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    • Page 424

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    • L. KERRY JONES Biography 1929 Lehi Kerry Jones was born in Cedar City, Utah, on October 29, 1929, a son of Lehi M . and Bernella Gardner Jones. He was the middle child of the family, having two older sisters, Joan and Marolyn, a younger s i s t e r...
    • Page 12

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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 9 Chapter 2 The choreography required of dancers is becoming more challenging. The movements in choreography include several power motions such as jumps, and require a great deal of balance in order to...
    • Page 9

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    • 2 apply to English. For example, the cases require adjectives to agree with their antecedents in the singular, dual, and plural forms. In a Slovene grammar book, it says, “The selection and use of cases in Slovene is determined by the function of...
    • Page 24

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    • 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 25

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    • 18 “transforming” the way we view sentence construction (Kolln & Hancock, 2005, p12). Before that time, there was a set number of sentence patterns that students learned to use in their writing. After Chomsky, evidence supported the fact that...
    • Page 26

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    • 19 one of the major quotes for their position changed many educators’ minds about teaching grammar at all. They responded by claiming that they “performed carefully and methodically” when they analyzed five studies for their synthesis on the link...
    • Page 27

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    • 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 31

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    • 24 research in the 1970s . . . claim[ed] that students can learn grammar simply by writing" (Vavra, 1996, p. 32), but there was no evidence to support that from Vavra’s study. In response to that research, Vavra asks, "Where is the research study...
    • Page 32

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    • 25 based on the number of errors they found, syntax did improve along with sentence-combining strategies. Studies that used sentence-combining strategies, rather than traditional grammar approach, turned out better student writing results because...
    • Page 33

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    • 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 40

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    • 33 every grade level with the “what” and the “when”, but not the “how.” For instance, a sixth grade teacher can easily find out what students should have been taught in previous grades as well as clearly understand what should be taught in the...
    • Page 41

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    • 34 “1. Writing Strategies, which involves teaching students strategies for planning, revising, and editing their compositions 2. Summarization, which involves explicitly and systematically teaching students how to summarize texts. 3. Collaborative...
    • Page 53

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    • 46 wonder where to place punctuation marks which will free them up to start to develop other writing techniques for better communication through writing composition. Purpose To see if teaching grammatically correct sentence patterns will help...
    • Page 63

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    • 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...
    • Page 66

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    • 59 later assigned to teach, then it is up to each one to spend the time learning what he or she missed. Teachers must use the time they have with students in class to teach what they need to teach because that’s the only time they have any...
    • Page 67

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    • 60 needs to be presented in a fun, beautiful, and appetizing way in order for students to give their attention to it, sample it, enjoy it, reject it, and discuss it. Without experience to discuss the dish, or grammar, students cannot fully...

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