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Display: 20

    • Zion National Park, Zion tunnel

    • Zion National Park (Utah)
    • Zion tunnel: The shovel operated on compressed air. The truck was a Bulldog Mack which had solid rubber tires. The Nevada Contracting Company had 3 gasoline operated shovels and a fleet of Mack trucks. The trucks were eventually equipped with...
    • Page 3

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 3 Acknowledgements I would like to thank everyone who helped on this project. First of all, many thanks to Art Challis and Matt Barton for their help on the project. I appreciate their patience and support as I...
    • Page 4

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 4 Table of Contents Abstract………………………………………………………………………………………….2 Acknowledgements………………………………………………………………………….…..3 Introduction………………………………………………………………………………….…...5 Presentation...
    • Page 17

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 17 PowerPoint presentations help keep the presenter on track. They are easy to make and easy to read. However, PowerPoint presentations are used so often that they tend to be horribly boring with too much...
    • Page 18

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 18 Lesson Overview Lesson 1: This lesson teaches the three steps that show to make an outline that ensures that the message is clear and compelling. 1. The presenter needs to decide on the Goal of the presentation....
    • Page 19

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 19 3. It is essential to explain why the number on a slide are important. Take the time to explain charts and graphs. The presenter shouldn’t expect the audience to automatically understand as much about his...
    • Page 20

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 20 Step 4: Additional information. This might not be necessary, but can be added if needed. Lesson 4 This lesson discusses the colors and fonts that work best for a PowerPoint Presentation. Color and text must have...
    • Page 21

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 21 Lesson 6 Lesson six discusses using photos and Images. The presenter must be careful to use only pictures from Creative Commons licenses. There are a number of royalty-free images on the morguefile.com and...
    • Page 24

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 24 However, as I worked with Art and Matt, my vision began to expand. All the books I read and coded helped me, both as a professional writer, and as a teacher. I began to better understand nebulous concepts like...
    • Page 27

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 27 Appendix One Script—Core Concepts—1 hour Slide 1—title—taken from Story Engineering—Mastering the 6 Core Competencies of Successful Writing by Larry Brooks Slide 2—Core competency #1--Concept Slide 3--Concept...
    • 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 31

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 31 Slide 3 Slide 4
    • Page 45

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 45 Slide 2 Slide 3
    • Page 54

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 54 restaurant and a bomb goes off. Suspense is when the audience sees the ticking bomb under the table and wonders when it will go off. Instant Suspense Microobstacles are a seemingly small incident that occurs in a...
    • Page 55

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 55 Slide 2 Slide 3
    • 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 41

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 37 Chapter 3 Methodology Purpose of the Study The purpose of this study is to draw attention to the continuing problem of underprepared students for college-level writing expectations; to show that the writing gap between secondary and college...
    • Page 48

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 44 and differences among the academic groups. Third, by explaining any missing or conflicting data. Fourth, by presenting both the quantitative and qualitative data and findings collected for this research while following the order of the three...
    • Page 55

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 51 Table 1 Case Study Participants Native- English Female Students Native- English Male Students Native- Spanish Female Students Native- Spanish Male Students Total Female Students Total Male Students Total: Juniors: 2 2 20 16 22 18 40 Seniors: 1 1...

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