This thesis examines Senator John McCain’s concession address from the 2008 United States Presidential election campaign. McCain’s concession speech was significant because of his come-from-behind victory in the Republican primary, the favorable critical responses to his speech, and his response to the historic nature of a person of color winning the presidential election. This study is also significant because it contributes to the small body of literature that examines concession addresses. This study examined how well McCain’s concession speech demonstrated the qualities associated with the genre, if McCain’s concession functioned as a model speech, and whether McCain’s concession might signal an evolution of the genre. The method used to critique McCain’s concession was generic application, using a combined framework of Chesebro and Hamsher’s (1974) and Ritter and Howell’s (1974) characteristics of the concession genre. This method entailed applying the characteristics of the concession genre to McCain’s speech to determine if the artifact constitutes a strong example of the genre. The study found that McCain’s speech demonstrated qualities associated with the genre of concession speeches well, functioning as a model because he utilized rhetorical techniques that were uniquely successful for him, and that scholars and practitioners of should be flexible in their application of the genre constraints associated with concession speeches. / Department of Communication Studies

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 592-621). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (doctoral)--Ludwig-Maximilians-Universität München, Munich, 1990/91. / Includes bibliographical references (p. [9]-18).

Originally presented as the author's D. Phil thesis, Corpus Christi College Oxford, 1995-1998. / Title from e-book title screen (viewed July 27, 2006). Available through MyiLibrary. Description based on print version record. Includes bibliographical references (p. [234]-245) and index.

Originally presented as the author's D. Phil thesis, Corpus Christi College Oxford, 1995-1998. / Titre de l'écran-titre (visionné le 3 oct. 2008). Description based on print version record. CaQQUQ Comprend des réf. bibliogr. (p. [234]-245) et un index.

Mémoire (M.E.L.)--Université du Québec à Chicoutimi, 1999. / Bibliogr.: p. [88]-92. Document électronique également accessible en format PDF. CaQCU

Originally presented as the author's D. Phil thesis, Corpus Christi College Oxford, 1995-1998. / Includes bibliographical references (p. [234]-245) and index.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Originally presented as the author's D. Phil thesis, Corpus Christi College Oxford, 1995-1998. / Description based on print version record. Includes bibliographical references (p. [234]-245) and index.

Orientador: João José Caluzi / Banca: Washington Luiz P. de Carvalho / Banca: Rosa Maria Manzoni / Resumo: Esta pesquisa tem por objetivo discutir a potencialidade do uso de questões sociocientíficas na produção do gênero do discurso dissertação escolar. Para tanto, foi elaborada uma Sequência Didática de natureza interdisciplinar onde se buscou, pela análise do corpus, 30 textos dissertativos argumentativos, entender quais esquemas argumentativos vinculados à Nova Retórica e tipos de argumentos sociocientíficos são utilizados pelos discentes, ao abordar o tema Controvérsias sobre o rio Tietê. Vale salientar que o produto vinculado a esta investigação de Mestrado Profissional é uma Sequência Didática interdisciplinar direcionada a 3ªs séries do Ensino Médio. Também se espera contribuir para o ensino de Língua Portuguesa e para outros trabalhos que envolvam o desenvolvimento da capacidade argumentativa, atrelado ao exercício da cidadania. Por isso, apresenta-se uma proposta de trabalho pautada no diálogo entre os componentes curriculares e no uso de controvérsias sociocientíficas locais. Para a produção do gênero discursivo secundário dissertação escolar, o aluno precisa dialogar com saberes de diversas disciplinas. Além disso, é necessário o domínio do conteúdo temático, do estilo e da construção composicional do gênero do discurso. Nesse sentido, o arcabouço teórico que sustenta este estudo é a teoria da enunciação dos gêneros do discurso de Bakhtin, pois se acredita que a proficiência escrita se vincula ao dialogismo, à polifonia e à intertextualidade. Logo, a competência lingu... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aims to discuss the potential use of socio-scientific issues in the production of the speech genre in the school dissertation. For this purpose, was prepared a didactic sequence of interdisciplinary nature where it sought by analysing the corpus, 30 argumentative dissertative texts, to understand which argumentative schemes linked to the New Rhetoric and types of socio-scientific arguments are used by students when approaching Controversy topic about Tietê river. It is noteworthy that the linked product to this Professional Master's research is an interdisciplinary Teaching Sequence directed to 3rd year of high school. It is also expected to contribute to the teaching of Portuguese language and other works that involve the development of argumentative skills, linked to the exercise of citizenship. Therefore, we present a job offer guided in the dialogue between the curriculum components and in the use of local socio-scientific controversies. For the production of discursive secondary school essay genre, the students need to talk with knowledge of different disciplines. In addition, it is necessary the domain of the thematic content, of the style and the compositional construction of the speech genre. In this sense, the theoretical framework that supports this study is the theory of enunciation of Bakhtin's speech genres because it is believed that writing proficiency is linked to dialogism, to the polyphony and intertextuality. Thus, the linguistic-discursive co... (Complete abstract click electronic access below) / Mestre