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Display: 20

    • Page 53

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    • o Agree o Disagree o Strongly Disagree How many days a week do you write in Language Arts? * o 1 o 2 o 3 o 4 o 5 How many days a week do you handwrite in Language Arts? * o 1 o 2 o 3 o 4 o 5 How many days a week do you write on an iPad in Language...
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    • o 3 o 4 o 5 How many days a week do you handwrite in Language Arts? * o 1 o 2 o 3 o 4 o 5 How many days a week do you write on an iPad in Language Arts? * o 1 o 2 o 3 o 4 o 5 What do students handwrite?* Check all that apply o Journals o Essays o...
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    • Journals 3 27% Essays 5 45% Other 3 27% What do students type? Journals 0 0% Essays 6 67% Other 3 33% Which online types of writing do you use in your classroom Journals 0 0% Essays 5 71% Other 2 29% 63
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    • Journals 291 47% Essays 331 53% I type.... Journals 106 20% Essays 431 80% My last quarter’s grade in Language Arts was A 235 48% B 166 34% C 56 12% D 25 5% F 4 1% If I had a choice, I would write with____________ 77
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 25 One true story of a man named Luba explained that his brother became ill. A local witch doctor told him that the cause of illness was being conjured by one of his four wives. In order to cure the problem,...
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    • 3 person is limited in learning opportunities and lacks the skills necessary to create communication beyond what he or she hears. Now, as an English teacher, this teacher-researcher wonders how much grammar to teach each year. The current Utah...
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    • 6 college, and the sum equals less effective learning and chaos while to teaching the requirements for the future core curriculum. Student learning must surely be affected by such instability. If teachers did not have previous grammar instruction,...
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    • 12 Simple Sentence- A sentence that has a subject, verb, sometimes an object and represented by the abbreviation “SV” for subject-verb or “IC” for independent clause. Six-Traits of Writing- six characteristics for good writing approved by the...
    • 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...
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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 36

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    • 29 is saying that having intellectual discussions about grammar is more productive than teaching the rules and hoping that the students will apply what they learn to their own writing. Back in the United States, Dennis Baron summed up the English...
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    • 31 10. Progress may involve new kinds of errors as students try to apply new writing skills. 11. Grammar instruction should be included during various phases of writing. 12. More research is needed on effective ways of teaching grammar to...
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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...
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    • 36 Chapter 3 Methodology Action Research Introduction The purpose of this qualitative study is to explore why secondary students have a difficult time with sentence structure and punctuation. For years these students have had instruction on how to...
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    • 37 structure and in thought. Writing was evaluated by the emergence of the sentence patterns more consistently used by student writers as seen in multiple essays; also, students’ feelings of confidence were taken into account by verbal feedback....
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    • 38 • Sentence Pattern Chart • Student Essays • Essay Tests (both pre and post) Observation is not only a main part of the Scientific Method, but it is also a part of Action Research as well. There are many ways that a teacher-research can observe a...
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    • 39 taught. Next, they had assignments that allowed them to practice using the patterns during class activities; and finally, they wrote the same essay as before to see if the quality of their essays changed in structure and thought. A calculation...
    • Page 47

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    • 40 sentence patterns, not just the structure itself. Also, a summative assessment approach was applied to evaluate “the worth of the final product, especially in comparison to some other competing product” (Ross, 2005, p. 5); hence, a combination...
    • Page 49

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    • 42 didn’t feel confident enough to use them. Unfortunately, only a few students attempted to use the new sentence patterns in their own writing. The majority did not grasp the basic idea behind the sentence patterns or the reason why they were...

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