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: class
(2118 results)



Display: 20

    • Page 2

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 2 Abstract The purpose of the study was to discover which of the numerous concepts a writing instructor could teach at a writing conference that would help a beginning writer write a publishable novel. The...
    • 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 5

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 5 Introduction: As a professional writer, nothing bothers me more than having practically everyone I meet tell me that they want to write a best-selling novel. They make it sound like all they have to do is sit down...
    • Page 14

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 14 seems to favor Peeta and she is pretty much left on her own. Then during the games everything she does goes wrong even when it goes right. When Katnis uses the Killerjaks to take out the group from the capitol...
    • Page 16

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 16 Part Two: Presentation I have attended a number of writing conferences ranging from a one-day conference in Kanab, Utah that cost $40.00 to a week-long conference that cost well over a thousand dollars. In...
    • 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 24

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 24 However, as I worked with Art and Matt, my vision began to expand. All the books I read and coded helped me, both as a professional writer, and as a teacher. I began to better understand nebulous concepts like...
    • 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 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 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 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 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 54

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 50 abilities? Why or why not?” and “What did you find most revealing about the 2015-2016 section comparison? Was it surprising? Why or why not?” Case Study Participants Originally, only two groups were going to be used for this study: one junior...
    • Page 65

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 61 structure)”; “A good introduction with a good hook will make your paper interesting”; “That I need to be more open to different types of topics and know more about writing”; “That you have to adapt depending on the type of paper you’re working...
    • Page 71

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 67 Figure 6. Self-Reflection Assessment on English Writing Proficiency English Essay Comparisons An English diagnostic essay was assigned to the three case study groups at the beginning of Fall Semester 2015 and a second comparative essay was...
    • Page 90

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 86 At the conclusion of this native language essay survey, students were once again asked to determine whether or not they believed their L1 writing skills had improved based on guidelines and metacognitive strategies taught in English class during...
    • 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...
    • Page 94

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 90 or Standardized Test 2015-2016 Comparison by Category Figure 38. Combined Junior/Senior Standardized Test 2015-2016 Comparison by Category The students were asked to rank their performance based on an eight-category scale to determine their main...
    • Page 96

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 92 not good results.” “That I am having problems with capitalization. I think it’s funny because capitalization seems very simple and it is one of the first things they teach you when you start learning English. I think I know why I got them wrong,...

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