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Display: 20

    • Page 25

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 25 your life. There were sections on maintaining balance between home, work, and writing if writing wasn’t yet a full time career. Classes could be taught on query letters and making a pitch to an agent, as well as...
    • Page 28

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 28 Slide 8—Core Competency #4—Story Structure There are 4 parts to Story Structure that fit into 4 boxes. Each box takes about 25% of the book. There are about 60 scenes per book divided by 4 Slide 9—Story...
    • Page 25

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 21 While more needs to be done to understand and evaluate bilingual students’ writing in both languages, this research should provide teachers of these students with enough insight not to compare their bilingual students’ abilities in either...
    • Page 29

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 25 later use (Nielsen, 2012). Research suggests that because a person’s working memory is strained during the writing process, it is important for writers to include a stockpile of the processes and strategies of writing into their long-term...
    • Page 69

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 65 what you do right, so when it’s time to do your final paper you do it the best you can”; “With all the knowledge acquired with experience it becomes easier to avoid mistakes.” The final two responses: “Well I have been learning from my own...
    • Page 73

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 69 The second assessment was overall essay grade comparison based on the 24-point rubric (see Figures 8 & 9). The highest 2015 rubric score for both the junior and senior classes was between 16-19 points compared to the majority receiving between...
    • Page 79

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 75 Participants were then asked to evaluate their essays based on writing weaknesses and strengths (see Figures 19-20). Figure 19. Overall English Essay Writing Strength Comparison by Category 0% 10% 20% 30% 40% 50% 60% Junior 2015 Essay Junior...
    • Page 80

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 76 Figure 20. Overall English Essay Writing Weakness by Category Participants were asked not only to evaluate their writing weakness and strengths based on rubric scores, but from teacher’s handwritten comments as well. Students were able to...
    • Page 84

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 80 Figure 25. Senior Spanish Essay Percentage Grade Comparison Figure 26. Overall Spanish Essay Percentage Grade Comparison 0% 5% 10% 15% 20% 25% 30% 35% Below 60% Between 61-70% Between 71-80% Between 81-90% Between 91-100% Senior Spanish Essay...
    • 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 139

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 135 a. She c. hers b. Her d. they ____ 20. Refer to Test Practice (45). a. We c. ours b. their d. us Standardized Test Practice In the following sentences, identify the letter of the underlined word or phrase that contains an error. ____ 21. In the...
    • Page 4

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • iv Figure 22: Senior Teacher/Peer Feedback Response…………………………………………….77 Figure 23: Combined Spanish Essay Score Comparison……………………………………..….78 Figure 24: Junior Spanish Essay Percentage Grade Comparison……………………………..…79 Figure 25: Senior Spanish...
    • Page 52

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 52 Coombs, W. T. & Holladay, S. J. (Ed.) (2010). The Handbook of Crisis Communication. Oxford, UK. Blackwell Publishing Ltd. Coombs, W. T. (2012). Ongoing Crisis Communication Planning, Managing, and Responding. Los Angeles:...
    • Page 56

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 56 Tajfel, H. & Turner, J. (1979). An integrative theory of intergroup conflict. In W.G. Austin, S. Worchel (Eds.), Psychology of Intergroup Relations (pp. 33-47), Ann Arbor, MI: Brooks/Cole Pub Co. Turner, J. C. & Oakes, P....
    • Page 25

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 25 perfectly fine with segregation.” And similarly, “Lol (laugh out loud) a term of honor and respect.... I doubt all Native Americans feel that way.” Other responses identified the cultural forces at play in the debate....
    • Page 73

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !74 References Adelson, B. M. (2005). Dwarfs: The changing lives of archetypal 'Curiosities'—and echoes of the past. Disability Studies Quarterly 25(3), 1-19. Altschuler, S. (2014). “Ain’t one limb...

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