Examines the publicity in the 1935 trial for the kidnapping and death of Charles Lindbergh's son. Applies Burke's theory of human victimage. Concludes that this case may be one of the most blatant examples of journalistic scapegoating in history and a graphic illustration of publicity becoming dangerously prejudicial. (PD)

Notes that conspiracy charges have come to characterize mainstream political drama. Analyzes dimensions of the Watergate scandal so that the manner in which conspiracy rhetoric unfolds in political drama may be better understood. (PD)

Explores the question of what makes a discourse classification useful or appealing to teachers and examines the rise, reign, and fall of the scheme using narration, description, exposition, and argument as the four modes of discourse. (RL)

Describes cross-cultural study of conversational interaction as means to explain how much talking people do, when, why and how they talk and the topics they feel appropriate in conversation. Suggests conversational behavior from nonnative speakers reflects a difference in communicative style transferred from another language and culture.…

Explores the hypothesis that speech acts cannot be located without bringing in knowledge beyond that of the textual referent itself. Points out that speech acts are made up of sentence context pairs through which one must search for a formal motion of context as a framing of speech activities. (FL)

Discusses the process of understanding of intent by which participants, through the comparative interpretation of a series of cues and symbols as they are revealed in speech, develop categories for a contextual model of communication. Argues that discourse is essentially dialogic and phenomenologically realizable. (FL)

Discusses perspectives and approaches that teachers can utilize in demonstrating for students the importance and complexity of ethical decisions in the oral and written composition process. Explores the use of religious, legal, political, dialogical, situational, and human nature perspectives. (Author/GC)

Examined whether problems of the same semantic cluster correlated with each other as problems that people experience. Semantically similar behaviors like "showing affection" and "revealing personal things" did covary as problems. (Author/BEF)

Examines the meaning of "Jack and Jill" according to different semantic theories. (MKM)

Reports on a study that investigated ninth-grade students' use of a reading strategy that focused on following the organizational structure of text to determine what is important to remember. Texts were organized with problem/solution or comparison structures and the structure strategy appeared to be effective for retrieval. (MKM)

The author uses introspection to consider the critical aspects of the writing process. (RL)

Surveys the long-standing, diversified tradition of European research on text and discourse and cites the main sources and overview works in the field. (FL)

Details a study designed to determine whether different titles caused different structures to be set up for the same text material. (FL)

Contends that the organization of comments made by one discourse participant on the contributions of another reveals a hierarchy of relevance and informativity. Illustrates this with discourse samples subjected to a particular method of analysis. (FL)

Uses techniques from analytic philosophy of education to clarify key concepts in library education, such as "training,""education,""knowing," and "teaching." Implications of the viewing of professional programs in library science as training programs rather than education are discussed, and references are provided. (Author/BK)