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  • All fields: instructors
(308 results)



Display: 20

    • Page 3

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 3 Acknowledgements I would like to thank everyone who helped on this project. First of all, many thanks to Art Challis and Matt Barton for their help on the project. I appreciate their patience and support as I...
    • Page 23

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 19 Since first-year college writing courses “are designed to encourage students to, in the words of one instructor, ‘just know that there are different ways to solve different writing situations’” (Fanetti, et al., 2010, p.82), high school...
    • Page 27

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 23 Revision, of course, is key to successful academic writing. “If we as instructors, can help our students think about their choices after the first draft is out of the heads—but before their final draft is due—we can help them learn to think...
    • Page 32

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 28 All learners are motivated by the desire to improve. When instructors help students find their own mistakes and evaluate their own work, their motivation increases exponentially. Secondary educators would do well to recognize that along with...
    • Page 34

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 30 students on how to review a peer’s paper, but who combine that instruction with handouts, role play, and modeling strategies will help students think below the surface of proofreading and realize that writing involves a much more involved...
    • 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 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 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 104

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 100 understand the importance of spending time thinking before writing, the importance of the revision process, and the value of both teacher and peer feedback; however, the reported increase in those numbers in December held much more significance...
    • 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 115

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 111 ESL and bilingual instructors. Although further research should be conducted on how ESL instructors can fully capitalize on their students’ bilingualism and how it can “foster their biliteracy” (Butvilofsky & Sparrow, 2012), the results from...
    • Page 116

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 112 school public education system’s ineffectual objective and quantifiable assessment approach and how it directly conflicts with university-level subjective expectations by showing how standardized test scores were not adversely affected and how...
    • Page 120

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 116 stimulate an otherwise educational mental apathy are imperative to promote change. Of course, even parent-teacher conferences are appropriate venues to share enthusiastic insights into new learning strategies. Depending on the level of passion...
    • 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 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 124

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 120 The underlying conclusion gathered from the data of surveys, questionnaires, journal reflection responses, English and native-language essays, and standardized tests results unequivocally revealed that by applying metacognitive strategies, both...
    • Page 16

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 12 and] may not be aligned well enough with college success standards to provide feedback to high school students and teachers regarding college readiness” (2008, p. 1-2), nor can they help direct classroom instruction. Therefore, instructors and...
    • Page 17

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 13 Sehulster, 2012). During one such discussion between high school and community college instructors, it was interesting for this researcher to learn that while some of the post-secondary teachers “did have some awareness of state requirements,...
    • Page 19

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 15 knowledge to problem solving, and develop the readiness skills or “level of sophistication” that is required in post-secondary work (Donham, 2014). To be prepared for college and subsequently life in a 21st century technological society,...

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