A Rhetorical Perspective on the Value of Public Relations - Essay Example

They are user-friendly and useful in providing information but they fail to capitalize on the Internet’s ability to develop and sustain relationships between the corporation and the community. The research findings are also suggestive of the fact that forces pertaining to the corporation and its departments are inhibiting the utilization of the Internet’s interactive potential.

The article relates to dialogic communication as it critiques the use of this concept by stating that its practical application is weak when it comes to the way some websites are designed. Thus, the use of web mediums for reaching out to the public has not been capitalized on by corporations in a manner that would be engaging. The article concludes by offering recommendations in this regard by suggesting that face-to-face communication will remain an ideal platform for ensuring dialogic interaction.

Also, dialogic communication is hampered by internal policies and inert forces such as organizational politics. Thus, developing effective public relations via the internet requires effective dialogic communication. Mifsud, M. L., & Johnson, S. D. (2000). Dialogic, dialectic, and rhetoric: Exploring human dialogue across the discipline. Southern Communication Journal, 91-104. Newcomb, H. M. (1984). On the dialogic aspects of mass communication. Critical Studies in Mass Communication, 34-50. Ryan, J.

, & Viete, R. (2009). Respectful interactions: learning with international students in the English-speaking academy. Teaching in Higher Education, 303-314. This paper describes the significance of dialogic or two-way human interactions in promoting English education to international students. It begins by stating that students who come from abroad to study in Australian educational institutions face cultural and linguistic issues which results in their getting disengaged from what is being taught in the classroom.

The native-speaker phenomenon in English universities dissuades non-native speakers from effectively learning what is being taught. Owing to these cultural and linguistic differences, the method of teaching offered to such international students must be more interactive and engaging than that offered to native students. In this sense, the authors define the need for more dialogic and engaging communication between the instructors and the international students. What is core to learning in Australian institutions is the diverse potential of learning that comes from a multi-cultural student body.

Despite the accommodation of global aspects into the institutions’ curricula, foreign students repeatedly face deficiencies in their oral communication as well as the pressure to conform to the norms inherent in local bodies. 

These norms and policies are, unfortunately, based on the behaviour and attitudes of native English speakers. It is important to note that the international student body in Australia comes from a diverse socio-economic, cultural and linguistic background and that it would be morally incorrect to generalize the behaviour and attitudes of culture as a whole. The article concludes by claiming that foreign institutions must recognize diverse languages and that judgments pertaining to the students’ abilities must not be based on fluency or mastery in a language that is not native to them. Also, it requires respecting what these non-native speakers have to say. This includes providing equal opportunity participation to all students irrespective of their English language skills. Finally, the authors call upon teachers to focus on the growth of students and acknowledge their accomplishments without basing their judgments on their linguistic background.
 
This article relates to dialogic theory in that this article attempts to justify a communication system (between students and teachers) that maximizes the chances of participation by a diverse range of students so that they all share a common ground in terms of learning. The focus of the author is to encourage the development of dialogue (between students and teachers) that is based on mutual trust, supportiveness, commitment and spontaneous interactions that encourage students from non-native backgrounds to demonstrate their potential. The fact that equal opportunity must be provided to all students and that communication must be engaging all point towards a dialogic communication paradigm.