The purpose of this study is to illuminate the presence and rhetorical effect of anecdotes in President Clinton's major health care address. It is the health care debate that shows most clearly how Clinton tries to direct a multi-level campaign that attempts to identify his interests (passage of the Health Security Act) with the interests of Congress and the American people. The analysis of his address and remarks during the week of his Joint Session of Congress appearance will demonstrate how Clinton uses anecdotes as a rhetorical tool to address different audiences, and will argue that this use of anecdotes functions to heighten emotional appeal while promoting identification with his audience. Clinton relies on the pathos of anecdotes to pass a health care bill, which will be analyzed according to Kenneth Burke's discussion of political rhetoric. This study adopts a Burkeian perspective on political rhetoric as a means for investigating the problems Clinton faced in confronting the complex and divisive issue of health care. / Graduation date: 1994

Thesis (M.S.)--Ohio University, August, 2009. / Title from PDF t.p. Includes bibliographical references.

This study explores and describes the processes of formative evaluation as carried out by content experts and instructional designers. It assumes that formative evaluation is an ill-defined, complex, problem solving task. Six experts (three Content Experts and three Instructional Designers), participated in this descriptive study. Subjects reviewed and revised a unit from a draft version of a self-instructional module on microbiology, while thinking aloud. Two coding schemes were developed and applied to the think-aloud protocols. Overall inter-coder reliability exceeded 89%. Qualitative data were used to describe the processes of formative evaluation, convergence patterns, and the degree of specificity of comments across subjects. Results suggest that there were between group differences in task representation, in the employed strategies, and in features of the text which were commented upon more frequently. Within group similarities in the outcome of formative evaluation were salient on a superficial level. Within group differences were more apparent when comments were compared qualitatively.

Thesis (M.A.) - Carleton University, 2006. / Includes bibliographical references (p. 165-178). Also available in electronic format on the Internet.

Thesis (PhD)--Montana State University--Bozeman, 2008. / Typescript. Chairperson, Graduate Committee: Jennifer Luebeck. Includes bibliographical references (leaves 196-206).

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Stephen D. McDowell, Florida State University, College of Communication, Dept. of Communication. Title and description from dissertation home page (viewed June 16, 2004). Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 355-364). Also available on the Internet.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 101-104).

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 355-364). Also available on the Internet.

Thesis (M.S.)--Ohio University, June, 2009. / Title from PDF t.p. Includes bibliographical references.