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  • All fields: arts
(1069 results)



Display: 20

    • Page 1

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 1 Writing the Great American Novel Or Teaching Writing Concepts at Writing Conferences A Capstone Project submitted to Southern Utah University For partial fulfilment of the Master of Arts in Professional...
    • 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 24

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 20 knowledge are shared across both languages and cultures. Because emerging bilingual students draw on their full linguistic repertoires, teachers, researchers and test-makers need to attend to and design instruments that address what emerging...
    • 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 26

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 22 interviews with students in classrooms where metacognitive strategies were used, Preus reported that the students she observed talked about how the teachers used T-charts and organization charts to help them organize their thinking, how teachers...
    • 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 29

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 25 later use (Nielsen, 2012). Research suggests that because a person’s working memory is strained during the writing process, it is important for writers to include a stockpile of the processes and strategies of writing into their long-term...
    • 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 31

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 27 When students develop a sense of self-efficacy in their writing, they will be able to make a distinct connection between practice and ultimate writing achievement—if they work hard, they will achieve successful academic writing outcomes....
    • Page 32

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 28 All learners are motivated by the desire to improve. When instructors help students find their own mistakes and evaluate their own work, their motivation increases exponentially. Secondary educators would do well to recognize that along with...
    • 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 35

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 31 those identified as important by instructors responsible for college first-year writing programs” (2008, p. 3). When students are engaged in conversations about their writing through peer reviews and different types of portfolio assignments, “a...
    • Page 36

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 32 and quality feedback, and careful revision strategies. Although L1 and L2 learners benefit from quality teacher feedback, such as ways to expand their ideas, elaborate on their main points, paraphrasing and in-text referencing, ESL students...
    • 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 40

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 36

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