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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 63

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 59 Writer’s Portfolio Questionnaire Throughout the semester, students were required to keep their metacognitive journal entries, essay drafts, and final versions of their writing assignments in a writer’s portfolio. At the end of the semester, they...
    • 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 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 112

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 108 overall writing abilities. “Yes, because it covers every concept that we should know to be a good English writer,” and “I like the test because I can see how and in what way I’ve improved, and in what areas I need to put more effort.” (The...
    • Page 122

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 118 Another interesting study might include comparing test groups who have been exposed to metacognitive strategies for at least a year (or since primary education levels) to those who haven’t. However, perhaps an even more authentic and therefore...
    • Page 125

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 121 retention, and application is in the hands—or brains—of the learners themselves. The students are basically the experts (Nielsen, 2012). Isn’t it time, therefore, to tap into that power once and for all—especially when it comes to teaching that...
    • Page 20

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 16 important for college academic success and lifelong learning. Schools that promote these skills and habits of mind through more rigorous assignments and “open-ended exploration” help close the academic gap between high school and college...
    • Rabbit control

    • Wildlife Management--Dixie National Forest (Utah); Rock Canyon (Garfield County, Utah)
    • Rabbit control on Rock Canyon tree plantation, May 1971. General view of protective cage and wood block containing strychnine-salt mixture. Old livestock salt lick in foreground where salt hungry rabbits have been after salt.
    • Bear Valley watershed management

    • Watersheds--Dixie National Forest (Utah); Bear Valley (Iron County, Utah)
    • Bear Valley project. General view of active erosion taking place in East-Lower Bear Valley. Active gullies cutting through reseeding area. Originate in visible watershed on Buckskin-Sandy s & g allotment.
    • Page 6

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 6 American Indian organizations actively campaigned to get offensively stereotyped Native American themed mascots changed (NCAI Report, 2013). As recently as 2008, studies were conducted which were aimed at determining the...
    • Page 32

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 32 anything associated with a team this popular. It seems as though he is being defiant for defiant's sake. Another declared the decision to not to support the team as a personal stand; “Until the name changes they are the...
    • Page 17

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !18 disabilities. Part of this humanization is the sexualization of disabled characters that is equal to that of non-disabled characters (Ellis, 2014; Meeuf, 2014). In an interview with Peter...
    • Page 23

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 16 and assessments to test those standards. Education schools were admonished to build faculty expertise (overcoming philosophical opposition to particular reading methods or any situation where they were unaware of the current scientific...

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