La notion d’ethos a été l’objet de plusieurs recherches entamées depuis Aristote et continuées jusqu’à nos jours. Cette notion induit que toute œuvre littéraire possède un ethos auctorial particulier. Ce dernier nous renvoie incessamment à l’action d’un sujet scripteur ayant et projetant une image de soi avec laquelle le lecteur interagit. Cette image de soi véhiculée par l’auteur apparait essentiellement dans l’œuvre à travers le lexique, les opérations logiques, les thèmes, les prises de position, le ton, le style, etc. On parle dans ce cas d’un ethos discursif qui représente le résultat de l’énonciation et qui se dégage à partir d’un corpus écrit, peint, sculpté ou chanté. L’ethos constitue donc une construction que le lecteur se fait à partir d’indices énonciatifs donnés. . Cependant cet ethos recourt souvent à des représentations qui sont antérieures à l’énonciation dont le locuteur est conscient ou non. Ces représentations ou cet ethos préalable participe à la construction de l’ethos auctorial de la part du leteur. A ce niveau là les Papiers Collés I, II et III de Georges Perros constituent par leur appartenance au fragmentaire une " non-œuvre ", s’inscrivent dans le cadre des œuvres inclassables. Georges Perros a choisi la note comme type d’écriture. Celle-ci se caractérise par sa nature concise, irraisonnée, fugace et relève d’un trait d’esprit momentané. Ce type d’écriture est révélateur d’un ethos auctorial particulier qui ne se conforme pas aux valeurs qu’affirme normalement un éthos, c'est-à-dire, la bienveillance, la franchise, la modestie qui sont les composantes de base de l’ethos selon les rhétoriciens afin de rendre celui qui parle digne de foi. / The notion of ethos has been the subject of several research begun since Aristotle and continued until today. This notion implies that every literary work has a particular auctorial ethos. The latter constantly sends us back to the action of a writer who has and projects a self-image with which the reader interacts. This image of self conveyed by the author appears essentially in the work through the lexicon, the logical operations, the themes, the positions, the tone, the style, etc. In this case we speak of a discursive ethos which represents the result of enunciation and which emerges from a written, painted, carved or sung corpus. The ethos is therefore a construction that the reader is made from given enunciative indices. Which leads us to say also that it is possible that the reader does not build the ethos aimed by the author. These representations or this prior ethos participates in the construction of the auctorial ethos on the part of the recipient who can be the reader, the listener or the spectator. At this level is our project. The pasted papers I, II and III of Georges Perros constitute by their belonging to the fragmentary a "non-work", are part of the unclassifiable works. Georges Perros chose the note as type of writing. It is characterized by its concise, irrational, fleeting nature and is a matter of momentary wit. This type of writing is indicative of a particular auctorial ethos that does not conform to the values ​​normally asserted by an ethos, that is, benevolence, openness, modesty, which are the basic building blocks of the ethos according to the rhetoricians in order to make one who speaks worthy of faith.

Graduate

This study examined the effect a structured note taking technique had upon student achievement and note taking skill. The students' loci of control was determined to examine if this variable had an effect upon the students' achievement after they had received one of three treatment conditions. The three treatment conditions were: no instruction in note taking; instruction and practice from a videotape presentation in the Cornell method of note taking; and the same instruction and practice plus an application component.The sample was one hundred sixty-six students who were enrolled in Reading Improvement winter quarter 1981-1982 at Ball State University. The students were identified as "high risk".The classes were treated as intact groups. A pretest, Survey of Study Habits and Attitudes by Brown and Holtzman, was used to ascertain that initial differences in study habits did not exist. This test also served as a posttest measure. The Internal-External Locus of Control Scale by Rotter was administered to determine the locus of control of each student.Three 3X2X2 univariate analyses of variance were performed on the three dependent measures of Work Habits, Study Habits, and Study Orientation. Due to initial sex and locus of control differences, means were found for each of the following groups: male internals, male externals, female internals, and female externals. Multivariate and univariate statistical procedures were used in analyzing the data. Upon the completion of the study, the students responded to a student evaluation form which was analyzed by Chi-Square statistical procedures.The following conclusions resulted from this study:1. The treatment did not significantly affect the achievement of the students' note taking skill2. Female internals obtained the highest mean scores, and male externals had the lowest mean scores on both the pretest and posttest3. The responses on the student evaluation form were very favorable toward the Cornell methodThe Cornell method did not significantly affect the note taking skill of the students; however, the students reported a favorable impression of the technique. This reinforces the notion that high risk students are receptive to a very structured approach of instruction.

none

Thesis (MEd)--University of South Australia, 1998

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 400. Bibliography: p. 103-104.

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 400. Bibliography: p. 103-104.

Thesis (Ph. D.)--University of Nebraska--Lincoln, 2004. / PDF text: [2] leaves abstract, vii, 83 leaves dissertation : ill. (some col.). Site viewed on Jan. 25, 2005. Includes bibliographical references (leaves 68-74 of dissertation).

Thesis (M. Music)--University of Tennessee, Knoxville, 2009. / Title from title page screen (viewed on Mar. 23, 2010). Thesis advisor: Leslie Gay. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of California, Los Angeles, 1997. / Vita. Includes bibliographical references (leaves 230-240).