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Understanding Discourse: The Speech Act and Rhetorical Action, Karl R. Wallace. Baton Rouge, La.: Louisiana State University Press, 1970. Ideology, by L. B Brown. Harmondsworth, England: Penguin Books, 1973. 208 pp. $2.95. Ideology, by L. B Brown. Harmondsworth, England: Penguin Books, 1973. 208 pp. $2.95.

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The field of drama or theater suffers perhaps more than any other from the pigeonholing of educational institutions. Drama or theater? The question itself defines the problem. Is a course to concern itself with dramatic literature, the study of text, or is it to deal with the process of staging, the means by which the text becomes performance? In the normal course of events the English or Language departments claim the one and the Theatre Arts departments claim the other, so that the student-who is unlikely to be attached to both departmentshas little chance of coordinating with any strength literary knowledge and practical ability. The problem is understandable: if a member of an English department feels he or she would like to extend with practical work a course in dramatic literature, the facilities-let alone a theater-are seldom available; if a member of a Theatre Arts department feels a need for deeper textual analysis and understanding, he or she is liable to forego this under the pressure of producing practical results and coordinating all the various elements that become a part of that process. And so the field continues to lie uneasy in any teaching schedule because, from either end, one feels one is never communicating the whole. Poetry and the novel are self-contained literary forms whose richness is contained conveniently within the covers of a single book. Not so the play: the book is one half, the stage process the other; the two halves should not be separated, and the need for practical knowledge and involvement presents quite separate teaching problems. Under the strain of this situation, I have been attempting, as a member of an English department, to develop means whereby the theoretical and practical aspects of drama/theater can be brought closer together. The result is an approach to practical work that can be made a part of any regular course offering in draLmatic literature. This approach tries to show first, what can be practically achieved without technical facilities readily available to Theatre Arts programs; second, that textual and practical work can be combined and related within a single course, thus lessening the gap between the literary and the theatrical; and third, that there is a kind of practical work open to all students whether they have had previous experience or not. The emphasis rests on maximum physical involvement and minimal technical complication. Given an empty floor space and a group of people of varied experience and interest, I have concerned myself with

This important and influential study is the first to cover the whole field of rhetoric and discourse theory, bringing together and analyzing such varied approaches as Aristotelian rhetoric, modern logic, linguistics, and literary theory. James Kinneavy explores the many and varied purposes of language, and relates these purposes to four discourse types: reference, persuasive, literary, and expressive. Each type is discussed in terms of its inherent logic, its characteristic patterns of organization, and its stylistic features, with abundant examples in support of Dr. Kinneavy's analysis. Readers are invited to sharpen their own perceptions through numerous, carefully planned end-of-chapter exercises, and through further reading in sources listed in chapter bibliographies. A Theory of Discourse is essential reading for scholars of rhetorical and discourse theory, and for teachers of writing and other communications skills. It can also serve as the core text in a course on rhetoric or the teaching of college writing.

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Because innovation without evaluation is often fruitless, the creator of a communication-oriented community college freshman English course converted a segment of this course into an individualized program and solicited detailed student appraisals. The sequence begins with dictionary study, reviews the principles of subordination, continues with studies in semantics and communication, and ends with practice in improving skills in writing letters and reports. The specific unit, converted into an individualized learning package, uses film and tape and enables the student to evaluate his own communication skills and teaches him how to write a concrete communication objective. Students' evaluations conclude the article and explicit student endorsements and criticisms are quoted.

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THE THEORY OF CHAUCER'S iambic pentameter, and by extension of the English pentameter tradition, proposed in Morris Halle and Samuel J. Keyser's article in College English for December 19661 is not one to be taken lightly. The article is intricately argued, in correct and toughly objective linguistic terms; it asks the right kind of questions about the nature of a meter, and in my opinion gives some very good answers to some of these questions. It is an interesting, a substantial, and even an important article; it demands a very close reading (such as I hope I have given it), and I must confess it commands my admiration. Nevertheless, I have some objections to urge-not so much on the score of inaccuracies in the argument, so far as the argument reaches, but on that of a certain inadequacy to the full idea of the English iambic pentameter. My aim is furthermore to conduct my conversation or debate with Halle and Keyser in such a way as to promote one perhaps paradoxical emphasis of my own concerning what for the moment I allude to, without explanation, as a notoften recognized co-presence or co-operation, in English iambic verse, of two controlling conceptions, both a rule and a norm (the latter of which is the center of the rule but not itself a rule). It will make at least for clarity in the direction of my discourse if I begin by somewhat abruptly challenging an assertion made in the introductory paragraphs of Halle and Keyser's article.

Teaching the Universe of Discourse appears in virtually every bibliography dealing with language and learning and is widely read and cited throughout the English-teaching world. It's a book that every experienced and beginning teacher should read (and read again).

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This paper reports the results of an investigation of the effects of a course in general semantics on the ability of college students to respond appropriately to the demands of a poem. While previous studies by Livingston and Berger have indicated the salutary effect of instruction in general semantics on the critical reading and writing of expository materials, several educators in the language arts field have suggested that instruction in general semantics may have deleterious effects on a student's ability to respond appropriately to fictional literature in general and to poetry in particular. l>2 These educators point out that I. A. Richards, in Practical criticism, demonstrates how particular behavioral tendencies

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RHETORIC IS VERY LIKE an umbrella. Under its expansive shade, more or less comfortably, cluster a variety of subjects -semantics, logic, usage, style. Rhetoric is very like an arch. It spans widely, bridging psychology, linguistics, sociology, philosophy. Rhetoric is very like a dynamo. It is the machinery for generating the ideas and language of communication. Rhetoric is sometimes very like a whale, with its mouth open, sweeping the ocean. Rhetoric is also very like a jelly fish.

The goals of this course is to • help students to explore English grammar through a unique ’discovery ’ approach that encom-passes both critical thinking and text analysis • study English grammar from a theoretically/descriptively informed perspective? seek the right balance in our English grammar teaching between theory and practice • help (prospective) teachers to be able to apply this knowledge in various contexts. This course is ideal and useful for those interested in English education/language arts, English as a second language, and linguistics. The class will cover the basic grammar rules and major English constructions. After each chapter, students will have a writing assignment that tests the grammar rules covered in the chapter. Students who successfully finish this course will be able to apply their understanding of grammar structure to the EFL classroom. As usual, this class consists of two class hours as a unit. Students are required to read the main textbooks thoroughly and do exercises as homework. Main Textbook:

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Developing Critical Capacity: The Place of Logic, Semantics, etc.: The Report of Workshop No. 6, Section A, College Composition and Communication, Vol. 3, No. 4, Workshop Reports of the 1952 Conference on College Composition and Communication (Dec., 1952), pp. 16-19

Semantics in the Freshman English Course: The Report of Workshop No. 6, College Composition and Communication, Vol. 1, No. 2, Workshop Reports of the 1950 Conference on College Composition and Communication (May, 1950), pp. 22-23