Advocates the more extended treatment of content analysis in political communication research. Develops a fourfold scheme for classifying verbal and nonverbal communication content and illustrates the use of the scheme in political communication research by analysis of the 1960 and 1976 presidential debates. (JMF)

Discusses six conditions as prerequisites to political debates: likelihood of a close election, advantages will accrue to candidate, candidate is a good debater, only two major candidates, candidate can control all variables, and no incumbents involved. Demonstrates the application of these conditions to eight political campaigns. (JMF)

Assesses the relative effectiveness of praise and derogation in persuading receivers and enhancing the speaker's credibility. Comparisons are made by sex of the persuader as well as the receiver. (JMF)

A brief debate on the effectiveness of busing. (CM)

Dawson introduces three articles which debate merits of research techniques in undergraduate economic education. William E. Becker criticizes John C. Soper's models, multicollinearity argument, and student incentives in a research project; Soper replies; Robert Highsmith critically analyzes strengths and weaknesses of each argument. (AV)

Traces changes in the concept of argument. Results of three studies (of 5-16 year olds, of transition from high school to college, and of higher education) are used to form a working definition: arrangement of linguistic, visual, and/or physical propositions in engagement with one or more points of reference to change or assert a position. (SK)

Examines how the 1988 Presidential Debates provide a resource for effective instruction in public argument. Provides several examples of effective (and ineffective) argumentative speaking taken from the debates. (MM)

Discusses issues of ethnocentricity that arise during the process of translation, the concepts of foreignizing and domesticating, editorial intervention in translated works, the proper cultural role of the translator, the Narcissistic Concept as it pertains to translation, American attitudes towards other cultures, and other related topics. (CK)

Argues that tolerance does not mean avoidance of conflict; rather, disagreement is inherent in the concept. Asserts that students must be taught how to conduct dialog in a climate of tolerance to risk their ideas and beliefs being altered by the reasoning of others. (SK)

The point-counterpoint technique adapted from "60 Minutes" is a way to examine multifaceted issues in depth. It demonstrates that there is often more than one correct answer, encourages creative problem solving, and establishes a highly interactive learning environment. (SK)

Indicates reporters used more successful question types, asked questions more concisely, were equally if not more likely to jeopardize question clarity, and were more likely to ask more argumentative, accusatory, and leading questions than undecided voters. Finds that both groups did reasonably well addressing topics considered important in making…

Describes how a classroom "legislative forum" can help students develop critical thinking, writing, and speaking skills, and foster civic consciousness. (PRA)

Examines the types of arguments used in newspaper editorials about presidential debates. Advances three claims about argumentative criteria employed in declaring winners: editorials contain the same flaws media critics find in the debates themselves; the press uses debate criteria which it admits are flawed; and ineffectual argumentative criteria…

Specifies certain assumptions in basic argumentation texts and argumentation pedagogy literature as representative of basic argumentation pedagogy. Revisits these ideas from the lens of rhetoric as epistemic to shape an existential view of argumentation. Outlines ideas for teaching argumentation that might represent existential argumentation…