her under unfortunate circumstances but then grew to be her friend. (NKA)

Discusses the relationship of the Black contemporary author, Alice Walker, to folklorist Zora Neale Hurston and presents a clarification of the relationship of gender and race in a revised theory of literary influence. Argues that Black women authors sometimes misread literary forbears in order to discover and express a positive matrilineage…

Describes the results of a study that asked two classes of 14 and 15 year olds to think aloud in the presence of an interviewer through their several readings of a poem. (DF)

Relates experiences teaching Philip Larkin's poetry. (HOD)

Contains comments on articles by Patrick Hartwell, Robert Scholes, and Gordon Broswell. (EL)

Argues for an interpretation of Act III, Scene I of "The Tempest" that stresses the characters' revealing their vitality and humanity through their dialog. (AEA)