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Display: 20

    • 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 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 23

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 19 Since first-year college writing courses “are designed to encourage students to, in the words of one instructor, ‘just know that there are different ways to solve different writing situations’” (Fanetti, et al., 2010, p.82), high school...
    • 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 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 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 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 37

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 33 majority of students who have received their educational curriculum from a foreign country have simply not had the rigorous demands of writing instruction in any language; therefore, their writing deficiencies could have very little to do with...
    • 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 39

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 35 More research is needed on how best to prepare teachers for authentic and inclusive teaching. In addition, more research is needed on the connection between fostering high quality intellectual work and producing graduates with the skills needed...
    • 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 42

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 38 Participants Approximately two groups or a maximum total of 50 bilingual English/Spanish students will be selected to participate in this study for the purpose of analyzing their English writing abilities before and after the implementation of...
    • Page 45

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 41 The data will be gathered and compiled to compare for growth among individuals and between English and Spanish language groups. As required by the Southern Utah University Department of Graduate Studies in Education, all necessary Institutional...
    • Page 51

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 47 method was changed to a more conducive format for data collection and analysis (created through surveymonkey.com). The purpose of the survey was to gather rubric and percentage scores and compare results to the original survey written at the...
    • Page 52

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 48 two hours completing this assignment. As previously stated, one of this researcher’s colleagues, a native Spanish language art’s teacher agreed to assess all three groups twice during the course of this research. In an effort to maintain...
    • Page 77

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 73 Figure 15. Combined Junior & Senior English Essay Comparison by Category The researcher found it useful to convert rubric scores to percentages, since these represented the recorded grades required by the school’s classifying system. The...
    • Page 100

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 96 Senior responses: “That I did better but just in a minimal amount. Not really, this is the first semester I have really been learning real English and Grammar. This class feels real.” “That I’ve improve[d] in some things, but not in all. So I...
    • Page 101

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 97 the six rubric writing categories; two native Spanish essays, one assigned at the beginning of the semester and one at the end, which were analyzed based on similar rubrics and writing categories to examine for writing improvements in students’...
    • Page 110

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 106 lower on some aspects, I believe that I’ve learned to express myself in a better way”; and, “All the structures are the same.” A noticeable decline in the area of conventions and punctuation was perhaps due to the fact that rather than focusing...

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