Reports the analysis of thirty-eight textbooks published since 1970 and intended for use in the basic undergraduate speech communication. Focuses on how and to what extent communication in conflict is treated in these various textbooks. (MH)

Presents the views of a scholar in speech communication on Henry Johnstone's ideas about rhetoric. Concludes that rhetoric that "appeals" wedges apart percipient and objects of perception, or that it forces a person to examine what he or she knows or is, as well as examining the proffered rhetoric. (NKA)

Investigates whether children attempt to persuade an interactant or initiate compromise when their interests conflict. Concludes that older children are more likely to spontaneously initiate compromise than are younger ones. (RS)

Traces the rhetorical relationship between the ritual path taken by each rhetor and the types of messages they leave behind at the Vietnam Veterans' Memorial in Washington D.C., especially in the rhetoric "as addressed" to an audience. Reveals the interplay of ritual choice and message. (MS)

Relates rhetoric to power and offers a view of power as communication. Calls for an inventional theory for the power medium, arguing that rhetoric must not be completely unconcerned with making truth effective. (MS)

Criticizes J.L. Austin's and J.R. Searle's claims that utterances have illocutionary force and offers an alternative account of the illocutionary aspect of utterances, which sees illocution as the way in which utterances meaningfully relate to the state of affairs in the world. (FL)

Provides suggestions for teaching ethics including such issues as ethical standards, ethical values, and quality of ethics. (PD)

Traces the movement away from the classical model of speechwriting and proposes a new rationale for viewing ghostwritten speeches as organizational products. Notes the implications for speech pedagogy. (PD)

Provides a personal, historical reflection on speech communication, centering on convention activities. (PD)

The technique of oral testing, viewed as a viable alternative to written tests (e.g. true-false/multiple choice and essay/objective), is examined. The goals of this technique are to (1) have tests fulfill the objectives of most teachers, and (2) thereby have examinations truly be learning experiences for students. (SH)

Reports an investigation of the auditory discrimination ability of black and white listeners when listening to both black and white speakers. (TO)

Describes difficulties of learning Japanese as a second language and urges Australian educators to teach only the spoken language at the high school level. (RL)

In order to understand the problems in creating and maintaining sound archives in the U.S., it is necessary to begin with an in-depth discussion of what the materials of recorded sound mean in traditional library circles. (22 references) (Author/SJ)

The author describes what skills he used and how he applied them in teaching Language Arts. (MF)