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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 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 25

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 25 your life. There were sections on maintaining balance between home, work, and writing if writing wasn’t yet a full time career. Classes could be taught on query letters and making a pitch to an agent, as well as...
    • 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 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 141

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 137 1Hardly no relics are more famous than the Liberty Bell, which sits outside Independence Hall in Philadelphia. 2Patriotic citizens proceeded to ring the bell for awhile when the Declaration of Independence was adopted in July 1776. 3Being that...
    • Page 15

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 11 While basic developmental writing courses were effective, ones that focused only on grammar weren’t, and since most college placement tests are generally multiple choice, a student’s language or grammar skills are being tested rather than their...
    • Page 21

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 17 journey that can be applied to writing tasks before the final piece is well developed. This process allows the student to become more self-motivated and directed and to develop “one’s own voice” (Giridharan & Robson, 2012), something college...
    • World War II, final jump-off point

    • World War, 1939-1945 -- Photographs
    • The final jump-off point. Almost reminiscent of WW I, this was the front line for several weeks before the final jump-off into Germany. Woods and towns both suffered due to the stalemate. The tank is German. (See "World War II as Viewed from My...
    • World War II, German airplane

    • World War, 1939-1945 -- Photographs
    • German jet airplane in woods near Munich. Several were parked along the road in small clearings and had been rendered inoperable by explosives or burning. (See "World War II as Viewed from My Foxhole" by Jasper Louis Crawford, p. 138)
    • Page 5

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 5 Chapter One Introduction Since 1933, the professional American football team located in Washington D.C. has been known by the nickname “Redskins.” Originally the Boston Braves, the team name was changed in 1933 in order to...
    • Page 11

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 11 2012) and studies have demonstrated the value of good crisis communication (Bruce & Tini, 2008). Crisis response then becomes an attempt to alleviate harm done to the corporate “face” or image and restore good faith in the...
    • Page 25

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 25 perfectly fine with segregation.” And similarly, “Lol (laugh out loud) a term of honor and respect.... I doubt all Native Americans feel that way.” Other responses identified the cultural forces at play in the debate....
    • Page 40

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 40 Fortunately even Redskins fans questioned this response as too over the top. They may want to keep the nickname but they are not THAT crazy. That being said, there were several responses that claimed Washington lawmakers...
    • Page 41

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 41 They also noted charitable work conducted by the Redskins organization as evidence of a good relationship between the team and some Native American Tribes. Why is that not clear or unacceptable, and why does it have to be...
    • Page 46

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 46 Other arguments focused on the premise of knowing someone of Native American ethnicity who was not offended by the name. As has been demonstrated by several of the critical responses the existence of individuals not...

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