Just as rhetoric is a way of knowing, so is poetic, both of which, for Francis Bacon, produce false knowledge. But Bacon is not entirely negative. When the poetic elements of language are used in strategic and public communication, like the scholarly communication Bacon attempts to reform, poetic and rhetoric work together to create a plurality of…

Examples cited refute a generally accepted view that the origins of metaphors are arbitrary. To illustrate this point, examples are cited of how products of nature (curcubitic plants: melons, pumpkins) are used as references to people and their characteristics (hardiness, appearance, texture, inertness, reproductive and sexual connotations). In…

A speechwriter who prepares a text for public address should first consider whether he or she is going to deliver the speech personally and should be careful to select a topic which the potential audience will not strongly oppose. From the introduction of a speech to its conclusion, a speechwriter should have definite goals, present an appropriate…

Presents several socio-cultural contexts where both extremes of crudeness and euphemism are customary in everyday verbal communication. (TL)

Assuming that all problem solving has both its rational and poetic aspects and that the solution to a problem is often found in the poetic well before it surfaces in the rational, this study examined in detail the ebb and flow of figurative language as it occurred in the course of a single, highly successful hour of gestalt therapy involving both…

Reviews scholarship on the interdependence of rhetoric and poetic language, and proposes a performance as argument model for the oral interpretation of literature. Relates the model to current work on the relationship of narrative to argument and suggests benefits gained from its adoption. (SR)

Explores whether the interpretation of figurative passages presents a comprehension problem different from that of any difficult text. Indicates that although some abilities important in processing isolated figurative expressions carry over to figurative passage interpretation, these figurative-unique abilities can not definitively account for the…

Argues that it is time to return figurative language to the classroom. Claims teachers should teach writers more figures, regardless of the approach to composition instruction. (MS)

Examines the relationship between children's attribute saliency and metaphor interpretation. Findings indicate that attribute saliency for the individual perceiving the metaphor plays a key role in the interpretation process. (Author/CB)

Suggests that generational cliches exist, and that it is necessary to redefine both the conception of cliches and pedagogical approaches to them. (MS)

Clarifies the principles behind preparing a piece of literature for a Readers Theatre production. Uses Sylvia Plath's autobiographical novel, "The Bell Jar," as an example. (PD)

Discusses the critical role vocabulary knowledge plays in metaphorical processing and gives teaching suggestions on dealing with metaphors and similes. (FL)

Argues that, despite the capacity of cognitive psychologists to shed light on certain disputes in literary theory, it is necessary to continue to look to poets for insight into how authors share their experience with others through print. (FL)