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Display: 20

    • Page 20

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 20 Step 4: Additional information. This might not be necessary, but can be added if needed. Lesson 4 This lesson discusses the colors and fonts that work best for a PowerPoint Presentation. Color and text must have...
    • 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 28

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 28 Slide 8—Core Competency #4—Story Structure There are 4 parts to Story Structure that fit into 4 boxes. Each box takes about 25% of the book. There are about 60 scenes per book divided by 4 Slide 9—Story...
    • Page 24

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 20 knowledge are shared across both languages and cultures. Because emerging bilingual students draw on their full linguistic repertoires, teachers, researchers and test-makers need to attend to and design instruments that address what emerging...
    • Page 36

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 32 and quality feedback, and careful revision strategies. Although L1 and L2 learners benefit from quality teacher feedback, such as ways to expand their ideas, elaborate on their main points, paraphrasing and in-text referencing, ESL students...
    • Page 42

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 38 Participants Approximately two groups or a maximum total of 50 bilingual English/Spanish students will be selected to participate in this study for the purpose of analyzing their English writing abilities before and after the implementation of...
    • Page 147

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 143 At the beginning of this school year I thought my writing was fine, because I had no idea how to improve it. I remember the first day we went through our own work in front of the class. At first, I was proud of myself for doing such a good job...
    • Page 13

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 13 organization and seeks their pardon. The organization also acknowledges full responsibility for the crisis (Coombs, 2006). The three SCCT crisis response options provide classifications of strategies that organizations can...
    • Page 32

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !33 Maladjusted—his own worst enemy. Black and Pretes (2007) explain the root of this stereotype to be in the belief that disability is “primarily a problem of emotional coping” (Black and Pretes,...
    • Page 55

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !56 Tywin, sentencing Tyrion to die for a crime he did not commit. This illustrates that Tywin would rather have Tyrion dead over finding out the truth of Joffery’s death. In regard to the...
    • Page 22

    • Spanish language; Language experience approach in education; Writing
    • 18 students beforehand will make the teacher’s expectations for quality work clear, and will make evaluating a student’s writing more objective. Teaching literacy early. Due to the inaccurate belief that a second language must be acquired orally...
    • Page 71

    • Spanish language; Language experience approach in education; Writing
    • 67 Figure 18 Students’ Incorrect Use of Vowels The vowel ‘o’ was used most accurately, followed by ‘e’ and ‘a.’ However, students frequently used the vowels ‘u’ and ‘i’ incorrectly and often replaced them with other vowels. These errors persisted...
    • Page 74

    • Spanish language; Language experience approach in education; Writing
    • 70 Although simultaneous bilingual students and L1 English with Spanish-speaking heritage students often come from similar backgrounds, their Spanish proficiency varied widely in this study. Simultaneous bilingual students outperformed L1 English...
    • Page 76

    • Spanish language; Language experience approach in education; Writing
    • 72 year, several students struggled to write more than one or two words of theDictado. By May, all students were successfully writing all words in theDictado. Although its use was primarily to improve writing, theDictado helped students develop a...

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