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    • Page 32

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 28 All learners are motivated by the desire to improve. When instructors help students find their own mistakes and evaluate their own work, their motivation increases exponentially. Secondary educators would do well to recognize that along with...
    • 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 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 56

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 52 Finally, exit card results (see Appendix B), while extremely useful throughout the metacognitive-enriched course, were not kept for this paper’s interpretive analysis. Their purpose was to provide a quick, informal self-assessment, along with...
    • Page 57

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 53 Figure 1. September 2015 College Attendance Objectives and Writing Expectations The Writer’s Survey that was administered in December 2015 included 64% or 32 junior and 36% or 18 senior participants. Approximately 12% classified themselves as...
    • 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 69

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 65 what you do right, so when it’s time to do your final paper you do it the best you can”; “With all the knowledge acquired with experience it becomes easier to avoid mistakes.” The final two responses: “Well I have been learning from my own...
    • Page 72

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 68 The first assessment simply asked the students to compare results from both essays and determine where they received the higher score, if their score was exactly the same, or if they only wrote one essay. From the junior classes, 77.14% received...
    • Page 79

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 75 Participants were then asked to evaluate their essays based on writing weaknesses and strengths (see Figures 19-20). Figure 19. Overall English Essay Writing Strength Comparison by Category 0% 10% 20% 30% 40% 50% 60% Junior 2015 Essay Junior...
    • Page 81

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 77 Total: 12% 30% 13% 21% 10% 14% The final area of the English essay self-analysis survey included participant opinion on both teacher and peer feedback (see Figures 21-22). Figure 21. Junior Teacher/Peer Feedback...
    • Page 83

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 79 Figure 23. Combined Spanish Essay Score Comparison Figure 24. Junior Spanish Essay Percentage Grade Comparison 0% 10% 20% 30% 40% 50% 60% 70% Below 60% Between 61-70% Between 71-80% Between 81-90% Between 91-100% Junior Spanish Essay Percentage...
    • Page 87

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 83 Figure 29 Junior and Senior Combined Native English Essay Results by Category Figure 30 represents writing weakness comparisons determined by the 2015 and 2016 native Spanish essay rubric results. Figure 30. Junior/Senior Native Spanish Essay...
    • Page 88

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 84 Figure 31 represents writing strength comparisons determined by the 2015 and 2016 native Spanish essay rubric results. Figure 31. Junior/Senior Native Spanish Essay Writing Strength Similar to the English Essay analysis, this researcher found it...
    • 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 91

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 87 After analyzing comparative test scores in January, the juniors reported and average grade of 55% and the seniors averaged 62%. The combined overall average was 52% in August and 58% in January (see Figure 35). Although there were a few...
    • 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 21

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 21 Chapter Four Method To evaluate the call to change the nickname as addressed in RQ1, I will be conducting a rhetorical analysis of comments made by individuals who replied via Facebook post to an ESPN Outside the Lines...
    • Page 22

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 22 defenses and criticisms overall. Unfortunately, I have found that the video (and the Facebook comments associated with it) have been deleted from ESPN’s website and the Facebook link redirects to an error page. This...
    • Page 31

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !32 Supercrip. Using the superhero word play, Nelson (1994) explains this to be the illustration of “a heartwarming struggle of someone likeable facing the trauma of a disability” who either “triumphs...

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