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  • All fields: Autobiography;
(11 results)



Display: 20

    • 1912, page 35

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    • 35 Four hours per week throughout the year. Miss Brown. English b. This course consists of a careful study of diction and of the fundamental rhetorical principles-unity, coherence, emphasis, proportion-as applied to the whole...
    • Page 146

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    • GEORGE W. MIDDLETON Biography 1866 - 1938 George W . Middleton was born December 10, 1866, in Hamilton Fort. Utah, the son of John and Jane Withers Middleton. After spending his youth in Southern Utah and leaving to finish his education in...
    • Page 234

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    • PARLEY DALLEY Biography 1886 - 1970 Parley Dalley was born November 5 , 1886, the son of James and Petrina B. Dalley. He grew up on a farm in Summit. Utah, the place of his b i r t h , and attended the oneroom school there. He then went to the...
    • Page 468

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    • HISTORY OF CEDAR CITY BY John Urie, 1880 Cedar City i s a beautiful little village situated on the r i m of the Great American Basin and is 5,615 feet above the level of the sea. With i t s 740 inhabitants (Census of 18801, i t s 135 houses, i t s...
    • 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 38

    • Spanish language; Language experience approach in education; Writing
    • 34 Table 6 Use of Accents in theDictado Date n Word Accent Included Correctly Accent Included Incorrectly Accent Not Included Nov 21 53 comí 30 (57%) 1 (2%) 22 (41%) Nov 21 53 mamá 28 (53%) 5 (9%) 20 (38%) Mar 6 47 qué 27 (57%) 0 20 (43%) Mar...
    • Page 67

    • Spanish language; Language experience approach in education; Writing
    • 63 Accents. Accents are used often in Spanish, but not in English. Accents were an area of focus in theDictado, with six out of the ten Dictados including words with accents. Students’ accuracy in using accents fluctuated throughout the year with...
    • Page 73

    • Spanish language; Language experience approach in education; Writing
    • 69 One of the most significant results of this study is the students’ Spanish proficiency considered in context of their L1. Students were categorized into subgroups based on how their parents answered the following questions at registration: 1....
    • Page 63

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 59 Writer’s Portfolio Questionnaire Throughout the semester, students were required to keep their metacognitive journal entries, essay drafts, and final versions of their writing assignments in a writer’s portfolio. At the end of the semester, they...
    • Page 65

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 61 structure)”; “A good introduction with a good hook will make your paper interesting”; “That I need to be more open to different types of topics and know more about writing”; “That you have to adapt depending on the type of paper you’re working...
    • Page 66

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 62 writing about a random topic made it even more difficult”; “I never know how to begin my papers”; “You actually need to know what the story was about”; and “I have never wr[itten] a literary analysis.” 5. What was the easiest piece? The students...

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