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    • Page 8

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    • technologies: computers, electronic books that are interactive and many more (Baird & Henniger, 2011). One problem faced by school districts is how to control technology once it is in the classroom (Blume, 2013). When iPads were distributed, more...
    • Page 15

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    • individual idea generation, defining rules for document management, identifying roles for group members, communicating ideas, and managing conflict (Dillon, 1993). According to Heitin (2008) writing with paper and pencil is most often done by just...
    • Page 44

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    • 37 structure and in thought. Writing was evaluated by the emergence of the sentence patterns more consistently used by student writers as seen in multiple essays; also, students’ feelings of confidence were taken into account by verbal feedback....
    • Page 49

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    • 42 didn’t feel confident enough to use them. Unfortunately, only a few students attempted to use the new sentence patterns in their own writing. The majority did not grasp the basic idea behind the sentence patterns or the reason why they were...
    • Page 52

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    • 45 Chapter 4 Results Introduction The purpose for this chapter is to disclose the answers to the questions that were formulated in previous chapters and discovered through implementation of new teaching strategies for sentence patterns. A brief...
    • Page 53

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    • 46 wonder where to place punctuation marks which will free them up to start to develop other writing techniques for better communication through writing composition. Purpose To see if teaching grammatically correct sentence patterns will help...
    • Page 67

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    • 60 needs to be presented in a fun, beautiful, and appetizing way in order for students to give their attention to it, sample it, enjoy it, reject it, and discuss it. Without experience to discuss the dish, or grammar, students cannot fully...

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