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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 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 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 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 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 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 55

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 51 Table 1 Case Study Participants Native- English Female Students Native- English Male Students Native- Spanish Female Students Native- Spanish Male Students Total Female Students Total Male Students Total: Juniors: 2 2 20 16 22 18 40 Seniors: 1 1...
    • 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 72

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 68 The first assessment simply asked the students to compare results from both essays and determine where they received the higher score, if their score was exactly the same, or if they only wrote one essay. From the junior classes, 77.14% received...
    • Page 73

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 69 The second assessment was overall essay grade comparison based on the 24-point rubric (see Figures 8 & 9). The highest 2015 rubric score for both the junior and senior classes was between 16-19 points compared to the majority receiving between...
    • 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 99

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 95 what areas I improved, and in what areas I need to put more effort.” “It pretty much shows that my grammar is very bad.” (Undecided): “Well, until [a] certain point yes, but I think this test do not evaluate all the characteristics that a good...
    • Page 103

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 99 Outline The findings and interpretations included in this chapter will be aligned with the previous chapter’s presentation of the data: the writer’s surveys, the writer’s portfolio questionnaire, both the English and native Spanish essays, and...
    • Page 104

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 100 understand the importance of spending time thinking before writing, the importance of the revision process, and the value of both teacher and peer feedback; however, the reported increase in those numbers in December held much more significance...
    • Page 5

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 1 Chapter 1 Introduction American education has been shaped by the great minds and innovative ideas of Plato, Aristotle, John Calvin, Jane Addams, Mary Wollstonecraft, and Thomas Jefferson, among many other respected philosophers and educators over...
    • Page 15

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 11 While basic developmental writing courses were effective, ones that focused only on grammar weren’t, and since most college placement tests are generally multiple choice, a student’s language or grammar skills are being tested rather than their...

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