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Display: 20

    • Page 6

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 6 emotion and dialogue to pitching to an agent, what a writer needs to know about self-publishing, designing a novel cover and how to write a great first page. Those people who teach these classes go through the...
    • 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 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 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 53

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 53 Appendix Three Your Suspense Toolbox Macro Suspense Suspense is what is going to happen next to your lead character and does it mean death to the hero. Each scene must end with suspense to keep the reader turning...
    • 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 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...
    • Page 122

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 118 Another interesting study might include comparing test groups who have been exposed to metacognitive strategies for at least a year (or since primary education levels) to those who haven’t. However, perhaps an even more authentic and therefore...
    • Page 137

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 133 Read the following passage. Then, answer the questions below the passage by identifying the letter of the best answer. 1Today many people are singing the praises of electronic mail. 2Electronic mail is fast, cheap, and easy to send. 3You can...
    • 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...
    • World War II, scenes along the way

    • World War, 1939-1945 -- Photographs
    • Scenes along the way -- into Deutschland. There were many crosses, ornate and otherwise, along the roads, especially in Southern Germany. People walking by would stop, kneel and cross themselves, then go on. (See "World War II as Viewed from My...
    • Page 3

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 3 Acknowledgements I would like to offer my sincerest thanks to the many people who aided and influenced me during my thesis process. Dr. Stein has been marvelously supportive and encouraging while offering guidance and...
    • Page 8

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 8 Organizations looking to meet their goals are looking for as many advantages as they can get. If there is evidence of agreement between the arguments made by Daniel Snyder and those made by fans in defense of the Redskins...
    • Page 9

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 9 Chapter Two Literature Review In order to understand Daniel Snyder’s responses to the demand for the name change, it is necessary to first evaluate the crisis response strategies employed in the organization’s defense. This...
    • Page 23

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 23 Chapter Five Analysis A grounded theory approach was used in analyzing the comments made by those who believe the nickname should be changed. A grounded theory approach allows a researcher to identify key themes the data...
    • Page 24

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 24 other. They were, however, still seeking to criticize the Redskins nickname and so were included here. Overall, some overlap in arguments did exist within individual posts and where overlapping arguments were found the...

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