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    • Page 5

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 5 Introduction: As a professional writer, nothing bothers me more than having practically everyone I meet tell me that they want to write a best-selling novel. They make it sound like all they have to do is sit down...
    • Page 54

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 54 restaurant and a bomb goes off. Suspense is when the audience sees the ticking bomb under the table and wonders when it will go off. Instant Suspense Microobstacles are a seemingly small incident that occurs in a...
    • Page 137

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 133 Read the following passage. Then, answer the questions below the passage by identifying the letter of the best answer. 1Today many people are singing the praises of electronic mail. 2Electronic mail is fast, cheap, and easy to send. 3You can...
    • Page 12

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 12 The Denial response option seeks to disclaim the crisis in question. Three strategies are available under the deny response in SCCT. First, Attack the Accuser; redirects criticism of the organization towards the...
    • Page 27

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !28 function of “validation for the moral order, harmony with ones self, harmony with the universe, and understanding contemporary conditions” (Billions, 1994, p. 156). Archetypes often emerge from...
    • Page 30

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !31 The diverse viewership that reaches across the globe, as well as transgresses genres and generations, suggests the Game of Thrones narrative contains elements that appeal to a diverse array of...
    • Page 35

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !36 communication that we come to know our heroes, and consequently, different kinds of communication will result in different kinds of heroes” (Strate, 1994, p. 15). This justifies the use of two...
    • 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 81

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !82 Appendix C Complete list of episodes referenced: Title of Episode Director Writer Episode No. & Season No. in Series “Winter is Coming” Tim Van Patten David Benioff & D. B. Weiss Ep. 1 Season...
    • Page 25

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !26 Archetype Theory The use of archetypes in understanding the human condition, arguably made famous by Carl Jung, has evolved outside the realm of psychology and psychoanalytic theory into...
    • Page 4

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • iv List of Figures Figure 1: Teacher Participant Grade Levels Taught ..................................................................... 46 Figure 2: Teacher Participant Ages...
    • Page 88

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 81 Appendix L—Formal Letter of...
    • Page 22

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 22 strongly agree. The six items were: 1. Class was challenging. 2. Class was engaging. 3. Class was enhanced my learning. 4. Class made me motivated to learn 5. Class helped me to better understand how the course...
    • Page 26

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 26 RQ2: What impact does a SRS have on student engagement as measured on surveys? 65% of students reported having consistently higher engagement the second semester while using the student-response system Kahoot! on...
    • Page 48

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 48 world” problems. (Application) 6. Class lectures made me feel stressed. 1 2 3 4 After Kahoot was used these two questions were added for RQ3: 1. Please list and explain the strengths and weaknesses of Kahoot! as a...
    • Page 4

    • Spanish language; Language experience approach in education; Writing
    • iv List of Figures Figure 1: Instrumentation Timeline ...................................................................................22 Figure 2: Correct Capitalization of First Words in Sentences in Four Square Writing.....28 Figure 3: Use of...
    • Page 54

    • Spanish language; Language experience approach in education; Writing
    • 50 In Figure 8, the student is able to write memorized words and phrases and include specific information connected to the topic. The vocabulary is well understood by the student and very concrete. Most of the content is written in list...
    • Page 5

    • Social media; Fashion; Advertising
    • 5 organization may be deemed completely irrelevant if they do not have a presence on major social media platforms. Baird and Parasnis (2011) wrote, “With the worldwide explosion of social media usage, businesses are feeling extreme pressure to...
    • Page 5

    • Reading comprehension; Evaluation; Education; Introversion; Dialogue
    • 4 List of Figures Figure 1: Graph of Introverted Group’s Dialogue Journal Data and GR Comprehension...

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