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    • 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 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 15

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 15 However, in this Capstone Project, grounded theory is being used for two things: 1. To find the information necessary to produce the script and create PowerPoint slides for teaching the different topics to...
    • Page 21

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 21 Lesson 6 Lesson six discusses using photos and Images. The presenter must be careful to use only pictures from Creative Commons licenses. There are a number of royalty-free images on the morguefile.com and...
    • Page 25

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 25 your life. There were sections on maintaining balance between home, work, and writing if writing wasn’t yet a full time career. Classes could be taught on query letters and making a pitch to an agent, as well as...
    • Page 28

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 28 Slide 8—Core Competency #4—Story Structure There are 4 parts to Story Structure that fit into 4 boxes. Each box takes about 25% of the book. There are about 60 scenes per book divided by 4 Slide 9—Story...
    • 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 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 30

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 26 participation in the development of self-assessment criteria, question cards, rubrics, and checklists. Students should be responding to their writing in a global way and evaluating specific aspects of their writing in order to improve both the...
    • 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 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 48

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 44 and differences among the academic groups. Third, by explaining any missing or conflicting data. Fourth, by presenting both the quantitative and qualitative data and findings collected for this research while following the order of the three...
    • Page 49

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 45 collected in September using questions created by the researcher through an online testing service (socrative.com), included both open-ended questions and questions based on the Likert scale to determine students’ intent to further their...
    • Page 50

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 46 who they are today; this assignment was more commonly referred to as the “Define Me” essay. Students were provided with a six-category, four-point rubric (see Appendix C) and were assessed based on Introduction, Sentence Structure, Word Choice,...
    • 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 53

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 49 to write a response to the following open-ended question: “Regardless of the score you received, do you feel as though your writing has improved in your native language based on guidelines taught in English class?” Standardized Test The exact...
    • Page 91

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 87 After analyzing comparative test scores in January, the juniors reported and average grade of 55% and the seniors averaged 62%. The combined overall average was 52% in August and 58% in January (see Figure 35). Although there were a few...

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