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    • Page 6

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 6 emotion and dialogue to pitching to an agent, what a writer needs to know about self-publishing, designing a novel cover and how to write a great first page. Those people who teach these classes go through the...
    • Page 8

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 8 Suspense and Conflict: One of the most important themes is conflict and suspense. Conflict builds suspense. Tension and suspense are the same thing. Amy Deardon in her book, How to Develop Story Tension discusses...
    • 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 12

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 12 Story Structure: Larry Brooks’ book Story Engineering covers in some detail all the elements of writing. He says that “neither a killer idea nor a Shakespearean flair for words will get you published without a...
    • Page 15

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 15 However, in this Capstone Project, grounded theory is being used for two things: 1. To find the information necessary to produce the script and create PowerPoint slides for teaching the different topics to...
    • 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 23

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 23 crashing down on the hero easier to write. If the writer knows what the mid-point scene is, he can build each scene from the beginning to the mid-point. If the writer know what death and despair scene is—this is...
    • 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 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 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 29

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 25 later use (Nielsen, 2012). Research suggests that because a person’s working memory is strained during the writing process, it is important for writers to include a stockpile of the processes and strategies of writing into their long-term...
    • Page 31

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 27 When students develop a sense of self-efficacy in their writing, they will be able to make a distinct connection between practice and ultimate writing achievement—if they work hard, they will achieve successful academic writing outcomes....
    • 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 37

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 33 majority of students who have received their educational curriculum from a foreign country have simply not had the rigorous demands of writing instruction in any language; therefore, their writing deficiencies could have very little to do with...
    • Page 58

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 54 writing more (being given more writing assignments from their teacher) would help them prepare better. Twenty-six percent believed that they could use more one-on-one time with their teacher, and 23% thought that they needed more opportunities...
    • Page 61

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 57 enjoy proofreading and being able to express feelings through the writing process. “[I like] that a peer reads and helps us with our writing”; “I like learning how to organize my thoughts and information”; “I like writing because I can express...
    • Page 63

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 59 Writer’s Portfolio Questionnaire Throughout the semester, students were required to keep their metacognitive journal entries, essay drafts, and final versions of their writing assignments in a writer’s portfolio. At the end of the semester, they...
    • 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 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...

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