This study proposes a model for the deconstruction of nationalism. Nationalism is a discursive construct. This construct manifests in ideologies and formalizes order. Individuals should question these institutions in order to achieve legitimate societal participation. This criticism can be accomplished through self-reflection. The model demonstrates that sanctioned individual(s) provide interpretations of events. These interpretations recycle authority. The hermeneutic obscures an individual's understanding of the originating fact. Self-reflection allows an individual, such as Malcolm X in the Nation of Islam, to come closer to discovering the original fact. Critiquing the hermeneutic can reveal the imperfections of the message(s). Revealing the imperfections of an ideology is the first step to the liberation of the individual and society.

Using the framework set up by rhetorical critic Thomas M. Lessl in his article "Heresy, Orthodoxy, And The Politics Of Science", this study examines the ways in which heretical discourse defines community boundaries and shapes perceptions of right belief. Specifically, this study analyzes the historic conflict in the Lutheran Church-Missouri Synod which produced the doctrinal statement "A Statement of Scriptural and Confessional Principles". Comparison is made between this event and other "heretical" conflicts in other discourse communities. This study concludes that community boundaries must be drawn, and that a doctrinal or policy statement is a useful rhetorical tool to accomplish such a task. Rhetorical critics may assist in this by examining heretical conflicts as historical trends, rather than emotional dissonance.

The idea of an inherent structure of meaning in human communication is identified as the message construct. Traces of the construct in textbook models of the basic communication process and in popular magazine images of communication are examined. The argument is raised that objectifying the message has resulted in a paradigm which focuses disproportionately on explicit, representational, and instrumental aspects of communication. An alternative conception is proposed which would take into account implicit, constitutive, and generative aspects.

Studies show that the use of narratives enhances the lecture method of teaching. The model and manual developed in this study focus on the needs of lecturers who require creative guidance in all aspects of creating and using didactic narratives. This study suggests that the subject content of a lecture has a deep structure that can be used to generate the surface structure of a didactic narrative. The model and manual are informed by theories and models from a variety of disciplines that have been adapted for analyzing subject content, transforming subject content structure into a parallel narrative structure, and integrating the narrative into lecture.

In November 1969, Vice President Spiro T. Agnew delivered two speeches attacking two mediums. In the first speech, Agnew initiated charges of erroneous reporting and irresponsible actions on the part of the television networks. In the second speech, Agnew assailed the concentration of power in the hands of a few newspaper companies. In both cases, complaints and support were immediate and substantial. This study employs the Neo-Aristotelian method of criticism to discover: 1) the extent to which Agnew was influenced by his past, and 2) how Agnew's rhetoric exhibited methods of rhetorical polarization. This study concludes that Agnew's past played a dominant role in his rhetoric. Further research in a variety of related areas is suggested.

Six hundred sixty-six students were queried at the University of North Texas. The appropriate use of nonverbal behaviors of international and U.S. American TAs was surveyed. An eleven item questionnaire (Teacher Nonverbal Measure) was utilized. These questions were tested by an ANOVA. Data indicated that international TAs are less likely to use appropriate nonverbal behaviors than U.S. American TAs. Thus, it is possible to assume that international TAs are more likely to be perceived as using inappropriate nonverbal behaviors than U.S. American TAs. Also, communication competence was investigated. The Communication Skill Rating Scale was utilized and tested by ANOVA. Results indicate that international TAs are viewed as significantly less competent than U.S. American TAs.

Using the Aristotelian concept of artistic proof, this thesis analyzes nine televised speeches presented by President Reagan from February 1981 through April 1983. Reagan skillfully utilizes only two modes of rhetorical proof--ethos and pathos. However, his lack of logical proof has not lessened his effectiveness. This study reveals several reasons for Reagan's rhetorical effectiveness and success. For example, Reagan's strong ethical image and personality comfort his audience and encourage their trust. His weaknesses in logical argument are overlooked by his audience because of his high personal appeal. Furthermore, Reagan's use of pathos appeals makes Americans feel good about themselves and their country, helping him to maintain his popularity. Finally, Reagan's skillful use of the television medium has increased his effectiveness.

This study deals with the Supreme Court decision in the case of Miller v. California, 413 U.S. 15 (1973). The study analyzes the arguments presented in the decision by both the majority and the dissenting justices according to the Toulmin model. This study begins with a review of viewpoints on the First Amendment, and how they will be applied to the question addressed in the thesis. The history of the obscenity controversy is detailed to explain the viewpoints that the Supreme Court has taken dealing with this problem. This study concluded that the arguments presented by the majority were not supported by ample evidence. The arguments presented by Justice Douglas in the dissent were more justified. This study concludes that more study needs to be conducted in the area of obscenity; and that the material should not be suppressed.

Narrative point of view should be the initial place of focus in the study of prose fiction, but it is often difficult to understand or teach. This study proposes that stage or screen production of narrative fiction may be purposefully structured to enhance the understanding of narrative perspective. The study details grammatical analysis of narrative language and describes implications drawn from that language which influence production decisions. The thesis examines the techniques and technology of stage and screen production which may be manipulated to underscore narrative point of view, suggesting ways in which each medium can borrow from the techniques of the other for point of view production.

The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program (a 2-session, 12-hour workshop) to the rated competence of nonparticipants. This comparison was operationalized through a study design of the pre- and posttesting of 12 experimental and 22 control subjects. The assessment instruments used were Spitzberg's Conversational Skills Rating Scale (CSRS) and Curran's Simulated Social Interaction Test (SSIT). Two rating judges were utilized. Results, although modest, are in the expected direction. Measured competence on the CSRS failed to show significant improvement in the rated competence of the experimental group as compared to the rated competence of the control group. However, the SSIT did reveal significant improvement of the rated skill and anxiety of experimental subjects while the control group showed no significant improvement. In addition to assessing the effectiveness of the workshop, this study sought to find a positive correlation of the CSRS instrument to the SSIT instrument. As expected, the CSRS showed a positive correlation to the SSIT.

The thrust of this study was twofold: to research and compile a script of English Medieval and Renaissance literature and to direct a group performance of the script in the oral interpretation mode at Scarborough Faire in Waxahachie, Texas. The study sought to show that a Readers Theatre script compiled of literature from the oral tradition of England was a suitable art form for a twentieth-century audience and that Readers Theatre benefited participants in the Scarborough Faire workshop program. This study concluded that the performed script appealed to a modern audience and that workshop training was enhanced by Readers Theatre in rehearsal and performance.

This thesis examines the possibilities of social-context issues in interpretation. A group interpretation script relating the current difficult conditions of rural Iowa was compiled. Three experts in the field of interpretation were asked to evaluate the potential of this social-context script. It was discovered that a compiled interpretation script of Iowa literature can successfully depict the social concerns facing the family farms of Iowa.

Allen J. Lichtman and Daniel M. Rohrer write that "Unfortunately, formal debate theory tends to lag behind the actual practice of competitive debate" (70). This statement accurately describes the current controversy surrounding the counter-system counterplans and how they may affect traditional debate theory. These counterplans are increasingly employed by negative teams in intercollegiate debate, but so far, there is no contemporary attempt to explain how they fit into current debate theory. This study will analyze this new genre of counterplans by answering the following questions.

This thesis proposed the idea of oral interpretation of children's literature as a pedagogical tool in the primary classroom. A group interpretation script entitled "The Wonderful World of Dr. Seuss" was compiled for performance in the primary classroom as a viable vehicle for teaching children to understand and appreciate literature. The script was evaluated by qualified teachers in the areas of English, oral interpretation, and elementary education as well as a critical analysis by the author. The thesis concluded that oral communication is necessary in the primary grade and that group interpretation is an exciting way to enhance learning.