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    • Page 14

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 14 seems to favor Peeta and she is pretty much left on her own. Then during the games everything she does goes wrong even when it goes right. When Katnis uses the Killerjaks to take out the group from the capitol...
    • Page 15

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 15 However, in this Capstone Project, grounded theory is being used for two things: 1. To find the information necessary to produce the script and create PowerPoint slides for teaching the different topics to...
    • Page 17

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 17 PowerPoint presentations help keep the presenter on track. They are easy to make and easy to read. However, PowerPoint presentations are used so often that they tend to be horribly boring with too much...
    • Page 18

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 18 Lesson Overview Lesson 1: This lesson teaches the three steps that show to make an outline that ensures that the message is clear and compelling. 1. The presenter needs to decide on the Goal of the presentation....
    • Page 19

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 19 3. It is essential to explain why the number on a slide are important. Take the time to explain charts and graphs. The presenter shouldn’t expect the audience to automatically understand as much about his...
    • 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 24

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 24 However, as I worked with Art and Matt, my vision began to expand. All the books I read and coded helped me, both as a professional writer, and as a teacher. I began to better understand nebulous concepts like...
    • 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 29

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 29 There are two rules for Box 4. Hero needs to be heroic—no one else can resolve the story or the author has failed the reader. Hero can perish, but must resolve the major elements of the story before he does Slide...
    • Page 53

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 53 Appendix Three Your Suspense Toolbox Macro Suspense Suspense is what is going to happen next to your lead character and does it mean death to the hero. Each scene must end with suspense to keep the reader turning...
    • Page 41

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 37 Chapter 3 Methodology Purpose of the Study The purpose of this study is to draw attention to the continuing problem of underprepared students for college-level writing expectations; to show that the writing gap between secondary and college...
    • Page 45

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 41 The data will be gathered and compiled to compare for growth among individuals and between English and Spanish language groups. As required by the Southern Utah University Department of Graduate Studies in Education, all necessary Institutional...
    • Page 47

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 43 Chapter 4 Results The purpose of this study was primarily to determine the effectiveness of implementing metacognitive strategies in a secondary writing classroom and to reveal whether or not the use of such deep-thinking approaches would...
    • Page 55

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 51 Table 1 Case Study Participants Native- English Female Students Native- English Male Students Native- Spanish Female Students Native- Spanish Male Students Total Female Students Total Male Students Total: Juniors: 2 2 20 16 22 18 40 Seniors: 1 1...
    • Page 60

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 56 Finally, 100% of juniors and 81% of seniors claim to be highly motivated to improve their writing skills, and 100% of both juniors and seniors believe that by improving their writing skills, they will become more marketable in the 21st century...
    • Page 98

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 94 antecedents, I will try to understand them both. I know it takes time and I will have to practice because English is not my first language but I just need practice.” “On every area I want to improve at least to a 90%. On the area I truly want to...
    • Page 100

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 96 Senior responses: “That I did better but just in a minimal amount. Not really, this is the first semester I have really been learning real English and Grammar. This class feels real.” “That I’ve improve[d] in some things, but not in all. So I...
    • Page 121

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 117 counterparts when it comes to word choice options and descriptive writing. As language learning connoisseurs, non-native speakers are constantly searching for the right word, never settling for mediocrity when it comes to self-expression—a...
    • Page 135

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 131 Sentence Structure (Sentence Fluency) All sentences are well-constructed with varied structure. Most sentences are well-constructed with varied structure. Most sentences are well-constructed but have a similar structure. Sentences...
    • Page 145

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 141 With all the knowledge acquired with experience it becomes easier to avoid mistakes. How easier it gets every time! We know that checking your paper for any mistakes will require of knowing/having some skills. It may be as hard as searching for...

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