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Display: 20

    • Page 2

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 2 Abstract The purpose of the study was to discover which of the numerous concepts a writing instructor could teach at a writing conference that would help a beginning writer write a publishable novel. The...
    • Page 23

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 19 Since first-year college writing courses “are designed to encourage students to, in the words of one instructor, ‘just know that there are different ways to solve different writing situations’” (Fanetti, et al., 2010, p.82), high school...
    • Page 24

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 20 knowledge are shared across both languages and cultures. Because emerging bilingual students draw on their full linguistic repertoires, teachers, researchers and test-makers need to attend to and design instruments that address what emerging...
    • 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 41

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 37 Chapter 3 Methodology Purpose of the Study The purpose of this study is to draw attention to the continuing problem of underprepared students for college-level writing expectations; to show that the writing gap between secondary and college...
    • Page 42

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 38 Participants Approximately two groups or a maximum total of 50 bilingual English/Spanish students will be selected to participate in this study for the purpose of analyzing their English writing abilities before and after the implementation of...
    • Page 43

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 39 analysis, questionnaires, and surveys. Standardized exams from Prentice Hall’s Pearson 11th and 12th grade textbooks will be used both at the beginning and end of the semester to collect summative test results, which will be both unbiased and...
    • Page 44

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 40 final data analysis. In order to assure that the results are valid (meaningful) and reliable (consistent), the questions will be clear and purposeful. Samples of the instrumentations that will be used for this research are found in Appendix B,...
    • Page 45

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 41 The data will be gathered and compiled to compare for growth among individuals and between English and Spanish language groups. As required by the Southern Utah University Department of Graduate Studies in Education, all necessary Institutional...
    • Page 47

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 43 Chapter 4 Results The purpose of this study was primarily to determine the effectiveness of implementing metacognitive strategies in a secondary writing classroom and to reveal whether or not the use of such deep-thinking approaches would...
    • Page 51

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 47 method was changed to a more conducive format for data collection and analysis (created through surveymonkey.com). The purpose of the survey was to gather rubric and percentage scores and compare results to the original survey written at the...
    • Page 53

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 49 to write a response to the following open-ended question: “Regardless of the score you received, do you feel as though your writing has improved in your native language based on guidelines taught in English class?” Standardized Test The exact...
    • Page 54

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 50 abilities? Why or why not?” and “What did you find most revealing about the 2015-2016 section comparison? Was it surprising? Why or why not?” Case Study Participants Originally, only two groups were going to be used for this study: one junior...
    • Page 55

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 51 Table 1 Case Study Participants Native- English Female Students Native- English Male Students Native- Spanish Female Students Native- Spanish Male Students Total Female Students Total Male Students Total: Juniors: 2 2 20 16 22 18 40 Seniors: 1 1...
    • Page 60

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 56 Finally, 100% of juniors and 81% of seniors claim to be highly motivated to improve their writing skills, and 100% of both juniors and seniors believe that by improving their writing skills, they will become more marketable in the 21st century...
    • Page 71

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 67 Figure 6. Self-Reflection Assessment on English Writing Proficiency English Essay Comparisons An English diagnostic essay was assigned to the three case study groups at the beginning of Fall Semester 2015 and a second comparative essay was...
    • Page 90

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 86 At the conclusion of this native language essay survey, students were once again asked to determine whether or not they believed their L1 writing skills had improved based on guidelines and metacognitive strategies taught in English class during...
    • Page 100

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 96 Senior responses: “That I did better but just in a minimal amount. Not really, this is the first semester I have really been learning real English and Grammar. This class feels real.” “That I’ve improve[d] in some things, but not in all. So I...
    • Page 101

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 97 the six rubric writing categories; two native Spanish essays, one assigned at the beginning of the semester and one at the end, which were analyzed based on similar rubrics and writing categories to examine for writing improvements in students’...
    • Page 102

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 98 Whether the United States’ secondary language arts classrooms are comprised mainly of native English speakers or a mixture of multicultural and, therefore, multilingual students—a scenario that is far more likely based on today’s diverse...

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