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  • All fields: 1963
(202 results)



Display: 20

    • Page 20

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    • '.R.~ G· 'Nfaw&y is chainnan of tfte. &oara of direc­tors am{ cnief executive officer of tf1£ 11\ '. 'X.. '}(elfo99 '.fowu(ation, wfucft is run0119 tfte. far9est private pfofan­tfiropic or9aniza.tions in tfte. 'Unituf States. '.Ht is also diainnan...
    • Page 32

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    • 'Distinguisftea Service J'lwartf Ca[ Carter Cal Carter has built what began as a rather modest home construction business into a significant southern Utah enterprise, and he has earned the respect of the building industry along the way. After...
    • Page 31

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    • · t \f 'lJistinguislied Service YI.ward \ · !Jiar[ 'E. Judd Harl E. Judd completed a 33-year career in edu­cation at Southern Utah University before retiring one year ago. During that time he taught mathematics and engineering courses and served as...
    • Page 23

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    • 16 Also in the 1800s, Edgar Allen Poe, a famous nineteenth century author said, “Even where the sense is perfectly clear, a sentence may be deprived of half its force—its spirit—its point by improper punctuation” (as quoted in Shaw, 1963, p. 15);...
    • Page 25

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    • 18 “transforming” the way we view sentence construction (Kolln & Hancock, 2005, p12). Before that time, there was a set number of sentence patterns that students learned to use in their writing. After Chomsky, evidence supported the fact that...
    • Page 19

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    • 1\~ci J-f. J-fead!a is the. president aru{ cliief executive officer of the. Jt[exatu:fer '.Hamilton Life .'.ln­surance Company of 'America, a position fie. fias htfc( since 1972. J-fe was the. 1982 1\qrubrlcan nominee for 9overnor of the. state. of...
    • Page 63

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    • 56 Chapter 5 Discussion Introduction The purpose of this chapter is to discuss what was learned from the Literature Review in chapter two and compare it with what was discovered from the local findings of chapter four after students were taught...
    • Page 73

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    • 66 clauses,” and “adverbial phrases.” But, I now need to teach these things because the core requires it; even though it goes against the current research findings for improving writing composition. Where Am I Headed Next? I’d like to track this...
    • Page 74

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    • 67 References Allen, H. (1963). Linguistics and written composition. University of Minnesota. Language, Linguistics and School Programs. Andrews, Richard., Torgerson, Carole., Beverton, Sue., Freeman, Allison., Locke, Terry., Low, Graham., . . ....
    • Page 75

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    • 68 Washington, DC: Alliance for Excellent Education. Retrieved from: http://www.all4ed.org/files/WritingNext.pdf. Harris, R. (1963). Research in the teaching of English. English Journal, 2(1), 5-13. Hillocks, G. (1975). Observing and writing....
    • Page 15

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    • 8 The final student group affected by similar obstacles includes the many students with learning disabilities who require individual attention and additional accommodations to improve reading and writing skills. Thus, it can be discouraging for a...

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