Skip to main content

SUU Digital Library

Add or remove other collections to your search:



Narrow your search by:



You've searched: All Collections

  • All fields: century
(43 results)



Display: 20

    • Page 72

    •  
    • 72 Three Score and Ten in Retrospect running mate) and others in the hall. We went to Senator Church's office with Verda. Everyone was very cordial. We then went to the Senate Gallery, watched a while, Senator Javits of New York was speaking, no...
    • Page 220

    •  
    • Lehi once said, "Plenty of work and responsibility never hurt any healthy child and many of them are spoiling for the want of it."' Lehi's hrother, Kumen, from Blanding came to visit Cedar City again in 1934 and wrote the following about the visit:...
    • Page 242

    •  
    • away, people would sometimes send for the prearhcr and ask him for whom the hell tolled, and the preacher would say to them that the bell tolled for everyone. "No man is an i l a n d entire to itself", he said, "every man is a piece of the...
    • Page 8

    •  
    • COMMUNICATION THEORIES 9 Literature Review Communication Theory Human beings have been communicating since the dawn of time. From cave drawings to drum sounds, the earliest humans discovered and developed ways to send messages to one another. Since...
    • Page 2

    •  
    • Table of Contents Chapter 1: Introduction......................................................................................................1 Obstacles facing...
    • Page 12

    •  
    • 5 agreement and pronoun-antecedent agreement (CCSS, p.56). It also states that the use of punctuation should be mastered by the 4th grade, but it doesn’t say exactly what punctuation rules should be taught until 6th grade; and, at that point, the...
    • Page 21

    •  
    • 14 Chapter 2 Literature Review Introduction This review will examine the lengthy debate about how to teach English grammar to secondary students in order to improve their writing skills. It will also examine the process through which the teaching...
    • Page 22

    •  
    • 15 A Historical Lens: The Eighteenth and Nineteenth Centuries Benjamin Franklin (1788) provides great insight into how languages were taught during his time period. America’s language acquisition curriculum started with years of learning Latin in...
    • Page 23

    •  
    • 16 Also in the 1800s, Edgar Allen Poe, a famous nineteenth century author said, “Even where the sense is perfectly clear, a sentence may be deprived of half its force—its spirit—its point by improper punctuation” (as quoted in Shaw, 1963, p. 15);...
    • Page 24

    •  
    • 17 was available to define grammar’s purpose. It was not until the twentieth century that linguists and teachers really started diving into the realm of research to discover how the English language’s structure should work most effectively. The...
    • Page 27

    •  
    • 20 which is first, Prewrite; second, Write; third, Revise; fourth, Edit; and finally, Publish. As paradigms shifted, “The writing process was at the heart of the student-centered composition class, where the product was de-emphasized, along with a...
    • Page 33

    •  
    • 26 continues with the suggestion that the way teachers present grammar lessons is the problem, not the grammar itself. Constance Weaver (1996), an author of many grammar books for teachers, weighs in on the grammar teaching debate by saying, “In...
    • Page 34

    •  
    • 27 because they weren’t taught them in high school. Also at that time, many teacher training classes required few or no grammar classes to prepare them to teach Language Arts. As a result, the term "grammar" took on a confusing definition during...
    • Page 39

    •  
    • 32 English? That's reason enough” (p. 1). This line of thinking is not enough for the average teenage American, though. Apparently it isn't enough for the average Language Arts teacher or state offices of education, either. Substantial proof needs...
    • Page 63

    •  
    • 56 Chapter 5 Discussion Introduction The purpose of this chapter is to discuss what was learned from the Literature Review in chapter two and compare it with what was discovered from the local findings of chapter four after students were taught...

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
 

Layout options:

Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK