Responding to terrorism using ethical means: The propaganda index

Determining whether communicationis as ethical as possible involves assessment of means (texts, language, and communication style) as well as ends (communication intent and outcomes). This article introduces the propaganda index as a ay to achieve the former. A tool that measures whether texts contain stylistic devices that have been elsewhere identified as classically propagandist, the index is first overviewed then applied to a case study text: the Australian Government “terror kit” information package. The case study analysis, combined with some background to the kit's reception in Australia, indicates that the high levels of propaganda were probably not helpful ti the kit in achieving its aims either ethically or effectively.

The ethics pyramid: Making ethics unavoidable in the public relations process

To move from the realm of good intent to verifiable practice, ethics needs to be approached in the same way as any other desired outcome of the public relations process: that is, operationalized and evaluated at each stage of a public relations campaign. A pyramid model—the "ethics pyramid" —is useful for incorporating ethical reflection and evaluation processes into the standard structure of a typical public relations plan. Practitioners can use it to integrate and manage ethical intent, means, and ends, by setting ethics objectives, considering the ethics of each campaign tactic, and reporting whether ethical outcomes have been attained.

Understanding sociocognitive space of written discourse: Implications for teaching business writing to Chinese students

Confronted with various issues in teaching business writing to Chinese students in New Zealand, this paper sees the need for bridging the gap between genre-based research and teaching in an intercultural context. Specifically, it develops an intercultural reflective model in the light of Bhatia's sociocognitive genre study as well as cross-cultural persuasion. As an important part of the model, New Zealand and Chinese experts' intracultural and intercultural reflections on business writing are solicited and compared and the theoretical implications for teaching and learning business writing are discussed. It has been found, through a case study of analysing English and Chinese business faxes, this model can offer an in-depth understanding about discursive competence across cultures, and provide a link between genre-based theory, teaching practice and professional expertise.