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Display: 20

    • Page 44

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 44 out that last, best idea that will save himself and everyone around him. But at the moment, that idea is nowhere in sight. We must be beaten and know it to get the lesson. Break into Three (85)—thanks to what...
    • 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 27

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 23 Revision, of course, is key to successful academic writing. “If we as instructors, can help our students think about their choices after the first draft is out of the heads—but before their final draft is due—we can help them learn to think...
    • 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 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 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 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 62

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 58 options included the common steps for writing: drafting, prewriting (brainstorming), revising, editing, and publishing. Over 40% indicated that they improved the most in revising. Brainstorming and editing came in second at 21%; drafting was...
    • 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 67

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 63 struggling, and it’s not my teacher’s fault, its mine. I have not been trying to work hard. I need to improve”; and finally, “Less. I’m lazy.” Twenty-eight percent were in between. “I did as much as I was required”; “I think I did what the...
    • Page 68

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 64 Figure 4. Revision and Reflection Analysis from Portfolio Questionnaire 10. Metacognitive final reflection. Students were reminded of the meaning of metacognition (the awareness and understanding of one’s own thought processes); then they were...
    • Page 98

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 94 antecedents, I will try to understand them both. I know it takes time and I will have to practice because English is not my first language but I just need practice.” “On every area I want to improve at least to a 90%. On the area I truly want to...
    • Page 99

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 95 what areas I improved, and in what areas I need to put more effort.” “It pretty much shows that my grammar is very bad.” (Undecided): “Well, until [a] certain point yes, but I think this test do not evaluate all the characteristics that a good...
    • Page 111

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 107 antecedent section); the students’ astonishment was reflected in a typical response: “[It was surprising] that the second time I [took] it my score improved so much even though we didn’t necessarily study for this test in particular. Just...
    • Page 138

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 134 Standardized Test Practice Read the passage, and choose the letter of the word or group of words that belongs in each space By late July last summer we (41)____ no rain for six weeks. On nine days during that period, temperatures (42)____ to...
    • Page 141

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 137 1Hardly no relics are more famous than the Liberty Bell, which sits outside Independence Hall in Philadelphia. 2Patriotic citizens proceeded to ring the bell for awhile when the Declaration of Independence was adopted in July 1776. 3Being that...
    • Page 144

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 140 1 September 2015 Metacognitive Strategy #1: Revision Process To have the chance of checking your own writing can be one [of] the most productive things of the writing process. The first step that we need to follow before any editing is done,...
    • Page 145

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 141 With all the knowledge acquired with experience it becomes easier to avoid mistakes. How easier it gets every time! We know that checking your paper for any mistakes will require of knowing/having some skills. It may be as hard as searching for...
    • Page 146

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 142 So where do I start from? This question is the beginning of every art of writing we do. There is no concrete answer because each one of us thinks different. But we can find a perfect approach to this problem that can be applied almost to all of...
    • Page 147

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 143 At the beginning of this school year I thought my writing was fine, because I had no idea how to improve it. I remember the first day we went through our own work in front of the class. At first, I was proud of myself for doing such a good job...

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