Sketches the life of Isocrates, the father of eloquence, and discusses his views on rhetorical education. (PD)

Argues that archetypal criticism is a useful way of examining universal, historical, and cross-cultural symbols in classrooms. Identifies essential features of an archetype; outlines operational and critical procedures; illustrates archetypal criticism as applied to the cross as a symbol; and provides a synoptic placement for archetypal criticism…

Suggests how rhetorical criticism might be most productively focused by concentrating on the message, value premises, and strategies. (PD)

Focuses on the interdependence of rhetoricity and literarity. Reviews some historical, functional, formal, generic, and aesthetic aspects to determine if there is any clear distinction between the rhetorical and the literal. Concludes that no distinction exists and that rhetoricity is ubiquitous: it is present in every communication process. (PD)

Examines Edward Miner Gallaudet's speech, "Remarks on the Combined System," to illustrate the power of the rhetorical knowledge thesis to account for paradoxes in Gallaudet's discourse on educating the deaf student. Contends that Gallaudet offered his remarks to preserve his ideas for a later age when they might receive sympathetic…

Examines Aristotle's "Rhetoric" and concludes that it is one of his weakest works--of little use to the technical student interested in communication. (NKA)

Presents an examination of the metaphorical language used by President George Bush about educational reform, specifically with regard to "America 2000," his proclaimed education strategy for the nation and the major educational reform bill he sent to Congress. Concludes that his discourse did not come together to constitute a coherent,…

Argues for the inclusion of works by women in United States public address courses and as models in public speaking courses. Recommends several speeches by women that represent the diversity of America's cultural history and that articulate opposing views on critical national issues. (KEH)

Describes a sequential model (organized around seven writing assignments that culminate in a substantial essay in rhetorical/critical analysis) for teaching rhetorical criticism as written argument. Asserts that learning to write argumentative prose should be a central concern of undergraduate courses in rhetorical criticism. (MM)

Advocates a learning society as a new social ethic suitable to a world facing inevitable limits to material growth and as a response to prospective decline in demand for traditional services from teachers and scholars. Combines idealism and self-interest to provide a strong rhetorical position for advocates of a learning society. (JMF)

Reviews current conceptions of rhetorical theory and criticism. Proposes that the ultimate goal and justification of rhetorical theory and criticism be regarded as pedagogical: to teach students how to experience their rhetorical environments more richly. (PD)

Shows that teachers can use scientific findings to form and prescribe norms of behavior and to implement such prescriptions; discusses the use of criticism as a teaching device; and delineates five assumptions--related to speech, rhetorical behavior, cultural norms, and response to speech acts--that underly theories of pedagogical criticsm. (JMF)