Presents a revised version of the keynote address to the Central States Speech Association (1977) by Marie Nichols, Professor of Speech Communication, Emerita, University of Illinois. (MH)

Stresses how the assumptions and values implicit in curricular design have made accountability for interpersonal communication instruction problematic and suggests means for achieving accountability both within and apart from the constraints of a technological teaching model. (Ed.)

A discussion of three types of translation: formal correspondence, cognitive content and emotive response-oriented. The latter two are dynamic-equivalent translations. Their purpose is to enable the receptors to understand the implications of the cognitive content or to make a corresponding emotive response without recourse to the original text.…

Proposes an alternative interpretation to John Keats'"Ode To A Nightingale," which illustrates a greater interplay of conflict and tension and offers a potentially more varied performance. (MH)

Provides research data supporting the hypothesis that communication apprehension is negatively related to the amount of self-disclosure. (MH)

Found that older students speak in a more mature manner than younger ones when presented with paraphrasing tasks. (DD)

A resume of an interview between the authors and Andre Martinet on the book "Les reflexes linguistiques." The topics discussed are: rambling discourse, the necessity of unifying efforts of specialists in human sciences, and consideration of human communication processes from the physiological point of view. (Text is in French.) (AMH)

Offers recommendations for using developmental drama including: discussion of organization of the play environment, leaders, and play groups; sensory-awareness games, movement-mime projects, and story dramatizations; and video tape utilization for play evaluation. (MH)

Offers a seven-stage process design for use in preparing students to be effective critics and receivers of persuasive messages. (MH)

Emphasizes the need for diffusion of communication concepts by citing secondary schools failure to accept speech communication as a 'fundamental', and the inability of educators to provide innovative communication solutions to educational problems. (MH)

Reviews the development, scope and application of classroom communication. Discusses specific applications to educational settings including behavior modification, team building, community relations and discipline. (MH)

Describes a model for career communication curricula and explores clustering of job-related communication skills. (MH)

Cites numerous specific factors affecting student interpersonal skill achievement and cognitive achievement in interpersonal communication instruction noting instructional implications. (MH)