The Handbook of Rhetoric and Public Address is a state-of-the-art companion to the field that showcases both the historical traditions and the future possibilities for public address scholarship in the twenty-first century. Focuses on public address as both a subject matter and a critical perspective Mindful of the connections between the study of public address and the history of ideas Provides an historical overview of public address research and pedagogy, as well as a reassessment of contemporary public address scholarship by those most engaged in its practice Includes in-depth discussions of basic issues and controversies public address scholarship Explores the relationship between the study of public address and contemporary issues of civic engagement and democratic citizenship Reflects the diversity of views among public address scholars, advancing on-going discussions and debates over the goals and character of rhetorical scholarship

This book is designed to introduce readers to the language of contemporary rhetorical studies. The book format is an alphabetized glossary (with appropriate cross listings) of key terms and concepts in contemporary rhetorical studies. An introductory chapter outlines the definitional ambiguities of the central concept of rhetoric itself. The primary emphasis is on the contemporary tradition of rhetorical studies as it has emerged in the discipline of speech communication. Each entry in the glossary ranges in length from a few paragraphs to a short essay of a few pages. Where appropriate, examples are provided to further illustrate the term or concept. Each entry will be accompanied by a list of references and additional readings to direct the reader to other materials of possible interest.

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

Via 100 entries or "mini-chapters," the SAGE 21st Century Reference Series volumes on Communication will highlight the most important topics, issues, questions, and debates any student obtaining a degree in the field of communication ought to have mastered for effectiveness in the 21st Century. The purpose is to provide undergraduate majors with an authoritative reference source that will serve their research needs with more detailed information than encyclopedia entries but not as much jargon, detail or density as a journal article or a research handbook chapter.

Continuing its tradition of providing students with a thorough review of ancient Greek and Roman rhetorical theory and practices, A Synoptic History of Classical Rhetoric is the premier text for undergraduate courses and graduate seminars in the history of rhetoric. Offering vivid examples of each classical rhetor, rhetorical period, and source text, students are led to understand rhetoric's role in the exchange of knowledge and ideas. Completely updated throughout, Part I of this new edition integrates new research and expanded footnotes and bibliographies for students to develop their own scholarship. Part II offers eight classical texts for reading, study, and criticism, and includes discussion questions and keys to the text in Part I.

"The teaching of rhetoric--of how to think together and talk together and read and write together--is the most important of all vocations, and this book is a step toward uniting those of us who, under whatever disciplinary label, see it that way." --from the Foreword by Wayne C. Booth

Qualitative Methods in Media and Communication offers a learning-centered guide to designing, conducting, and evaluating qualitative communication and media research methods. Drawing upon years of teaching qualitative research methods, Sandra L. Faulkner and Joshua D. Atkinson introduce and unpack qualitative communication research method design, analysis, representation, writing, and evaluation using extended examples and clear discussion. The authors use key terms, extended examples, discussion questions, student-tested writing and research activities, examples of student work and questions, and suggested resources to help readers design, do, and analyze qualitative research. As a textbook, its pedagogical goals for the student include: (1) becoming a critical reader of research studies by understanding the epistemologies and methodological assumptions used by researchers, (2) learning the various methods, strategies, and approaches for doing qualitative research, (3) developing a strong basic vocabulary and understanding of concepts relating to qualitative and humanistic research methods, (4) understanding special concerns related to particular research methods, and (5) designing, executing, and representing original qualitative research projects. With numerous elements intended to engage students and enrich the learning process, the book provides examples of how to do qualitative and critical analyses, including arts-based and media and textual analyses to understand, describe, and query communication and media research in a variety of communication areas. There is also an extensive discussion of ethics in qualitative research and spotlights with renowned researchers on hot topics in qualitative research.

In this collection edited by Alan G. Gross and Arthur E. Walzer, scholars in communication, rhetoric and composition, and philosophy seek to "reread" Aristotle's Rhetoric from a purely rhetorical perspective. So important do these contributors find the Rhetoric, in fact, that a core tenet in this book is that "all subsequent rhetorical theory is but a series of responses to issues raised by the central work". Gross and Walzer do not seek to renew the ancient quarrel between philosophy and rhetoric; rather, they call for a healthy division of labor, demanding that "purely rhetorical issues are genuine and must be explored". For that purpose all three books of the Rhetoric are essential. The essayists reflect on questions basic to rhetoric as a humanistic discipline. Some explore the ways in which the Rhetoric explicates the nature of the art of rhetoric, noting that on this issue, the tensions within the Rhetoric often provide a direct passageway into our own conflicts. Specifically, Carolyn R. Miller's exploration of topical invention within the Aristotelian tradition addresses the question: What does it mean to say that rhetoric is generative or epistemic as distinguished from instrumental or managerial? Alan G. Gross, examining the meaning of Techne, asks whether we should think of rhetoric as the basis for an art of civic deliberation. Arthur E. Walzer and Barbara Warnick discuss what it means to say that rhetoric is contextualized, culturally situated art in contrast with arts such as logic and dialectic that have more universal claims. Jeffrey Walker reflects on the contradictions between Aristotle's account of the passions in the Rhetoric and accounts found elsewhere inAristotle's work. Similarly, Thomas B. Farrell seeks to understand what "validity" might mean in a rhetorical context. Jeanne Fahnestock examines the influences of the Rhetoric's treatment of style on subsequent understandings of rhetoric. Robert N. Gaines warns of irresponsible appropriations of Aristotle, while Eugene Garver demonstrates that even responsible appropriation is problematic. Lawrence D. Green puts the issue of appropriation into historical perspective by demonstrating how it was contested even in the interpretive practices of the Renaissance. Finally, the editors' comprehensive bibliographic essay describes resources that would be of particular help to the Greekless reader and classifies and summarizes nearly one hundred books and articles written on the Rhetoric.