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  • All fields: exercises
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Display: 20

    • Page 26

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 26 References “Advantages and Disadvantages of PowerPoint.” Boundless Communications. Boundless, 26 May. 2016. Retrieved 06 Jun. 2016 from...
    • Page 26

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 22 interviews with students in classrooms where metacognitive strategies were used, Preus reported that the students she observed talked about how the teachers used T-charts and organization charts to help them organize their thinking, how teachers...
    • Page 28

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 24 learning processes, to engage in a dialogue with themselves, and be conscious of their learning as a process facilitator of knowledge (Arroyo & Quintana, 2008). According to Smith (2010), if we can get our writing students, including our basic...
    • Page 29

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 25 later use (Nielsen, 2012). Research suggests that because a person’s working memory is strained during the writing process, it is important for writers to include a stockpile of the processes and strategies of writing into their long-term...
    • 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 35

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 31 those identified as important by instructors responsible for college first-year writing programs” (2008, p. 3). When students are engaged in conversations about their writing through peer reviews and different types of portfolio assignments, “a...
    • 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 44

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 40 final data analysis. In order to assure that the results are valid (meaningful) and reliable (consistent), the questions will be clear and purposeful. Samples of the instrumentations that will be used for this research are found in Appendix B,...
    • Page 102

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 98 Whether the United States’ secondary language arts classrooms are comprised mainly of native English speakers or a mixture of multicultural and, therefore, multilingual students—a scenario that is far more likely based on today’s diverse...
    • Page 106

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 102 Interestingly enough, most participants originally valued teacher and peer feedback; ultimately, however, fewer expected teachers to provide all the feedback necessary for revision (a decrease by 6%), and by the end of the semester more...
    • Page 113

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 109 the importance of deep self-reflective analysis of how they learn, they will become better learners and, therefore, better writers. Recommendations Similarities and Differences of Research Results and the Work of Others Extensive research has...
    • Page 114

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 110 effective writing results. Therefore, before taking time to assess and evaluate, all writing teachers need to spend more time allowing students to think before they write, time to think and reflect after they write, time to rewrite, and finally...
    • Page 117

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 113 College-bound students. Students who plan to attend college must be able to recognize the importance of becoming intrinsic learners. The deep-thinking, reflective metacognitive strategies highlighted throughout this research will not only help...
    • Page 123

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 119 before embedded transformations could take place? Ultimately, the possibilities for further testing concerning these types of mental and practical academic shifts are endless. Summary This study, which was based on a mixed-method, action...
    • Page 11

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 7 comprehensive metacognitive strategies into current high school curriculum, which will hopefully lead to a reassessment of standardized testing. By engaging students in conversations about their own writing, including the use of...
    • Page 13

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 9 Chapter 2 Literature Review The goal of every educator is to prepare students, regardless of their pedagogic juncture, for future academic or professional excellence. Presumably, this objective is shared by politicians and lawmakers who determine...
    • Page 12

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 5 Analytical Phonics—phonics instruction that has students look for similarities amongst words using onset and rime exercises for finding patterns. Context Clues—deriving the meaning of a word in text in the context it is given in (as opposed...
    • Page 46

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 39 Washburn, 2012), in-service teacher participants in this study exhibited a greater proficiency in syllabic exercises and deficiencies in morphemic concepts. This study contributes additional information with the self-reporting of phonics...

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