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  • All fields: literary
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Display: 20

    • Page 87

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    • PHOTOGRAPHY 88 Hammack, P. L., & Pilecki, A. (2012). Narrative as a root metaphor for political psychology. Political Psychology, 33(1), 75-103. Hariman, R., & Lucaites, J. L. (2003, March). Public identity and collective memory in U.S. iconic...
    • Page 83

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    • THE WEB 84 24 􀀬􂰀􀁇􄜀􀁈􄠀􀁑􅄀􀁗􅜀􀁌􄰀􀁉􄤀􀁜􅰀􀁌􄰀􀁑􅄀􀁊􄨀􀀃􀌀􀁄􄐀􀀃􀌀􀁗􅜀􀁄􄐀􀁕􅔀􀁊􄨀􀁈􄠀􀁗􅜀􀀃􀌀􀁄􄐀􀁘􅠀􀁇􄜀􀁌􄰀􀁈􄠀􀁑􅄀􀁆􄘀􀁈􄠀􀀃􀌀􀁄􄐀􀁑􅄀􀁇􄜀􀀃􀌀􀁕􅔀􀁈􄠀􀁄􄐀􀁇􄜀􀁌􄰀􀁑􅄀􀁊􄨀􀀃􀌀􀁏􄼀􀁈􄠀􀁙􅤀􀁈􄠀􀁏􄼀􀀃􀍙 You can go into great detail identifying a target audience, but in order to communicate effectively you should collect some basic...
    • Page 79

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    • 75 Guthrie, J.T., (2001). Contexts for engagement and motivation in reading. Reading Online, 4(8). Retrieved from: http://www.readingonline.org/articles/handbook/guthrie/ Guthrie, J.T., Wigfield, A. Metsala, J.L, & Cox, K. E. (1999) Motivational...
    • Page 77

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    • No pirates no princesses 72 Conrad, B., Gross, D., Fogg, L., & Ruchala, P. (1992). Maternal confidence, knowledge, and quality of mother-toddler interactions: A preliminary study. Infant Mental Health Journal, 13, 353-362. Creswell, J. W. (1998)....
    • Page 74

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !75 Brown, K. L. (2009). Teaching literacy theory using film adaptations. Jefferson: McFarland & Co., Inc.. Campbell, J. (2008). The Hero with a thousand faces. Novato, California: New World...
    • Page 71

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    • ladies of the Relief Society for advice and suggestions. I will not attempt to say what good was accomplished." "In the !ear 1876 the name was changed from Retrenchment to Mutual Improvement Association. The name implied what it was first intended...
    • Page 7

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 7 hero or protagonist to accomplish. It is usually asked as a question. For example, will Sheba find her namesakes mythical kingdom. The second component is the Story Stakes which explains why the story is...
    • Page 7

    • Reading comprehension; Evaluation; Education; Introversion; Dialogue
    • 6 the caveat that they need to feel prepared and safe (Cain, 2012). As guided reading is organized presently, the need for thinking before discussing is not sufficient for introverted children. As such, when teachers call on them to share their...
    • Page 66

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 62 writing about a random topic made it even more difficult”; “I never know how to begin my papers”; “You actually need to know what the story was about”; and “I have never wr[itten] a literary analysis.” 5. What was the easiest piece? The students...
    • Page 65

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 61 structure)”; “A good introduction with a good hook will make your paper interesting”; “That I need to be more open to different types of topics and know more about writing”; “That you have to adapt depending on the type of paper you’re working...
    • Page 64

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 60 correct them”; “It builds me with a lot of peer help and teacher help”; “It helps me find mistakes in my writing”; “It helps me organize my ideas”; “I can revise my papers by myself, and I don’t make as much mistakes as before”; “It help[s] me...
    • Page 64

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    • 58 References Borba, M. (2009). Caring closes the language-learning gap. Phi Delta Kappan, 681-685. Cheng, L.R.L. (1996). Enhancing communication: Toward optimal language learning for limited English proficient students. Language, Speech, and...
    • Page 6

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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 7 Definition of Terms Definitions of terms pertinent to this study include:  Myth: a traditional or legendary story, usually concerning some being or hero or event, with or without a determinable basis of...
    • Page 59

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    • 52 Assessment—Romeo and Juliet Literary Essay and Final Assessment Figure 6 From pre-assessment to final assessment, students improved by 42% when attempting to construct Compound sentences; they improved by 16% when attempting to construct Complex...
    • Page 58

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    • 51 Argumentative Essay on Reality Store and Consumer Spending—Assignment #3 Figure 5 A couple of months later, a final writing assessment was given after reading Shakespeare’s Romeo and Juliet. Students were required to use the sentence patterns in...
    • Page 57

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    • P a g e | 57 explicitly (re-)admitting, by his charismatic personal intervention, two young Europeans into this moral community (Binsbergen, 2002). Further, the words used to describe Ubuntu are not exact but are dreams and practices of the...

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