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    • Page 10

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 10 the writer made in the very first scene and how if that doesn’t happen then the writer will lose the reader who probably won’t buy another book from that writer. She talks about the ‘very last scene, last...
    • Page 11

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 11 to illustrate his points. He also uses movies that weren’t the success that the producers hoped for to illustrate what happens when ‘Saving the Cat’ isn’t used. The example he used were the two Laura Croft...
    • Page 13

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 13 young wizard is sent to boarding school where he finds that someone is trying to steal a stone that can give life to the most evil wizard that ever lived. One of the big mistakes that a writer can make is to...
    • 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 22

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 22 Using the Beat Sheet or how to outline your novel effectively isn’t integral to the actual story. In other words, the reader won’t know if the writer is an outliner or a pantser. A pantser is a writer who just...
    • 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 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 99

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 95 what areas I improved, and in what areas I need to put more effort.” “It pretty much shows that my grammar is very bad.” (Undecided): “Well, until [a] certain point yes, but I think this test do not evaluate all the characteristics that a good...
    • Page 142

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 138 In the questions below the marked passage, identify the letter of the choice that shows the best way to write each underlined section. If the underlined section needs no change, choose D. (41) "Endangered species in India" Ms. Varma told us...
    • Page 9

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 5 Deficiencies in the evidence. While there is a relatively extensive amount of research on the fact that metacognition strategies can assist students in becoming critical thinkers, thus better writers, less consensus exists about which strategies...
    • Page 22

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 18 or “punisher” (Smith, 2010, p. 671). In other words, students who focus on the product expect failure and end up producing something that shows they just can’t think (Smith, 2010). Language learners are particularly fearful of making grammatical...
    • Watershed management, Crawford Creek

    • Watersheds--Dixie National Forest (Utah); East Fork Sevier River (Garfield County, Utah)
    • PWAP - Installation of headcut control structures, Macaferri gabions at the mouth of Crawford Creek. Photo shows design of structure and size of rock used. Rock was hauled 30 miles.

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