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Display: 20

    • Zion National Park, Three Brothers

    • Zion National Park (Utah); Springdale (Utah)
    • Three Brothers. Hiram Ruesch home at left. James Crawford property at right. This is the location of the present Entrance Station at Zion South Entrance. Photograph was taken prior to 1931 at which time the property was added to the Park
    • Zion National Park, Zion tunnel

    • Zion National Park (Utah)
    • Zion tunnel: The shovel operated on compressed air. The truck was a Bulldog Mack which had solid rubber tires. The Nevada Contracting Company had 3 gasoline operated shovels and a fleet of Mack trucks. The trucks were eventually equipped with...
    • Yankee Meadow reservoir

    • Yankee Meadows Reservoir (Iron County, Utah); Dixie National Forest (Utah)
    • Yankee Meadow reservoir dam showing the narrow dirt dyke which the reservoir company officials had recently placed on the dam to prevent the water from flooding over.
    • Yankee Meadows Reservoir earth dike

    • Yankee Meadows Reservoir (Iron County, Utah); Camp sites, facilities, etc.--Dixie National Forest (Utah)
    • Close up view of the top of Yankee Meadows Reservoir dam showing the location of the earth dike and the well which allows entrance to the outlet valve in the pipe.
    • 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 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 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 7

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 7 hero or protagonist to accomplish. It is usually asked as a question. For example, will Sheba find her namesakes mythical kingdom. The second component is the Story Stakes which explains why the story is...
    • 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 14

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 14 seems to favor Peeta and she is pretty much left on her own. Then during the games everything she does goes wrong even when it goes right. When Katnis uses the Killerjaks to take out the group from the capitol...
    • Page 18

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 18 Lesson Overview Lesson 1: This lesson teaches the three steps that show to make an outline that ensures that the message is clear and compelling. 1. The presenter needs to decide on the Goal of the presentation....
    • 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 21

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 21 Lesson 6 Lesson six discusses using photos and Images. The presenter must be careful to use only pictures from Creative Commons licenses. There are a number of royalty-free images on the morguefile.com and...
    • 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 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 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 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 25

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 21 While more needs to be done to understand and evaluate bilingual students’ writing in both languages, this research should provide teachers of these students with enough insight not to compare their bilingual students’ abilities in either...

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