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Display: 20

    • Zion employees

    • Zion National Park (Washington County, Utah)
    • Left to right, Front row: James McClary, Gary Nichols, Tom Sanford, Pete Nielsen, Don Homer, Clark Rawlins, Robert Pace, Travis Anderson, Neil Balliff, Blake Allred, Duane Aldous, George Hawkins, Kendell Hopkins, Doug Knell, Frank Copening, Golden...
    • Zion Lodge employees

    • Zion Canyon Lodge (Washington County, Utah); Utah Parks Company -- Employees
    • Zion Lodge employees, left to right, Front row: Kent Hansen, Ron Anderson, Sheldon Sargent, Don Bull, George ?, Jerry? Farnsworth, Paul Edwards, Neil Hardy, Ralph Man, Ted DePolo, Bob Fife, Arthur Gunlicks, Boyd Christensen, Frank Driggs, Dick...
    • Zion Lodge employees

    • Zion Canyon Lodge (Washington County, Utah); Utah Parks Company -- Employees
    • Zion Lodge employees, Front row (on ground): Jim Mathesen, Dennis Garrity, Boyd Smith, Spence Maxwell, Carl Christensen, Jack McLaughlin, Ralph Mann, Art Nelson, Jerry Farnsworth, Lynn Dennett; Second row: Claudia Hirschi, Pat Request, Beth...
    • Page 5

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 5 Introduction: As a professional writer, nothing bothers me more than having practically everyone I meet tell me that they want to write a best-selling novel. They make it sound like all they have to do is sit down...
    • Page 7

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 7 hero or protagonist to accomplish. It is usually asked as a question. For example, will Sheba find her namesakes mythical kingdom. The second component is the Story Stakes which explains why the story is...
    • Page 8

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 8 Suspense and Conflict: One of the most important themes is conflict and suspense. Conflict builds suspense. Tension and suspense are the same thing. Amy Deardon in her book, How to Develop Story Tension discusses...
    • Page 13

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 13 young wizard is sent to boarding school where he finds that someone is trying to steal a stone that can give life to the most evil wizard that ever lived. One of the big mistakes that a writer can make is to...
    • 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 22

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 22 Using the Beat Sheet or how to outline your novel effectively isn’t integral to the actual story. In other words, the reader won’t know if the writer is an outliner or a pantser. A pantser is a writer who just...
    • Page 23

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 23 crashing down on the hero easier to write. If the writer knows what the mid-point scene is, he can build each scene from the beginning to the mid-point. If the writer know what death and despair scene is—this is...
    • Page 29

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 29 There are two rules for Box 4. Hero needs to be heroic—no one else can resolve the story or the author has failed the reader. Hero can perish, but must resolve the major elements of the story before he does Slide...
    • 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 33

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 29 language acquisition. As parents offer positive reinforcement during a child’s formative years, their children ultimately achieve language acquisition success. However, by the time students reach high school, they have had so many discouraging...
    • Page 59

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 55 strongly agreed that they were comfortable, and in December, 15% neither disagreed nor agreed that they were comfortable, but 83% either agreed or strongly agreed that they were. The following questions related to the participants’ feelings...
    • Page 60

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 56 Finally, 100% of juniors and 81% of seniors claim to be highly motivated to improve their writing skills, and 100% of both juniors and seniors believe that by improving their writing skills, they will become more marketable in the 21st century...
    • Page 61

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 57 enjoy proofreading and being able to express feelings through the writing process. “[I like] that a peer reads and helps us with our writing”; “I like learning how to organize my thoughts and information”; “I like writing because I can express...
    • Page 64

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 60 correct them”; “It builds me with a lot of peer help and teacher help”; “It helps me find mistakes in my writing”; “It helps me organize my ideas”; “I can revise my papers by myself, and I don’t make as much mistakes as before”; “It help[s] me...

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