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  • All fields: 2008*
(1026 results)



Display: 20

    • Page 28

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 24 learning processes, to engage in a dialogue with themselves, and be conscious of their learning as a process facilitator of knowledge (Arroyo & Quintana, 2008). According to Smith (2010), if we can get our writing students, including our basic...
    • Page 31

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 27 When students develop a sense of self-efficacy in their writing, they will be able to make a distinct connection between practice and ultimate writing achievement—if they work hard, they will achieve successful academic writing outcomes....
    • Page 34

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 30 students on how to review a peer’s paper, but who combine that instruction with handouts, role play, and modeling strategies will help students think below the surface of proofreading and realize that writing involves a much more involved...
    • Page 35

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 31 those identified as important by instructors responsible for college first-year writing programs” (2008, p. 3). When students are engaged in conversations about their writing through peer reviews and different types of portfolio assignments, “a...
    • Page 37

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 33 majority of students who have received their educational curriculum from a foreign country have simply not had the rigorous demands of writing instruction in any language; therefore, their writing deficiencies could have very little to do with...
    • Page 38

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 34 processes and began to engage in self-dialogue, they developed self-efficacy, habits of learning to learn, and ultimately gained more writing experience and confidence (Arroyo & Quintana, 2008). Viewing bilingual students as a writing asset...
    • Page 43

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 39 analysis, questionnaires, and surveys. Standardized exams from Prentice Hall’s Pearson 11th and 12th grade textbooks will be used both at the beginning and end of the semester to collect summative test results, which will be both unbiased and...
    • Page 53

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 49 to write a response to the following open-ended question: “Regardless of the score you received, do you feel as though your writing has improved in your native language based on guidelines taught in English class?” Standardized Test The exact...
    • Page 108

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 104 As previously stated, participants did report feeling more prepared for college writing, but even more interesting, when asked to rank their own writing proficiency levels and parallel those results with what they believed college professors...
    • Page 113

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 109 the importance of deep self-reflective analysis of how they learn, they will become better learners and, therefore, better writers. Recommendations Similarities and Differences of Research Results and the Work of Others Extensive research has...
    • Page 125

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 121 retention, and application is in the hands—or brains—of the learners themselves. The students are basically the experts (Nielsen, 2012). Isn’t it time, therefore, to tap into that power once and for all—especially when it comes to teaching that...
    • Page 126

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 122 Carroll, J., Wilson, E. & Folini, G. (2008). Prentice Hall Writing and Grammar. Upper Saddle River, New Jersey: Pearson Prentice Hall. Donham, J. (2014). College ready—What can we learn from first-year college assignments? An examination of...
    • Page 135

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 131 Sentence Structure (Sentence Fluency) All sentences are well-constructed with varied structure. Most sentences are well-constructed with varied structure. Most sentences are well-constructed but have a similar structure. Sentences...
    • Page 5

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 1 Chapter 1 Introduction American education has been shaped by the great minds and innovative ideas of Plato, Aristotle, John Calvin, Jane Addams, Mary Wollstonecraft, and Thomas Jefferson, among many other respected philosophers and educators over...
    • Page 6

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 2 school writing expectations and college-level writing courses (Donham, 2014; Fanetti, et al., 2010; Hafner, et al., 2010; Sehulster, 2012). Both students and teachers suffer from this inconsistency. Students are confused with mixed messages; on...
    • Page 7

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 3 teaching the process of writing by having students brainstorm, plan, draft, and edit their papers, however, less emphasis has been focused on developing the “metacognitive understanding of this process” (Myhill & Jones, 2007). A discussion about...
    • Page 14

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 10 postsecondary education occurring on the same continuum, with high school learning intended specifically to prepare students for the next level of study. (Fanetti, et al., 2010, p. 77) However, outcome does not always follow expectations and...
    • Page 16

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 12 and] may not be aligned well enough with college success standards to provide feedback to high school students and teachers regarding college readiness” (2008, p. 1-2), nor can they help direct classroom instruction. Therefore, instructors and...
    • Page 18

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 14 inflexibility while reteaching concepts to meet a different set of standards—namely creativity (Fanetti, et al., 2010). Frank W. Serafini believes that the “School as Factory” phenomenon of the 20th century continues today: This ‘scientific’...
    • Page 20

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 16 important for college academic success and lifelong learning. Schools that promote these skills and habits of mind through more rigorous assignments and “open-ended exploration” help close the academic gap between high school and college...

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